Renaissance Art 2

Renaissance Portrait Drawing Art _5th Grade___
Lesson: Unit 1 – Create a self portrait using drawing techniques from ART TEKS 117.20 ART 5th Grade 1 (a,b, c), 2 (a, b, c), 3 (a) 4 (a,b)
the renaissance.
Essential Understanding: An exercise that demonstrates how to Anticipatory Set; What was the importance of portraiture drawing
draw an accurate representation of the human face. during the Renaissance? What techniques were used?
Essential Question:
-In what ways can students explore Renaissance art through use of Review: Proportion, highlight, shadow, cast shadow, parallel
proportion in portrait drawing? hatching, cross hatching, and contour hatching
-How can students explore Renaissance art through use of value in
portrait drawing?
Background:
-In what ways can students explore Renaissance art by creating a
sense of identity in portrait drawing? During the Renaissance portrait drawing and painting were used to
give a real representation of the individual. A portrait was meant to
Key Concepts: Renaissance art, symmetry, line, value and shape record a person's features as well as offer insight to that individual's
personality. It was meant to offer a sense of that person’s presence
Objective(s): and identity.
1. Students will learn to demonstrate what ways they can explore Input: Artwork examples through PowerPoint and drawing demo.
Renaissance art through use of proportion in portrait drawing.
2. Students will learn to show how they can explore Renaissance
art through use of value in portrait drawing. Instruction:
Lesson 1: Students will view portraiture artwork. They will participate in
3. Students will learn to illustrate what ways they can explore
discussion through a constructivist discussion technique. Students will
Renaissance art by creating a sense of identity in portrait write down and describe what they see, think and wonder about
drawing. different artworks. The goal of this lesson is for students to learn
critical thinking skills and learn about Renaissance art drawing
techniques.
Rubric:
(See attached generic example – one can be created for each project
but easier to use a generic one which you will establish in Lesson 2: The goal of this lesson is for students to learn how to use
procedures. ) shading and line to create value. Students will create two value scales
with hatching and shading.
1
Assessment: Lesson 3: The goal of this lesson is for students to brainstorm and
Students will fill out a critique sheet with groups and turn in their work learn the proportions of the face. Students will draw a self portrait and
with the critique sheet attached. brainstorm their ideas through practice sketches.
Lesson 4: Lastly students will create their final piece. They must
incorporate something into the drawing that tells viewers who they are.
This could include their facial expression, clothing they are wearing,
jewelry, hair, or surrounding objects.
Supplies Needed: Key Skills/Process: Model how to draw and map out a face. Model
1. vine charcoal (hard, medium and soft) how to create a symmetrical face using varying lines, values and
2. compressed charcoal shapes with charcoal, pencils and erasers.
3. Charcoal pencils
4. Pencils (different grades) Check for understanding: I will check for understanding through one
5. eraser on one critique, discussion and written exit tickets
6. Mirror or image of yourself to draw from
Closure: Have students fill out critique sheets and participate in group
Preparation: critiques at each table. Afterwards students will hand in their work with
1. View powerpoint over Renaissance artist critique sheets for a grade.
2. Discussion- See, think, wonder
3. Practice Sketching self portrait
4. Work on Final Piece
Vocabulary Demonstrate basic studio skills

• Symmetry-asymmetrical, symmetrical
-Proportion: The size relationship between relative parts to a whole • Line- Thick, thin, gestural line
• Value-Chiaroscuro, highlight, shadow, cast shadow
-Highlight: Typically indicated by the tints or lightness of a color. This • Shape-geometric shape, organic shape
would be the point of intense brightness illuminated by a light source.
Differentiation/ESL/SPED/Kids with limited materials:
ESL-Students will have visual and auditory aids
-Shadow: Typically indicated by the tones or darkness of a color. A
● Students will have table cards to look off of with images to
shadow is a dark area where light from a light source is blocked by an
explain project requirements
opaque object. It occupies all of the three-dimensional volume behind
● Students will be partnered with another student who has
an object with light in front of it. The cross section of a shadow is a
strong Spanish/English speaking skills
two-dimensional silhouette, or a reverse projection of the object
● Students can draw answers for exit tickets
blocking the light.
SPED-Students will have an alternative related assignment
● Students will have table cards to look off of that show project
2
-Cast Shadow: A cast shadow is created when an object blocks a light requirements
source. A cast shadow is not a solid shape but varies in tone and ● Repetition in one on one aid
value. The farther a cast shadow is from the object the lighter and
softer and less defined becomes its edges.
-Parallel hatching: Parallel Hatching- Shading technique in which

lines are parallel
-Cross Hatching:Shading technique in which lines intersect at an

angle
-Contour Hatching: Shading technique that follows contours of the

subject

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Renaissance Portrait Drawing Art _5th Grade___

Vocabulary Demonstrate basic studio skills

-Parallel hatching: Parallel Hatching- Shading technique in which

-Cross Hatching:Shading technique in which lines intersect at an

-Contour Hatching: Shading technique that follows contours of the

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