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    Grade: 9 Lesson Title: Self Portraits Lesson 3 Class 3 Lesson Duration: 75 Minutes

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    This lesson is the third class for a self-portrait project where students will continue working on their self-portraits using various materials provided. The teacher will discuss the learning objectives and assessment criteria with the class. Students will participate in a warm-up drawing activity before working independently on their self-portraits. At the end of class, students will submit an exit slip answering how their artwork expresses aspects of their identity before cleaning up.

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    Grade: 9 Lesson Title: Self Portraits Lesson 3 Class 3 Lesson Duration: 75 Minutes

    Uploaded by

    api-544731570
    197 views3 pages
    This lesson is the third class for a self-portrait project where students will continue working on their self-portraits using various materials provided. The teacher will discuss the learning objectives and assessment criteria with the class. Students will participate in a warm-up drawing activity before working independently on their self-portraits. At the end of class, students will submit an exit slip answering how their artwork expresses aspects of their identity before cleaning up.

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    self-portrait lesson 3 class 3

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    This lesson is the third class for a self-portrait project where students will continue working on their self-portraits using various materials provided. The teacher will discuss the learning objectives and assessment criteria with the class. Students will participate in a warm-up drawing activity before working independently on their self-portraits. At the end of class, students will submit an exit slip answering how their artwork expresses aspects of their identity before cleaning up.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    197 views3 pages

    Grade: 9 Lesson Title: Self Portraits Lesson 3 Class 3 Lesson Duration: 75 Minutes

    Uploaded by

    api-544731570
    This lesson is the third class for a self-portrait project where students will continue working on their self-portraits using various materials provided. The teacher will discuss the learning objectives and assessment criteria with the class. Students will participate in a warm-up drawing activity before working independently on their self-portraits. At the end of class, students will submit an exit slip answering how their artwork expresses aspects of their identity before cleaning up.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Grade: 9 Lesson Title: Self Portraits Lesson 3 Class 3 Lesson Duration: 75 minutes

    Overview of lesson
    In this class students will be continuing to work on their self-portrait projects. They have a planning sheet and once
    they feel ready to start they can. They are allowed to use the materials at the back of the room and watercolour paint.
    I will also have paper pre-cut for them and leave paper at the front of the room for them to grab. (Remind them to
    wear masks while walking). Students have been encouraged to use more than one type of material. In this class I will
    lay out what the learning objectives are and talk to the class how they think they should be assessed. Once I have
    done this I will move on to guided drawing to warm up for the class. After this, students will be free to work on their
    self-portraits. At the end of the class I will give the student san exit slip. I will give each student a sticky note and they
    will answer the question What aspects of your self-portrait are going to express who you are? Once they answer this
    question they will hand it in to me. Then they can clean up their desks and get ready to sanitize and leave.
    Alberta Program of Study: Goals and Objectives
    GLO /GLE
    Drawing
    SLO/SLE
    Communicate: 
    A. The subjective perception of the individual student affects the way he/she expresses action and direction. 
    B. Mood and feeling as perceived by the individual student can be expressed in colour drawings. 
    C. Exaggeration of mood characteristics in drawings of nature and people can help to emphasize a personal point of
    view.

    Learning Objectives
    Students will be able to compose a self-portrait using various materials.
    Students will be able to create emotion through use of various mediums.
    Students will be able to develop a plan before beginning their studio project.
    Lesson Guiding Questions
    What does self mean to you?
    What are some things that make you who you are?
    Why do you think self-portrait is important?
    What aspects of self are important to you?
    How do these artists use self-portrait to depict their identity?
    Why do you think they are deciding to do this?
    How can you express yourself through your artwork?
    Annotated Learning Resources List
    https://spark.adobe.com/page/s4AOYEaF1uuwG/
    https://artsandculture.google.com/story/how-the-self-portrait-evolved-into-the-selfie/8gLCWiSIgsdBLg 
    https://mymodernmet.com/famous-self-portraits/ 
    https://mymodernmet.com/pablo-picasso-self-portraits/ 
    http://www.laurenbrevner.co/new-index
    https://www.artsy.net/artist/amy-sherald
    https://franssmit.co.za/about-frans/
    https://www.mentimeter.com/s/f6b6d47c75e457ef765527034afb3961/b728fe5b9e4b/edit?new&first
    Material and Equipment:

    ● Sketchbooks
    ● Handout used for brainstorming
    ● Paper 
    ● Pencils

    1
    ● Clay
    ● News paper
    ● Scissors 
    ● Water Colour
    ● Oil Pastels 
    ● Chalk Pastels
    ● Glue
    ● Ruler
    ● Sharpie
    ● Pencil crayons
    ● Paint brushes 
    ● Pre-cut paper
    Lesson Procedures
    Introduction/ Review (5 minutes):
    Review with the class what we did last week. We have been talking about self and identity. We decided that identity is
    who you are and how you express yourself. Many students have begun working on their self portraits and many are
    also finishing up their planning sheets.

    Body (60 minutes)

    Steps and Procedures: Formative Assessments:

    Planning Sheet- The Planning Sheet is for


    Objective for the Lesson: formative feedback. The purpose of this is so
    Discuss with the class the lesson objectives. Tell them what I am expected that I know where students are at in the
    assignment and I can help guide their
    of them by the end of the project.
    learning. 
    Students will be able to compose a self-portrait using various materials.
    Students will be able to create emotion through use of various mediums. Observation- while students are working I
    Students will be able to develop a plan before beginning their studio am constantly circulating the room and
    project. discussing with students their projects. This
    Assessment Criteria (Co-created): way I can help them and question them to
    help with reflection. I am also formatively
    Here I want to discuss with the class what kind of criteria they should be
    assessing while doing this.
    assessed on.
    Technique (evidence of skill) Exit Slip- Students will be given a sticky
    Concept (well-developed idea) note to answer a question that they will hand
    Communication (expression through various media) in before they leave the class.
    Anticipatory Set (Prior Knowledge):
    What students already know about themselves. Differentiation:
    Maybe students have work with self-portraits before.
    Maybe students are using materials that they already know lots about. Planning Sheet- With the planning sheet
    Input/ New Information: student have multiple opportunities to draw
    or write their ideas down. The sheet is clear
    New information today will be warm up drawing. Students may have done and gives steps for students to follow. This
    some of these doodles before. will be an easy way for students to break
    Modeled Practice/ Demo: down a large project.
    Work with the students in their sketchbooks. Draw on the camera to
    demonstrate. Do warm up drawings with them. Line drawings, patterns, Choice- I have also given students may
    opportunity for choice. They are able to
    shapes, designs. Meant to get students ready to work on their self- choose their materials. They are also able to
    portraits. choose if they are going to create a painting,
    Check Understanding: drawing, sculpture, collage, etc. They have
    Make sure all students are aware of the self-portrait project and that they the option to create a realistic or imagined
    all know what to do today. Can review the planning sheet. Also review self-portrait. This way there is no pressure to
    create a realistic self-portrait. 
    what materials can be used and what papers will be available.
    Guided Practice/Independent Practice:
    Now students will have time to work on their self-portraits or planning
    2
    sheets.
    Consolidation
    Here I want students to hand in formative feedback. I will give them sticky note. They will answer this question- What
    aspects of your self-portrait are going to express who you are? (Materials, Themes, Colours, etc) Students will hand
    these into me before leaving the class.
    Clean up
    Students will be given a 5-10-minute warning to the end of class (depending on what materials were taken out today)
    to start cleaning up. They will then follow the routine of grabbing paper towel and waiting for me to spray the cleaner
    on their desks. Once their desks are sanitized they can leave the room once the bell rings.

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