My Future Self Project Overview After studying heroes in mythology and literature and identifying the personality traits that they themselves would like to cultivate, sixth graders incorporated their knowledge of drawing, painting, collage, and printmaking to symbolically depict themselves as the embodiment of these qualities. Essential Question: How does a person s character affect his or her destiny? Artistic Goals: 1. Students will understand some of the ways that artists create portraits using both representation and abstraction. 2. Students will know how to use different mediums, including charcoal and water-based paints, and will understand the properties of these mediums. 3. Students will understand that color, line, and shape have both visual and symbolic meaning. Curricular Goals: 1. Students will explore character traits in themselves and historical characters/leaders and how these traits impact their lives. 2. Students will be able to analyze characters and identify internal and external character traits. 3. Students will be self-reflective in writing and conversation about their work. 4. Students will understand the concept of cause and effect, in both history and in their own lives. National Content Standards Addressed: NSS-USH K-4.3: The History of the United States: Democratic Principles and Values, and the People from Many Cultures Who Contributed to its Cultural, Economic, and Political Heritage Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols NL-ENG K-12.2: Understanding the Human Experience Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions of human experience. NA-VA K-4.3: Choosing and Evaluating a Range of Subject Matter, Symbols and Ideas. Students know the differences between materials, techniques, and processes Students describe how different materials, techniques, and processes cause different responses Students use different media, techniques, and processes to communicate ideas, experiences, and stories NA-VA 5-8.1: Understanding and Applying Media, Techniques, and Processes Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
Part 1: Representational entational Portraits What is a portrait? Activity 1: Exploring Portraits Students were introduced to portraiture by viewing Picasso s Woman Ironing. Together, they discussed what the mood of this woman might be, and what visual cues in the portrait led them to that conclusion. They considered the difference between internal and external character traits, and how they can be linked in portraits. Recommended Time: One 45-minute session Inquiry Artwork: Picasso, Woman Ironing Materials: Paper and pencils Activity 2: Historical Figure Portraits Part I: Exploring Historical Figures Pablo Picasso,Woman Ironing (La Repasseuse), 1904. Oil on canvas, 116.2 x 73 cm. Solomon R. Guggenheim Museum, New York, Thannhauser Collection, Gift, Justin K. Thannhauser 78.2514.41. 2007 Estate of Pablo Picasso/Artists Rights Society (ARS), New York Each student chose one historical figure from a biography they had read in social studies class to represent in a portrait. As students planned their portraits, they created T-charts listing the internal and external character traits of their figures. (See worksheet in Resources section.) They also viewed a series of portraits in a range of styles from many different historical periods, noting how the subjects facial expressions and gestures help give viewers clues about their character. Part II: Portraits The teaching artist introduced students to portrait techniques by conducting a brief guided session on drawing facial proportions and different facial expressions. This was also students introduction to drawing with charcoal and conté crayons. With these techniques in mind, students created the portraits of their selected historical figures, trying to communicate something about the subject s outward appearance as well as his/her inward character. Finished portraits were exhibited in the classroom, and students reflected on the project by using sticky notes to comment on each other s work. Recommended Time: Two 45-minute sessions Materials: Paper for sketching, large paper for portraits, a variety of drawing materials (including pencils, charcoal, and conté crayons) Materials: Paper and pencils
Part 2: Abstraction in Portraiture How do artists use symbols, line, shape, and color to express internal character traits or feelings? Activity 3: Introduction to Abstraction Together, the class looked at Picasso s Head of a Woman (Dora Maar) and discussed how recognizable features are sometimes abstracted in portraits. They considered why Picasso may have made the choices he did when creating this painting, and also discussed how shape, line, rhythm, and color can convey a feeling. Pablo Picasso, Head of a Woman (Dora Maar), 1939. Oil on wood panel, 59.8 x 45.1 cm Recommended Time: One 45-minute session Inquiry Artwork: Pablo Picasso, Head of a Woman (Dora Maar) Activity 4: From Representation to Abstraction To begin, each student was given a limited palette of watercolors and was asked to brainstorm a list of emotions or feelings that they associated with those colors. With pencil and marker, each artist drew a small portrait of a person, conveying one of those emotions through facial expression or body language. Next, to add color to their images, students painted their portraits using the initial watercolor palettes. Then they cut or ripped their portraits into dozens of small pieces and rearranged those pieces into a collage while paying careful attention to rhythm, pattern, and line. Recommended Time: Two 45-minute sessions Materials: Paper, pencils, markers, watercolors, brushes, scissors, and glue From left to right: Stacey Morillo, Ashley Santiago, and Destiny Spencer, 6th grade, P.S. 86, The Bronx. Activit ctivity y 5: Historical Figure Abstractions Students were asked again to create a portrait of a their chosen character from mythology or ancient history, but this time the portrait was to be abstract, without actually representing a physical likeness of the character. Building upon previous work, students used line, shape and color to create an internal portrait of a character, representing only that individual s personality and not their physical features. Students were given a choice of materials including charcoal, chalk, watercolor, collage, or any combination of these mediums. Recommended Time: Two 45-minute sessions Materials: Large paper, choice of mediums (charcoal, chalk, watercolors, brushes, collage elements, pencils)
Part 4: Self-Portrait Series How can I represent visually who I am and who I will be? Activity 7: Self-Portraits Part I: Reflective Writing To prepare for their final self-portraits, students responded to a series of questions about themselves and their lives in their sketchbooks. While many questions provoked short, one- to two-word answers, at least one led to a meaningful reflection. (See the worksheet on page 7 for sample questions.) These questions and answers served as a catalyst for self-portrait ideas. Part II: Self-Por Portraits As a culminating activity, students were asked to create a self-portrait, incorporating skills learned thus far, to address the question: Who am I now, and who will I be in the future? In addition to choosing between representation, abstraction, or a combination of the two approaches, students had their choice of materials for this project. Students filled out planning worksheets and made preliminary drawings in their sketchbooks to help them organize their ideas before beginning. As a class, they discussed Marc Chagall s Paris Through the Window to consider how artists show multiple ideas, scenes or time periods in a single image. Recommended Time: Three to Four 45 Minute Sessions Inquiry Artwork: Chagall, Paris Through the Window Materials: Large paper, choice of mediums (charcoal, chalk, watercolor, brushes, collage elements, pencils)
oéëçìêåéë Images: Guggenheim Collection Online, http://www.guggenheim.org/new-york/collections/collectiononline Selected works of art used in conjunction with this project can be found here, including: Marc Chagall, Paris Through the Window, 1913 Pablo Picasso, Woman Ironing, spring 1904 Images are also available for purchase as posters from the Guggenheim Museum s online store: Paris Through the Window, http://www.guggenheimstore.org/chagposparth.html Woman Ironing, http://www.guggenheimstore.org/picposwomir1.html Media and Techniques: Bell, Julian. Five Hundred Self-Portraits. London: Phaidon, 2000. National Portrait Gallery, http://www.npg.si.edu/ Proportions of the Human Head. About.com, http://drawsketch.about.com/library/weekly/ aa121202a.htm Curricular Resources: D'Aulaire, Ingri, and Edgar Parin D'Aulaire. Ingri and Edgar Parin D'Aulaire's Book of Greek Myths. New York: Delacorte, 2003. Humphrey, Sandra McLeod. Dare to Dream!: 25 Extraordinary Lives. Amherst: Prometheus Books, 2005. Time for Kids Biographies Series (ages 7 9). Editors, Time for Kids.
Name Historical Figure Portraits: Internal and External Character Traits Internal character traits are the qualities a person exhibits through his or her actions. Courage, shyness, or generosity could all be internal character traits. External character traits are how a person shows their traits through their facial expressions or movements. A snicker, a smile, or perfect posture could all be considered external character traits. Think about the historical figure you have selected to depict in a portrait. Use the chart below to list both internal and external character traits that figure possesses. Think about how the two types of character traits may relate to each other and how this relationship influences your choices when creating the portrait. Your Historical Figure: Internal Character Traits External Character Traits
Name: Planning your final project: A SELF-PORTRAIT that shows who you are NOW, and who you might become in THE FUTURE. Cut up these questions. Pick one out at a time and write down an answer. Try to write a long answer for at least a couple of questions. Use these ideas to plan your portrait! What characteristics would you like to show about yourself NOW? What characteristics would you like to show about your FUTURE self? What parts of your selfportrait will you draw REALISTICALLY? What parts of your portrait will be ABSTRACT? Name two colors that you think will be important to use in your project. Think about how colors can help to express a feeling in your artwork. Will you include any words in your self-portrait? What words will you use? What character trait do you have now that you would still like to have when you are 20 years old? Who do you most admire? Why? What will be different about you when you are 20 years old? Complete this sentence: I hope that in 10 years, I will What character trait do you have now that will be helpful to you in the future? What word would your best friend use to describe you? Finish this sentence: What I like most about myself is Do you have any character traits that get you into trouble? If so, what are they? What art materials would you like to use in your project? Choose from charcoal, watercolor, or paint. You can use as many as you d like! What is something nice that you have done for somebody?
Sample Inquiry Plans Pablo Picasso,Woman Ironing (La Repasseuse), 1904. Oil on canvas, 116.2 x 73 cm. Solomon R. Guggenheim Museum, New York, Thannhauser Collection, Gift, Justin K. Thannhauser 78.2514.41. 2007 Estate of Pablo Picasso/Artists Rights Society (ARS), New York This image can also be viewed on the Guggenheim Web site: www.guggenheim.org/new-york/collections/collection york/collections/collection-online online Inquiry Script: Take a minute to sketch this woman. What did you notice? What might this woman be thinking about? What do you see that makes you say that? Many have noticed that Picasso painted the woman with a thin, long figure sloping forward while she irons. How might this external gesture relate to the woman s internal traits?
Pablo Picasso, Head of a Woman (Dora Maar), 1939. Oil on wood panel, 59.8 x 45.1 cm Inquiry Script: What do you notice? How is this similar to or different from other portraits you ve seen? Sometimes artists simplify or exaggerate the features of their subjects in order to communicate a mood or feeling. How would you describe the mood of this painting? How do shapes, lines, rhythm, and color convey feeling in this picture?
Marc Chagall, Paris Through the Window, 1913. Oil on canvas, 53 1/2 x 55 3/4 inches. Solomon R. Guggenheim Museum, Gift, Solomon R. Guggenheim. 37.438. Marc Chagall 2005 Artists Rights Society (ARS), New York/ADAGP, Paris This image can also be viewed on the Guggenheim Web site: www.guggenheim.org/new-york/collections/collection york/collections/collection-online online Inquiry Script What do you see? What did you notice about the colors the artist used? What did they make you think of? Some people think the man in the bottom right-hand corner is the artist, Marc Chagall, looking both east toward Russia (where he was from) and west toward Paris (where he lived when he painted this piece). Chagall was living in Paris, but he knew he might have to move back to Russia. How do you think Chagall felt about both of these places? How do his choices of colors communicate that?