Through the Looking Glass Developed By Suggested Length Suggested Grade Level(s) Subject Areas Elizabeth Wendt Lesson #1: Three 80 minute classes Lesson #2: Two three 80 minute classes (plus out of class work) Lesson #3: Three four 80 minute classes Lesson #4: One two 80 minute classes 10, 11 Social Studies, Visual Arts, Language Arts Overview This unit explores issues of self and identity through the observation and analysis of self-portraiture. These lessons are focused on helping students learn more about themselves and on fostering personal expression. Links to Curriculum Outcomes Students will (be expected to) apply concepts associated with time, continuity, and change (Social Studies) create artworks that communicate intentions (Visual Arts) analyse and create artworks where emotions, feelings, and experiences are used as a symbolic, non-verbal means of expression and communication of ideas (Visual Arts) integrate information from many sources to construct and communicate meaning (Language Arts) Links to Telling Stories: Themes / Key Words Symbols of Identity Portrait Who am I? Art Works Self-portrait, Robert Harris, CAG H-2120 Self-portrait, Robert Harris, IMG_5134 Self-portrait (sketch), Robert Harris, CAG H-101 Self-portrait (as a boy), Robert Harris, CAG H-198a Self-portrait, Robert Harris, CAG H-205 Self-portrait, Robert Harris, CAG H-217 Self-portrait, Robert Harris, CAG H-1745 Self-portrait (as a very young boy), Robert Harris The Rt. Hon. Sir John A. MacDonald, Robert Harris, CAG H-8314
Lesson #1: Where were you when... Students will create a time-line that makes connections between historical events and their own lives. paper pencil 1. Portraits can give us an understanding of an artist s life and times. They are often a source of historical information. Introduce students to Harris self-portraits and portraits: When did Robert Harris (1849-1919) produce these works? What was life like on PEI and in Canada when he painted his early self-portraits? How had things changed by the time of his later portraits? (e.g., electric lights, cars, Confederation) What events might have shaped Harris and his family? 2. Have students construct a time-line of Harris life that includes printouts of his portraits combined with important social and political events (Confederation, scientific discoveries, wars, fashion, etc.). 3. Have each student bring in at least three photos taken at different times throughout his/her life, starting with baby pictures. To avoid damaging the photos, make photocopies of each one. 4. Have each student research at least three dates in the newspaper archives at the local library (day of birth, tenth birthday, last birthday) and make a list of interesting stories or headlines for each date (e.g., social and political events, popular music, scandals, natural disasters, fashion moments, sport moments). 5. Have the class construct a group time-line in the shape of a banner or mural that incorporates the photos and the headlines. Key words: Time-line The Metropolitan Museum of Art website has an excellent example of a time-line.
Ideas for Assessment Either verbally or through reflective writing, ask students to identify events or experiences they think have shaped their lives in some way. Lesson #2: Phases and Faces Through observation and art making, students will create a series of self-portraits over an extended period of time using different media. variety of drawing and painting materials variety of surfaces such as illustration board, pastel paper, watercolour paper, etc. class set of mirrors 1. Have students view Harris self-portraits, as well as self-portraits by artists such as Albrecht Durer, Rembrandt, Van Gogh, Picasso, Frida Kahlo and others. 2. In a whole class discussion, present students with the following questions: What media have the artists used? (charcoal, pastel, oil paint, etc.) Do any of the works evoke a certain mood or character? What device(s) does the artist(s) use to achieve this? (use of colour, brushstroke techniques, use of symbolism, etc.) What do these images tell us about the personalities of the individuals? 3. Explain to students that they are going to create a series of selfportraits over several weeks using different media for each portrait. Encourage students to experiment with different surfaces. For example: Week 1 graphite or charcoal Week 2 monochromatic scheme Week 3 full colour pastel drawing Week 4 watercolour sketch Week 5 acrylic painting 4. Review basic portrait drawing skills.
Remind students to properly label and date the works. 5. At the completion of the project, exhibit the works in the classroom and hold a formal critique. Possible questions for discussion could include the following: What changes have occurred in the artist s work? How has the artist attempted to create expressive qualities in the work? 6. After the initial lesson, the project can be completed at home as a term assignment. Possible Extensions Students might create self-portraits with clay, wire sculpture, papier mâché, collage, mixed-media, and / or assemblage techniques. Students might create a self-portrait in the style of one of the artists introduced earlier in the lesson, incorporating contemporary objects to give it a modern twist. Key words: Self-portrait Ideas for Assessment Have students can keep a weekly journal. Ask them to record what they think are the strong points in the artwork, and where they think there is room for improvement. Lesson #3: Me, Myself, and I Students will photograph themselves in a familiar environment and create a photomontage in the form of a visual story. cameras (disposable will do) film illustration board or different coloured matt board scissors or x-acto knives rubber cement 1. Artists often create portraits in non-traditional ways. View photomontages by David Hockney and compare them to Harris portraits. Ask students the following question:
How are the works different and how are they the same? 2. Notice how Hockney uses techniques similar to cubism that combine multiple images of a person or object to form a more complete visual story. Harris portraits use a traditional rectangular format. How are Hockney s photomontages different? 3. Have students take multiple images of their bedrooms or other environments (a garage where they jam with their friends, an art studio, the locker in the school gym, etc.) that express aspects of their personality. They will need to shoot at least one full roll of film. Encourage students to include images of themselves in various expressive positions. 4. Once the photographs have been developed, students can begin arranging their photos on the illustration board. Encourage students to experiment with different formats (refer to Hockney s work). Photographs can be used whole or cut into smaller fragments. Emphasize the importance of planning the composition to create strong visual interest. Encourage students to focus interest away from the center of the work to create a more dynamic composition. Possible Extension Using the work of American sculptor Louise Nevelson as a springboard, have students create assemblages in a box composed of objects that represent various aspects of their personality and identity. Students might choose a colour to coat the objects that expresses a mood or feeling. Key words: Photomontage, David Hockney Ideas for Assessment Ask students to respond verbally or in written form to the following question: What does the artwork tell the viewer about you as a person? Lesson #4: Poetic portraits Students will write a concrete poem in the form of a self-portrait that expresses various aspects of their personality. Related Art Work(s) The Rt. Hon. Sir John A. MacDonald, Robert Harris, CAG H-8314
self-portraits by Robert Harris enlarged photocopies of student photographs (school photos work well) lightweight drawing paper markers 1. As a class group, have students view Harris self-portraits and his portrait of Sir John A. MacDonald. Generate a class list on the board of personal qualities that students have identified in the portraits. (quiet, gentle, reflective, conservative, serious, dignified, boring, etc.). 2. Working individually, have students create a list of at least 20 words that they feel best describe their own self. Moving into groups of two, each student generates a new list of 20 words that best describes his / her partner. Each student now has two lists of words that will serve as a basis for creating a concrete poem. 3. Have each student trace the outline of his / her head and shoulders from an enlarged photocopy (at least 8 ½ x 11) onto a sheet of drawing paper. Each student will produce a concrete poem from the generated words, using the outline as a guideline. Various coloured markers may be used but avoid more than one colour per word for increased readability. 4. Display the concrete poems on the classroom walls. Key words: concrete poetry Ideas for Assessment Students might complete a peer assessment based on student generated criteria and / or attempt to match the poems to the individuals. Bringing it all Together A culminating activity could consist of an exhibition of student work from various disciplines dealing with identity and self-expression. Classes might work together to create a computer-generated catalogue of the works.
Suggested Resources Drawing Faces, Dickins and McCafferty, Usborne Art Ideas, ISBN 07460 3742 2