AIE Lesson Plan: Self Portraits Title: “Self Portraits: An Artist’s Identity” Artworks: 2001.003 Philip Brulia “Intersection of Being” Colored Pencil 2000 99.014 Hal Frater “Self Before Blank Canvases” Oil on Canvas 1988 98.013EC Michael Allison “Paper Mask” Oil on Panel 1987 Grade: Middle/High School PA Standards: 9.2.H: Identify, describe, and analyze the work of Pennsylvania artists in dance, music, theater, and the visual arts. 9.3.C: Know classification skills with materials and processes used to create works in the arts. 9.4.D: Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and the humanities. Objective: Students will gain a better understanding of self-portraiture by viewing three original art works from the education collection of the Southern Alleghenies Museum of Art. Students will then produce a self-portrait drawing focusing on their own self-image and how they believe the world views them. Overview: The presenter and students will discuss the characteristics of self- portraiture while examining three original portraits from the Southern Alleghenies Museum of Art. The discussion should focus on techniques the artist used to convey a message; also, students will critically view the artwork and draw conclusions as to the character or personality traits of the artist. After the discussion, the students will create a self-portrait which should somehow express their own self-image or identity. Materials: Drawing pencils Erasers Colored pencils Oil or chalk pastels White paper (9x12 or 12x18) Procedure: 1. The presenter will begin the lesson by discussing the three portraits, focusing on what characteristics make up a portrait, different types of portraits, and how the artists convey meaning about themselves. 2. Ask students to pick out different clues in the painting that speak to what type of person the artist is. 3. Discuss how each artist chose to portray himself. Do they think these portrayals are true? Discuss why an artist would want to portray themselves not as they truly are. 4. Before beginning their self-portraits, instruct students to first think about what they want their self-portrait to say about themselves. How will they convey this to their audience? Point out that their depictions do not have to be true to who they actually are, much like Brulia’s and Allison’s self-portraits. 5. If time permits, have some students share their portraits with the class and explain how their portrait conveys information about themselves.
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