COLOURFUL SELF-PORTRAIT – Colour, Space, Contrast

Students will be able to:

• use a photo editing program to convert a colour image of themselves to black and white;
• draw a grid with 2.5 cm (1") squares on top of the photograph;
• create a self-portrait drawing that communicates things that are important to them;
• use contrasting colours to make important details stand out;
• demonstrate technical accomplishment and creativity;
• support their ideas with evidence found in the artworks.

Have students:

• use the lesson plan I See Myself available on this website to learn more about drawing the face;
• share their work with others.

1. Download and display the Colour and Contrast posters available on this website.
   - review or teach the principle of contrast – extreme differences
   - review or teach the element of colour - warm and cool colours, complementary colour schemes
2. ​Teach/review how to use a photo editing software program such as Photoshop to convert to grayscale and resize an image. 
3. Gather and make available picture books about identity, for example, The Boy & the Bindi, by Vivek Shraya, and Rajni Perera: Where Are You From?, by Yamile Saied Méndez, and Jaime Kim; The Proudest Blue: A Story of Hijab and Family, by Ibtihaj Muhammad, and Hatem Aly.; and The Name Jar, by Yangsook Choi.
4. Conduct several read-alouds using a variety of books that focus on identity.
5. Download images of portraits from the Internet, for example,
   Boy
   Girl
   Paul Trappen
   La Belle Otero
6. Provide time for students to practice drawing straight lines with a ruler.

1. View and discuss several images of portraits.
   - Ask students to tell what the portraits tell them about the person, and what they see that makes them think that.
2. Ask students to think of 5 words and 1 symbol that best describes them.
3. Ask students to think about how they would communicate those ideas in a self-portrait, e.g.,
   - a specific pose
   - hat or special clothing
   - objects such as toys and trophies
   - facial expression
4. Introduce the challenge.

1. Display the self-portraits as a ‘body of work’.
2. Ask students to gather in front of the display and look at the works thoughtfully.
3. Ask them to find 3 things they find interesting about one of them.
4. During the discussion include references to:
   - composition - placement of elements to create movement
   - use of colour and symbol - how they add to the overall effectiveness of the work
   - contrast - how contrast is used to move the viewer's eye through the composition and make things stand out
   - feelings the work evokes
   ​- communication - what the self-portrait tells the viewer about the artist
5. Display the images in and around the classroom so students can view them as a body of work throughout the next few weeks.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their self-portraits – speaks with a clear voice, looks at audience while speaking, points to areas in the self-portrait, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads – ColourfulSelf-Portrait_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads – ColourfulSelf-Portrait_self-assessment.pdf)