SELF-PORTRAIT INSPIRED BY A TOY – Form, Detail, Colour

Students will be able to:

• create a modeling clay self-portrait inspired by a favourite toy;
• mix a colour to use for their skin;
• include details that show something about themselves;
• include details that show something about their toy; 
• demonstrate technical accomplishment and creativity;  
• support their ideas with evidence found in the works.

Have students:

• work with a partner;
• write a story that features both self-portrait characters;
• draw pictures to illustrate their story;
• share their stories with the class.

1. Spend time playing body awareness games, such as Simon Says, and singing songs such as Head and Shoulders Knees and Toes.
2. Gather and make available books about the self such as, Marvelous Me, by Picture Window Books; I Love My Hair!, by Natasha Anastasia Tarpley; What I Like About Me, by Allia Zobel Nolan, and‎ Miki Sakamoto; Parts, by Tedd Arnold; and The Important Book, by Margaret Wise Brown.
3. Download images of portraits from the Internet, for example,
   Lovelace
   King
   Strongest Man
4. Have students bring in a favourite toy that is either an animal or human figure.
5. Set up an art centre with modeling clay, canvas boards, and toothpicks.

1. Conduct a read-aloud with a book such as What I Like About Me, by Allia Zobel Nolan, and‎ Miki Sakamoto.
2. Focus on what students like about each other.
3. View and discuss a portrait such as Lovelace.
   - What do you think this person likes about herself?
   - What do you see that makes you say that?
   - What else do you notice?
   - How has the arist helped us to know about this person? 
4. View and discuss some of the toys.
   - What do you like about this toy?
   - Why do you like that?
   - What else do you like about it?
5. Discuss how students can combine what thay like about their toy with what they like about themselves to make their self-portraits.
6. Introduce the art centre.
7. Introduce the challenge.

1. Gather students to view and discuss their self-portraits. Ask students to share:
   - what they learned about making a modeling clay self-portrait
   - how they added different details to show what they like about themselves and their toy
   - what they like best about their self-portraits
2. Display all the sel-portraits in the classroom.
3. Encourage students to view the self-portraits and notice how they are similar and how they are different.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, holds artwork to the side, provides accurate information, answers questions from the audience effectively.
3. Have students in grades 1 - 3 write a reflection that includes things such as:
   - How they made their self-portrait.
   - How they decided what details to add.
   - What they like best about their self-portrait.
4. Have students draw a picture of their self-portrait.