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Prepared by: Jill Ritchey School/Location: Shades Valley High School Birmingham, AL
Subject: ART Grade: 9-12 Unit Title: Cultural Self Portrait Time Needed: 4 weeks
Unit Summary: After completing a unit on realistic self portraits using traditional techniques and local culture, students will then
complete a self portrait drawing, painting, or mixed media piece referencing another culture. Students will research how portraits
and depictions of people vary among cultures and different art styles in art history. Students will also research everyday images of
people of the culture they choose which can also be part of their own heritage or different from their own, using various sources
and technology in their research. Students will research traditions, clothing, ornamentation and meaning/context of dress and
adornment and refine or reevaluate their perspectives of this culture through their research. Students will also research
information from the region of culture using google maps and google arts and culture (type of climate, landscape, style of
architecture, trademark buildings of the area). Students should be able to explain their choices and why they are significant to
them, as well as to explain how these traditions and art styles depicted are relevant to the culture they have studied.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that E1- How are people represented within art
Portraiture and depiction of people in art styles of different regions, and how does this
styles vary among different cultures, for compare to more realistic portraits?
different purposes. Thorough research is E2-Which culture and traditions can you relate
needed to avoid single story stereotypes. to or are you curious about?
Students are able to explore differences and E3-How are cultural traditions, dress,
similarities among cultures and art history ornamentation, different from my own, and
styles, and increase global competency skills. how are they similar?
Acquisition
Students will know (Content) Students will be able to (Skills)
K1-Apply knowledge of appropriate art styles S1-Research using several sources making
to depict their portrait comparisons between art styles, traditions
K2-Apply knowledge of appropriate S2-Identify culture and traditions to depict
techniques and materials referencing culture your own portrait applying appropriate design
K3-Research portraiture in art history and skills and materials from research
compare with the styles and traditions of S3-Communicate choices to peers locally and
other cultures globally
Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, 1. Student can accurately describe the culture they chose through their analysis of
exit ticket, observation, draft, rehearsal) everyday images vs.media images, students are able to investigate multiple
perspectives, students become aware of global concepts such as multilocal, local,
Thinglink exploring different representations and single story perspectives. Students examine how art styles vary in portraiture
of people/portraiture among different and how people are depicted, symbolically or realistically.
cultures and art history; show examples and 2. Student will be able to research the styles of art and portraiture associated with their
discuss compare and contrast country/culture/region and determine the appropriate materials and style to use for
their portrait. (For example, Folk art Madhubani portraits of Northern India in a small
Students will complete a research assignment village of Bihar are very colorful paintings and less realistic with a more linear, flattened
with questions and visual references posted style). Student develops a finished work of art after evidence of thorough research and
to padlet that will be used prior to drawing a series of sketches, experimentation with materials is complete.
their portrait (DRAFT) 3. After creating finished self portrait, students will be able to connect and interact with
students from other countries to seek feedback on their portraits and answer prompts
Students will watch Ted Talk Videos Dont such as how do you see others, and how do they see you? What similarities and
ask me where Im from Taiye Selassi, and differences are there? What do you share in common? What changed your
The Danger of a Single Story then produce perception? What did you learn about this art style, technique, and how it is significant
exit slips explaining concepts of local, to the history of the culture, region you chose to research?
multilocal, single story and identify ways to
avoid the single story.
Assessment OF Learning: (ex: performance 1. Grading Rubric provided to assess the quality and completion of the completed art
task, project, final paper) project in terms of composition, creativity, originality, skill, craftsmanship, level of
completion, and thoroughness and thoughtfulness of research. Students may choose a
Completed research assignments showing variety of approaches that best match or fit the style of art/tradition of the country and
adequate research and identification of art culture/region that they researched.
styles 2. Student is able to reflect, explain, defend, present their choices in critique of work with
peers in class and apply feedback to improve work before a final critique for final
Completed developed preliminary sketches grade. Student will complete a written reflection or artists statement upon
and practice with materials of choice completion about what they have learned, challenges, and self evaluation of work.
Students can compare and contrast what they learned in each approach with the two
Participation in progress critique with different self portraits.
sufficient work completed at that point; 3. Student will be able to receive feedback from classmates and global peers in an
participation in feedback for peer written and exchange of art through blog posts skype, or epals. (How do others see or interpret
oral feedback; application of suggestions to your work both locally with peers and globally?) Students can post their realistic local
work for improvement self portrait beside their globalized self portrait.
Week One (and prior): After students complete a realistic self portrait referencing their local culture and study the history and traditions of
realistic portraiture in western art history in previous unit, then introduce cultural self portrait assignment, activities, examples, videos and
topics for discussion. Provide examples of art that depict portraits in an abstract, symbolic style or using an alternative technique or material
other than realistic drawing or painting. Computer lab for research of ideas and images that will be used. Explore using thinglink and padlet for
research. VIsual art skills overview for realistic portraits, or further exploration and experimentation with techniques that reflect their cultures
art history traditions. Possibly use tableau arts integration method to reinforce and assess understanding of skills and concepts.
Week Two: Development and completion of portraits with in-progress critique receiving informal feedback and applying suggestions for
improvement. This includes research, preliminary sketches, experimentation with materials, any tutorials or demonstrations needed for skill
development.
Week Three: Respond to the completed works by critique of art by classmates, presenting ideas and receiving feedback (in-progress critique).
Overview of rubric with peer comments and rubric score, self reflection, and graded rubric with feedback and comments from teacher (final
critique). Student will be given time to apply suggestions before final grade is given and before posting online to share with global peers.
Week Four: Connect with another classroom globally via skype, posting artwork on classroom blog and have students comment on the
local and global portraits presented side by side, or collaborate on project with another class doing a similar project (using epals),
students then exchange with each other. Exchange interpretations, realizations about their work. Global peers can give feedback on the
works of art. Find more venues or platforms where students can post and share examples of their work to receive feedback.
A virtual and local art show displaying works of art in school and /or local community venue (Irondale Arts Council, Irondale Public Library,
Birmingham International Center?) *Students may create QR codes to further comment on and explain their projects to viewers at the local
art show!
Lesson Title: Cultural Self Portraits Subject: Visual Art Prepared by: Jill Ritchey
Materials Needed: Digital media, internet, assorted drawing materials or mixed media appropriate for chosen style, paper or other appropriate
substrate
Global Competency: Investigate the world, recognize perspectives, communicate ideas (take action component can be added by participating in
collaborative Memory Project.org or art exchange)
Where is the lesson going? After creating a detailed, realistic portrait depicting their local culture, students will create a globalized
(Learning Target or SWBAT) self portrait referencing the art styles and traditions of dress, clothing, hairstyle, ornamentation, architecture
and climate of a culture/country other than their own.
Evaluate:
1. Grading Rubric is provided to assess quality of work,
research completion and reflection, participation and
applying feedback from peers.
2. Progress critique: Students present their work in progress,
choice of materials, choice of style and details of the country
they are referencing. Provide feedback to student before
completion of work and to allow changes and
improvements; teacher also provides suggestions
3. Final Peer Critique-Students will present final project, self
evaluation, peer evaluations
4. Students will photograph their completed art portraits and
post them to online classroom blog. Students will
participate in global critique exchanging with peers of
another class in another country who will comment on their
work, as well as exchange examples of their own work (if
possible to coordinate with another art teacher). Students
may also vlog or skype to discuss art, portraits, art styles,
and influences in their country.
5. Final grade is received with graded rubric and comments.
Notes:
Organization:
Access to internet, chromebooks, padlet, thinglink, art materials needed
for assignments or students may have to provide some of their own
materials.