Fall 2018 The Post-Modern Principles Self Portrait Lesson Plan 11.29.

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Title of Learning Segment: The Post-Modern Principles Self Portrait Grade: 5th

Prior Knowledge: Limited knowledge on post- modern principles (will review in class)
and how to use a large array of materials (choice-based classroom). Must have prior
knowledge of traditional self-portraiture.
Central Focus: Students will create self portraits using representational objects of self.
Student process-based learning will be based on the ideals of discovering artistic and
personal identity.

Learning Segment Overview Four lessons (45 minutes)

e.g. Lesson 1 (Day 1) Introduction of unit will start with a VTS session on Frida Kahlo.
Afterwards we will hold a class discussion on identity and briefly review the post-modern
principle of appropriation. Student motivation and engagement will come from the big idea of
identity: who am I as an artist and as a person? Teacher will lead the discussion and introduced
the concept of how identity can be represented through artistic expression as well as provide a
PowerPoint with artist Aubrey Flack, Mark Bradford, and Glenn Ligon. The main idea of this
discussion is that artist can use objects instead of just their face to create a successful self-
portrait. Students will compare/contrast traditional self-portraiture to more contemporary ways of
showing identity through peer discourse. Which this discussion will then lead into the research
component for the artmaking process of the lesson plan.
Lesson 2 (Days 2) Teacher will preview her example of the project. Students will come up with
five objects that represent them that are different than the teachers. The instructional process
will start with a “think, pair, share” table discussion of what objects represent me and why? Get
groups to share out loud and provide a few examples so class can have more ideas. Explain
how objects can represent a person specifically as well as explain the procedures and
guidelines of the project. Each student must have ten representational objects organized into a
composition and three objects must be drawn. Students may not use self as a one of their
representational objects. Guided practice for the day will be a discussion of how the teacher
used objects to reflect on her identity and how the student could use objects to reflect on
identity. Teacher will discuss vanitas and how those artists used objects to represent self. Then
have students break off individually to research and explore ideas in sketchbook to create
designs using a minimum of ten objects. Teacher will provide an art 21 video on identity for
Fall 2018 The Post-Modern Principles Self Portrait Lesson Plan 11.29.18

students as well as vanitas link. If necessary, students may continue to assignments planned for
day three if they completed all day two assignments. A quick sketchbook check to ensure
student involvement and understanding will be performed at the end of class.

Lesson 3 (Day 3) Start class with a presentation of artist from the cubist movement such as
Picasso to give more art references for non-traditional portraiture. Allow students more time to
finish sketches of ten objects as well as the final composition and present ideas to teacher. With
second sketchbook checkoff I will respond to students’ ideas and give the final paper which will
be sized 18” x 12” or according to the proposed sketch. Students can use available classroom
materials, bring in materials from home, or used recycled materials to execute artwork. If
necessary, students may continue to assignments planned for day four if they completed all day
three assignments.

Lesson 4 (Day 4 and 5) Students are to come in and finish final draft of artwork. If the work is
three dimensional it must be photographed and sent to teacher for a full color print. Mount all
artworks on given black paper with guided practice from teacher. Write at least two paragraphs
about the artwork and how the ten objects represent your identity/ artist identity. Mount the
paragraphs on given black paper as well, teacher will have papers pre-cut. At the start of day
five students will evaluate each other through a short informal critique that will be used to
practice appropriate constructive criticism and how to review one’s own art. Summative
assessment will be given after critique. It pertains a combination of a self-evaluation and a
graded rubric to be filled out by the student. Lesson closure will be presenting class artwork in
school “gallery” with a reception for parents and teachers. If there are finished students before
the class is ready to critique, they will be given make up time to finish past artworks or free
drawing time.

Lesson 1 of 4
Standard Learning Objective Assessment

NVAS: I can analyze how I use artistic

VA:Cr2.3.5a choice to describe my identity and Pre and Post Assessment:
Identify, artistic identity.
describe, and
visually
document Formative: TW observe, support,
and ask periodic questions during
places and/or
the Learning Segment. As well as
objects of perform a sketchbook check at the
personal end of class.
significance
SCVAS: I can compare traditional self- Summative: Student will analyze,
VA.CR IM.2.1 portraiture media and technique to interpret and investigate their own
I can use a more contemporary ways of identity through the rubric, critique,
variety of art showing identity. and student evaluation. Note (see
media, attached).
techniques, and
processes in my
artwork.
Fall 2018 The Post-Modern Principles Self Portrait Lesson Plan 11.29.18

SWBAT formulate questions about

SC English Lang. personal identity and build
Standard 2: Grade 5 knowledge on contemporary
Explore topics of portraiture.
interest to formulate
logical questions;
build knowledge;
generate possible
explanations;
consider alternative
views.

Lesson 2 of 4
Standard Learning Objective Assessment

NVAS: I can research artmaking and find

VA:Cr2.3.5a objects that I create meaning Pre and Post Assessment:
Identify, through.
describe, and
visually
document Formative: TW observe, support,
and ask student groups to share
places and/or
out ideas in ensure understanding
objects of and participation.
personal
significance Summative: Student will analyze,
SCVAS: I can explore ideas of personal interpret and investigate their own
VA.CR IM.2.1 identity through discussion with identity through the rubric, critique,
I can use a peers and how I might execute that and student evaluation. Note (see
variety of art idea in visual art mediums and attached).
media, techniques.
techniques, and
processes in my
artwork.

SWBAT formulate questions about

SC English Lang. personal identity and build
Standard 2: Grade 5 knowledge on contemporary
Explore topics of portraiture.
interest to formulate
logical questions;
build knowledge;
generate possible
explanations;
consider alternative
views.

Lesson 3 of 4
Standard Learning Objective Assessment

NVAS: I can investigate how I use artistic

VA:Cr2.3.5a choice to create my artwork through Pre and Post Assessment:
Fall 2018 The Post-Modern Principles Self Portrait Lesson Plan 11.29.18

Identify, creating a representational self-

describe, and portrait.
visually
document Formative: Sketchbook check and
places and/or discussion with individual students.
TW observe and support students
objects of
through artmaking.
personal
significance Summative: Student will analyze,
SCVAS: I can investigate contemporary interpret and investigate their own
VA.CR IM.2.1 ways of showing identity as well as identity through the rubric, critique,
I can use a explore ideas of personal identity and student evaluation. Note (see
variety of art through objects through different attached).
media, mediums, techniques, and
techniques, and processes of art.
processes in my
artwork.

SWBAT formulate questions about

SC English Lang. personal identity and build
Standard 2: Grade 5 knowledge on contemporary
Explore topics of portraiture.
interest to formulate
logical questions;
build knowledge;
generate possible
explanations;
consider alternative
views.

Lesson 4 of 4
Standard Learning Objective Assessment

NVAS: I can investigate how I use artistic

VA:Cr2.3.5a choice to create my artwork through Pre and Post Assessment:
Identify, creating a representational self-
describe, and portrait as well as respond to my
visually artwork.
document Formative: TW observe and
support students through
places and/or artmaking. Provide demo on
objects of mounting and lead critique.
personal
significance Summative: Student will analyze,
SCVAS: I can investigate contemporary interpret and investigate their own
VA.CR IM.2.1 ways of showing identity as well as identity through the rubric, critique,
I can use a explore ideas of personal identity and student evaluation. Note (see
variety of art through objects through different attached).
media, mediums, techniques, and
techniques, and processes of art.
Fall 2018 The Post-Modern Principles Self Portrait Lesson Plan 11.29.18

processes in my
artwork.

SWBAT formulate questions about

SC English Lang. personal identity and build
Standard 2: Grade 5 knowledge on contemporary
Explore topics of portraiture.
interest to formulate
logical questions;
build knowledge;
generate possible
explanations;
consider alternative
views.

Academic Language
1. Language Function— Student will analyze how artist use artistic choice to create meaning
through think, pair, share. They will compare traditional self-portraiture to more contemporary
ways of showing identity through class discourse and student evaluation. Students will interpret
their own identity and investigate how they represent themselves through personal artistic
choices in a self-portrait.
2. Vocabulary–no more than 5 terms w/definitions. Use age-appropriate language and cite
source.
1. Identity- the distinguishing character or personality of an individual: INDIVIDUALITY
- “Identity.” Merriam-Webster, Merriam-Webster, www.merriam-webster.com/dictionary/identity.
2. Appropriation- borrowing imagery from historical and mass media sources, such as found
photos and advertising.
- Sweet, Katie. “Postmodern Art Principles.” Prezi.com, 4 Feb. 2013, prezi.com/xd6x-
fxqeg1j/postmodern-art-principles/.
3. Artistic choice- exhibiting taste, discriminating judgment, or sensitivity. Exhibiting an
involvement in or appreciation of art, especially the fine arts. Artist picks and choices elements
that form the art.
-"Art.". “Art.” The Columbia Encyclopedia, 6th Ed, Encyclopedia.com, 2018,
www.encyclopedia.com/literature-and-arts/art-and-architecture/art-general/art.
4. Vanitas- A still life artwork which includes various symbolic objects designed to remind the
viewer of their mortality and of the worthlessness of worldly goods and pleasures
- Tate. “Vanitas – Art Term.” Tate, Tate, www.tate.org.uk/art/art-terms/v/vanitas.

3. Discourse OR Syntax: Student will analyze, interpret, compare and investigate their own
identity through the rubric, critique, and student evaluation. Analyze and interpret through
classroom discussions and research. Compare nontraditional to traditional portraiture in student
evaluation as well as what the student has learned. Apply knowledge gained to creating a
contemporary nontraditional portrait art piece.
4. Practice:
Students will practice the language functions through the processes of researching
representational objects, discussing objects with peers and teacher, applying knowledge to
making a conceptual art piece, through their student evaluation, and critique. How do objects,
places, and design shape my identity? How do artists and designers create works of art or
design that effectively communicate?
Key Materials
 Electronic devices
Fall 2018 The Post-Modern Principles Self Portrait Lesson Plan 11.29.18

 Sketchbook
 White and Black paper
 Glue Sticks
 Pencils
 Drawing media
 Magazines
 Air Dry Clay
 Recycled material
 Student brought in material
 Large array of different material for student media stations (paint, pastels, marker,
modeling mold, etc.)
 PowerPoint
 Laptop/Projector
 Student Evaluation Sheet

Instructional Strategies and Learning Tasks (Procedures & Timelines)

o Focus/ review: Postmodern Principles, the big idea of identity, and artistic choice.
o Share objectives: I can analyze how I use artistic choice to describe my identity and
artistic identity. I can compare traditional self-portraiture media and technique to
more contemporary ways of showing identity. I can research artmaking and find
objects that I create meaning through. I can explore ideas of personal identity
through discussion with peers and how I might execute that idea in visual art
mediums and techniques. I can investigate how I use artistic choice to create my
artwork through creating a representational self-portrait. I can investigate
contemporary ways of showing identity as well as explore ideas of personal identity
through objects through different mediums, techniques, and processes of art. I can
investigate how I use artistic choice to create my artwork through creating a
representational self-portrait as well as respond to my artwork.
o Teacher instructions: Each student must have ten representational objects organized
into a composition and three objects must be drawn other mediums are choice
based. Students may not use self as a one of their representational objects. The
piece must be mounted if it cannot be mounted it must be photographed and the
photograph must be mounted. Response of two paragraphs must be written after
project is finished and mounted as well.
o Guided practice: Discussion of how the teacher used objects to reflect on her identity
in the teacher’s example and how the student could use objects to reflect on identity.
Teacher will give a demonstration of how to mount artworks on the given black
paper.
o Independent practice: Students will come up with five objects that represent them
that are different than the teachers and participate in a “think, pair, share” table
discussion of what objects represent me and why? Students break off individually to
research and explore ideas in sketchbook to create designs using a minimum of ten
objects. Teacher will provide an art 21 video on identity for students as well as
vanitas link to guide students research. Allow students more time to finish sketches
of ten objects as well as the final composition and present ideas to teacher. Self-
evaluation and a graded rubric to be filled out by the student.
o Closure/ review: Write at least two paragraphs about the artwork and how they
represent your identity through artistic choice. Students will evaluate each other
through a short informal critique that will be used to practice appropriate constructive
criticism and how to review one’s own art. Summative assessment will be given after
critique. It pertains a combination of student reflection and a graded rubric. Lesson
closure will be presenting class artwork in school “gallery” with a reception for
parents and teachers.
Fall 2018 The Post-Modern Principles Self Portrait Lesson Plan 11.29.18

Accommodations
 Representation: I will have instruction posted on board, use PowerPoint, as well as have
student lead research.
 Engagement: Focuses on individual identity and interests as well as artistic identity. Allows a
vast material exploration and materials are chosen by student.
 Expression: Visual art piece, auditory class critique, and affective group discussions. Self-
assessment, peer assessment through critique, and teacher assessment.
 Individual student with special needs: assessed as needed
Resources

• “Identity.” Merriam-Webster, Merriam-Webster, www.merriam-

webster.com/dictionary/identity.
• “The Wounded Deer, 1946 by Frida Kahlo.” Https://Www.fridakahlo.org/the-Wounded-
Deer.jsp.
• Sweet, Katie. “Postmodern Art Principles.” Prezi.com, 4 Feb. 2013, prezi.com/xd6x-
fxqeg1j/postmodern-art-principles/.
• Tate. “Vanitas – Art Term.” Tate, Tate, www.tate.org.uk/art/art-terms/v/vanitas.
• "Art.". “Art.” The Columbia Encyclopedia, 6th Ed, Encyclopedia.com, 2018,
www.encyclopedia.com/literature-and-arts/art-and-architecture/art-general/art.
• “1909 To 1912.” The Weeping Woman, 1937 by Pablo Picasso,
www.pablopicasso.org/cubism.jsp.
• The Broad, www.thebroad.org/art/mark-bradford.
• Artspace Editors. “Decoding Glenn Ligon's Most Iconic Commentary on Race.” Artspace,
19 Feb. 2016, www.artspace.com/magazine/art_101/book_report/glenn-ligon-phaidon-
excerpt-53528.
• Britannica, The Editors of Encyclopaedia. “Vanitas.” Encyclopædia Britannica,
Encyclopædia Britannica, Inc., 25 Oct. 2015, www.britannica.com/art/vanitas-art.
• “Condition Report | Glenn Ligon | Take It or Leave It Digital Archive.” The Hammer
Museum, 24 Feb. 2017, hammer.ucla.edu/take-it-or-leave-it/art/condition-report/.
• “Cubist Portraits Photography - Google Search | Phase in 2018 | Pinterest | Picasso,
Pablo Picasso and Picasso Cubism.” Pinterest, Pinterest, 24 Nov. 2018,
www.pinterest.com/pin/71987294020489621/?lp=true.
• “Glenn Ligon In.” Art21, art21.org/watch/art-in-the-twenty-first-century/s6/glenn-ligon-in-
history-segment/.
• “Identity.” Art21, art21.org/watch/art-in-the-twenty-first-century/s1/identity/.
• “Mark Bradford.” Art21, art21.org/artist/mark-bradford/.
• “Pablo Picasso Painting, Signed Art Original, Cubist Found Vintage, Artwork, Art.”
Worthpoint, www.worthpoint.com/worthopedia/pablo-picasso-painting-signed-art-
1881322934.
• “Photorealism.” Audrey Flack, www.audreyflack.com/photorealism/.
• “Vanitas - Still Life - Pieter Claesz.” USEUM, useum.org/artwork/Vanitas-Still-Life-Pieter-
Claesz-1625.

Artifacts PowerPoints, Student Evaluation Sheet

Reflection (What went well? Not so well? Next time I will do this differently…) Reflection is filled
out after teaching the lesson.