*Created by Kay Wagner, Ph.D., Edina Public Schools, Edina, MinnesotaDrawn images may be used freely, fair use laws apply to all other images
Self-Portraitca. 1825
Sarah Goodridge
watercolor on ivory3 1/8 x 2 5/8 in. (8.0 x 6.7 cm.)
Smithsonian American Art Museum
Self-Portrait(It's Me O Lord) 1934 Rockwell Kent lithograph on paper image: 13 7/16 x 9 3/4 in. (34.0 x 24.7 cm.) Smithsonian American Art Museum Museum purchase 1972.34
Self-Portrait 1919Claude Buck oil on wood 13 1/2 x 14 1/8 in. (34.5 x 35.7 cm.) Smithsonian American Art Museum Gift of Mrs. Claude Buck 1983.46.7
Self-Portrait (1918)Morris Kantor
oil on linen 22 1/8 x 18 in. (56.1 x 45.7 cm.) Smithsonian American Art Museum
Self-Portrait 1929 Malvina Hoffman limestone 25 7/8 x 17 1/8 x 13 in. (65.4 x 43.5 x 33.1 cm.) Smithsonian American Art Museum Gift of the Charles Lamson Hoffman Family 1985.73.3
Feeling Pushed1977
Robert Arnesonchalk, pencil, and crayon on paper sheet: 41
7/16 x 29 13/16 in. (105.2 x 75.6 cm.) Smithsonian American Art Museum
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
This artist chose to draw himself without much expression. It is difficult to tell what he is feeling. Does he look a little sad or just thoughtful?
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The head is an egg-shape: an oval that is narrower at the bottom
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
How guide-lines help us place the features of the face
Divide the headwith lightlines
The eye line ishalf way betweenthe top of the headand the chin.
The nose line is almost half way from the eyes to the chin
These lines arecalled guide lines.They help us put the facial features in thecorrect places on the face.Draw them very lightly.
The center line dividesthe head in halffrom side-to-side
The mouth lineis almost half the way from the nose line to the chin
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The eyes are one eye apart
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The eyes shaped like footballs.
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The irises are round circles that touch the top and the bottom of the eye.
Draw the eyes on the eye line
Draw the top of the eyesas a curve that starts onthe line and ends onthe line
Draw the bottom of the eyesas a curve that starts where the top curve starts andends where the top curve ends
The eyes should beone eye apart
The iris is the colored partof the eye. It should be drawnas a perfect circle that touchesboth the top and the bottom of the eye
Adjust the Irises
The pupil is asmall circle inthe center of theiris
The irises can be drawn to one side or the other
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The nose is about as wide as the space between the eyes.
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The end of the nose is a U shape. The nostril cover is like a C.
Draw the guide lines down from the inside of the eyes
The end of the nose should be as wide or wider than the space between the eyes
Draw the end of the nose on the nose line
The tip of the nose is a Ushape about the size of the iris.
The nostril coversare C shapes aboutthe same size as thetip of the nose
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The bridge of the nose is drawn up between the eyes and through the eye brows, starting at the end of the C shapes
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
Another way to draw the bridge of the nose is to start it at the tip
Draw the bridge of the nose
The bridge of the nosegoes from near the nostrilcover, past the eye.
The bridge line does not touch the eye, but go past it.
Another way to draw the bridge lines
The bridge of the nose canbe drawn from near the endup past the eye.
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The mouth is no wider than the space between the pupils of the eyes.
Draw the mouth on the mouth line
The center line of the mouthstarts with a slight dip belowthe line then curves slightlyabove it, ending on the line.
Draw the guide linesdown from the center of each eye.
Erase the straight mouth line
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The mouth is drawn on the mouth line. The upper lip is above and the lower lip is below the line
Draw the lips the same way whether the mouth is open or
closed
The upper lipdips in the centerthen curves down
to the ends of the line.
Frans Hals Young Man and Woman
in an Inn("Yonker Ramp and His
Sweetheart") 1623 (Dutch) Oil on canvas
41 1/2 x 31 1/4 in. Metropolitan Museum
of Art, New York
You can draw the face with a smile
Rockwell Kent Self-Portrait (It's Me O
Lord) 1934
lithograph on paper 13 7/16 x 9 3/4 in.
Smithsonian American Art Museum
Or you can draw the face with a frown
Frans Hals Young Man and Woman
in an Inn("Yonker Ramp and His
Sweetheart") 1623 (Dutch) Oil on canvas
41 1/2 x 31 1/4 in. Metropolitan Museum
of Art, New York
You can draw the mouth open
If you have drawn an open mouth you must lower the chin
Only the bottom lip moves when you open your mouth
Lower the chin the same amount as you opened the mouth.
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The guide lines for the ears line up with the eyes and the nose
Draw the guide lines for the ears
The ear is drawnfrom between theeye and theeye brow...
…to thenose
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The ears are C shapes that are a little wider at the top than the bottom
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The guide line for the neck lines up with the chin
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The neck is two straight lines that start half way between the ears and the chin
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
It curves a little bit below the line
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The shoulder line is straight but slanted down slightly
Draw the neck and shoulders
Draw neck lines straight and vertical
Like thisNot like thisOr thisLike this
Draw the neck and shoulders
Draw the straight shoulder lines
Like thisNot like thisOr thisOr thisLike this
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
The neck line is a simple curve
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
There are two hairlines you must draw: The inside hairline and the outside hairline
Now you are ready to draw the hair
First the inside hairline
The inside hair lineis drawn from wherethe ears start ...
You can draw this line showing bangs ...
Now you are ready to draw the hair
There are two hair lines
The outside hair lineis drawn fromjust above thetop of the headdown to theend of the hair.
It can beshort or long
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
Once you have drawn the hairlines, you erase the head line
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
Once you have drawn the hairlines, you erase the head line
Draw the two hair lines that you want for your figure
When the hair linesare the way youwant them erasethe top of thehead line.
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
Add texture lines in the hair
Claude Buck Self-Portrait
oil on wood 13 1/2 x 14 1/8 in.
Smithsonian American Art Museum
Draw lines that show wrinkles or the edges of shadows
Student Self Assessment
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Description of the UnitDiscussion
questions for you and your parents or guardians
Student Self-
Assessment
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Grant Wood
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Grant Wood
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Shaded Self-Portrait
In this unit, students discussed how artists have used the human face in theirartwork to express the artists’ feelings and ideas. Portraiture is used to both show how aperson looks and express ideas about that person’s personality. Students saw how thehuman face is one of the most compelling images they encounter in their daily lives.Examining portraits by a number of artists, including Picasso, Käthe Kollwitz, JudithLeyster, Da Vinci, Rembrandt, Dubuffet and Frida Kahlo, they saw how artists have usedand varied facial proportion to create both realistic and expressive faces. Students notedhow artists have used portraits to express important ideas about such things as love, acountry’s culture, or personal identity.
Students worked about half of life size, and used a mirror to concentrate on theirbasic feature shapes and proportions. They began with a careful pencil sketch, thenadded shading to create the illusion of three-dimensional form. They used penciltechniques of varying pressure and line width. They also attempted to make their self-portrait more three-dimensional using shading techniques. They learned some techniquesusing an eraser to bring out highlights.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Can you point out where you used local (realistic) or color? Why?How could you change the drawing to make it more expressive?What part of your drawing looks most like you?
Student Self Assessment1. Does the drawing resemble you? Yes Somewhat No2. Were the features drawn realistically? Yes Somewhat No3. Is the placement of features or proportion accurate? Yes Somewhat No4. Were most of your first pencil lines light and erasable? Yes Somewhat No5. Is the shading effective? Yes Somewhat No6. Is there highlighting on the cheeks, forehead, & chin? Yes Somewhat No7. Is there shading at all the original pencil lines? Yes Somewhat No8. Is the artwork clean, clear and free of stray marks? Yes Somewhat No9. What is one of the best things about your drawing?
10. What area of your drawing could use improvement?
Art Project title: Expressive Face
In this unit, students discussed how the human face is one of the most compellingimages they encounter in their daily lives. Examining portraits by a number of artists,including Picasso, Käthe Kollwitz, Paul Klee, Da Vinci, Rembrandt, and Frida Kahlo,they saw how artists have used and varied facial proportion to create portraits that areboth realistic and expressive faces. Students noted how artists have used portraits toexpress important ideas about love, childhood, and personal identity.
Students face drawings were done approximately life size, concentrating on thebasic feature shapes; they observed how people’s features change with their expressions.To create a bold image and avoid the distraction of pencil erasures, students traced thefinal drawing in ink on the back of their pencil drawing. This also let them feel free tomake changes in their drawings without worry of smudges or stray marks.
Students then used a line technique called hatching to create shadow, shading, andemphasis to make their drawing appear three-dimensional and even more expressive.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Why are some of the lines thicker than other lines?How would you change the drawing to make it more expressive?What do you think is the best part of your drawing?
Student Self Assessment
1. My drawing clearly shows expression or feelings. Yes Somewhat No
2. I drew the face realistically. Yes Somewhat No
3. I used exaggeration to emphasis the expression. Yes Somewhat No
4. I used gimmicks that distract from the expression. Yes Somewhat No
5. My placement of features or proportion is accurate. Yes Somewhat No
6. I varied line width for shadow and/or emphasis. Yes Somewhat No
7. I used hatching to create shadow and/or emphasis. Yes Somewhat No
8. I used clear bold black lines with no stray marks. Yes Somewhat No
9. I mounted my work carefully. Yes Somewhat No
10. This drawing represents my best effort to do quality work. Yes Somewhat No
Turn both sheets to the back
Art Project title: Expressive Face
In this unit, students discussed how the human face is one of the most compellingimages they encounter in their daily lives. Examining portraits by a number of artists,including Picasso, Käthe Kollwitz, Paul Klee, Da Vinci, Rembrandt, and Frida Kahlo,they saw how artists have used and varied facial proportion to create portraits that areboth realistic and expressive faces. Students noted how artists have used portraits toexpress important ideas about love, childhood, and personal identity.
Students face drawings were done approximately life size, concentrating on thebasic feature shapes; they observed how people’s features change with their expressions.To create a bold image and avoid the distraction of pencil erasures, students traced thefinal drawing in ink on the back of their pencil drawing. This also let them feel free tomake changes in their drawings without worry of smudges or stray marks.
Students then used a line technique called hatching to create shadow, shading, andemphasis to make their drawing appear three-dimensional and even more expressive.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Why are some of the lines thicker than other lines?How would you change the drawing to make it more expressive?What do you think is the best part of your drawing?
Student Self Assessment
1. My drawing clearly shows expression or feelings. Yes Somewhat No
2. I drew the face realistically. Yes Somewhat No
3. I used exaggeration to emphasis the expression. Yes Somewhat No
4. I used gimmicks that distract from the expression. Yes Somewhat No
5. My placement of features or proportion is accurate. Yes Somewhat No
6. I varied line width for shadow and/or emphasis. Yes Somewhat No
7. I used hatching to create shadow and/or emphasis. Yes Somewhat No
8. I used clear bold black lines with no stray marks. Yes Somewhat No
9. I mounted my work carefully. Yes Somewhat No
10. This drawing represents my best effort to do quality work. Yes Somewhat No
Apply one drop of glue to each corner of the assessment sheet
Lay the assessment sheet face up on the black paper
Art Project title: Expressive Face
In this unit, students discussed how the human face is one of the most compellingimages they encounter in their daily lives. Examining portraits by a number of artists,including Picasso, Käthe Kollwitz, Paul Klee, Da Vinci, Rembrandt, and Frida Kahlo,they saw how artists have used and varied facial proportion to create portraits that areboth realistic and expressive faces. Students noted how artists have used portraits toexpress important ideas about love, childhood, and personal identity.
Students face drawings were done approximately life size, concentrating on thebasic feature shapes; they observed how people’s features change with their expressions.To create a bold image and avoid the distraction of pencil erasures, students traced thefinal drawing in ink on the back of their pencil drawing. This also let them feel free tomake changes in their drawings without worry of smudges or stray marks.
Students then used a line technique called hatching to create shadow, shading, andemphasis to make their drawing appear three-dimensional and even more expressive.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Why are some of the lines thicker than other lines?How would you change the drawing to make it more expressive?What do you think is the best part of your drawing?
Student Self Assessment
1. My drawing clearly shows expression or feelings. Yes Somewhat No
2. I drew the face realistically. Yes Somewhat No
3. I used exaggeration to emphasis the expression. Yes Somewhat No
4. I used gimmicks that distract from the expression. Yes Somewhat No
5. My placement of features or proportion is accurate. Yes Somewhat No
6. I varied line width for shadow and/or emphasis. Yes Somewhat No
7. I used hatching to create shadow and/or emphasis. Yes Somewhat No
8. I used clear bold black lines with no stray marks. Yes Somewhat No
9. I mounted my work carefully. Yes Somewhat No
10. This drawing represents my best effort to do quality work. Yes Somewhat No
Art Project title: Expressive Face
In this unit, students discussed how the human face is one of the most compellingimages they encounter in their daily lives. Examining portraits by a number of artists,including Picasso, Käthe Kollwitz, Paul Klee, Da Vinci, Rembrandt, and Frida Kahlo,they saw how artists have used and varied facial proportion to create portraits that areboth realistic and expressive faces. Students noted how artists have used portraits toexpress important ideas about love, childhood, and personal identity.
Students face drawings were done approximately life size, concentrating on thebasic feature shapes; they observed how people’s features change with their expressions.To create a bold image and avoid the distraction of pencil erasures, students traced thefinal drawing in ink on the back of their pencil drawing. This also let them feel free tomake changes in their drawings without worry of smudges or stray marks.
Students then used a line technique called hatching to create shadow, shading, andemphasis to make their drawing appear three-dimensional and even more expressive.
The following are questions that can be used to help you discuss your child'sartwork:
What expression were you trying to draw?What did you do to achieve the expression?Why are some of the lines thicker than other lines?How would you change the drawing to make it more expressive?What do you think is the best part of your drawing?
Student Self Assessment
1. My drawing clearly shows expression or feelings. Yes Somewhat No
2. I drew the face realistically. Yes Somewhat No
3. I used exaggeration to emphasis the expression. Yes Somewhat No
4. I used gimmicks that distract from the expression. Yes Somewhat No
5. My placement of features or proportion is accurate. Yes Somewhat No
6. I varied line width for shadow and/or emphasis. Yes Somewhat No
7. I used hatching to create shadow and/or emphasis. Yes Somewhat No
8. I used clear bold black lines with no stray marks. Yes Somewhat No
9. I mounted my work carefully. Yes Somewhat No
10. This drawing represents my best effort to do quality work. Yes Somewhat No
Hold it down for silent count of 30