Lorena Rodriguez

Marisela Cavazos

Claudia Chavez

Tiana

Art Lesson Plan Assignment

Self Portrait

Part 1: Preparation and Goals

Number of Leaders: One Classroom teacher

Grade(s) of Student Participants for which the Lesson is designed: Grade 4

Number of Sessions: Two Sessions

Length of Sessions: Session 1:30 -45 minutes

General Student Objectives:

Student will learn about the artist, Chuck Close, his life and how to illustrate a grid

portrait in Closes’ style, media, and theme.

Students will translate values into color in the creation of portrait or image in the

style of Chuck Close.

Students will learn about different facial features by discussing different cultures around

the world.

Pre-assessment:

Students in this class should know that people from different places in the world have

unique facial features. They might compare and contrast their friend’s features by their

diverse classroom environment. I will review with them that not all individuals from a

certain country look the same.

Teaching Materials:

1. T-Shirts

2. Book: The World Around Me

3. Grid Paper (9x12)

4. Camera

5. 8x10 paper

Student Materials:

1. Rulers

2. Pencil

3. Sharpies

4. Color Pencil

5. Crayons

6. Color Markers

7. Grid Paper

8. White and black photo

9. Map of the World

10. Paper Cultural dolls

Attention Getter for the Art Lesson:

1. Students will see teachers wearing t-shirts with a self- portrait

drawing in Close’s style.

2. Students will listen to the reading of The World Around Me

Presentation Central Activity:

Instructions: After the warm-up students will use a map given

to them and will place a paper doll in its proper country based by its outfit.

Students will be asked to right any visible features that

identifies the paper doll to people from the country chosen

Take students photo and print in black and white in an (8x10)

paper.

Students will be handed their black and white photo (8x10) to

use as a guide to draw their self-portraits in a bigger scale (9x12) paper.

Students will trace major outlines with a sharpie in their

(8x10) photo.

Demonstrate the grid process to enlarge their self- portraits.

Students will transfer square by square into their (9x12)

gridded drawing paper.

Day 2:

Demonstrate steps to Close’s art style.

Students will trace major outlines with a sharpie.

In each square, students will draw a shape or symbol.

Students will pick two complementary colors to color

(background, hair, face, and shirt) on their self- portraits.

Have students share the choice of color and shape of their

gridded portraits, when finished with the art project.

Main Activity:

Lesson Plan overview:

This lesson is about getting to know oneself and others that come

from other places. For students to understand that not all classmates come

from the same place and do not have the same features or ways of being the

lesson will have students write about another person that is not from the

same place as them and will point out different features from them. The

students will make a self- portrait and write a paragraph of their features,

who they are and where they come from. This will show students that to

appreciate other cultures.

How geography is used in the lesson plan:

Geography is used in this lesson plan by having students talk about

other cultures around the world. The teacher shows the class a map and

portraits of people from other cultures and races and has students point out

where some of these people may come from and what life might be like in

those places, as well as talking about their features. Not only are students

learning about others but also about themselves, where they come from and

their family members and their life and habits. This shows students that

there are people around us that come from other places and learn to respect

each other even if we are different.

Practice/ Learning Activity:

After students are done with their self- portraits students will have the

opportunity to create a poem about them -selves and present in front of the class

with their self-portraits.

Closure:

Teacher then will stop the class and recap what everyone learned. The

teacher will show a slide of different people from around the world and ask the

class if they know where they live. The teacher will ask students what they

learned about people around the world and their own self-portraits.

Part 3: Assessment and Follow UP

Student Evaluation: I will have a rubric to grade their work. There will be four

sections, neatness, completeness, spelling, and creativity, all worth five points each.

Application/Reflection/Self-Lesson Evaluation: I plan to evaluate the

effectiveness of my work based on my how my students respond to the activity. If

students have do not understand a component of the lesson this will enable me to

modify future lessons or just find ways to explain it better.

Follow-Up Activities or homework: Two possible activities that could stem

from this lesson are assigning each student to write their own book on plants and

flowers and the sun with pictures.

Rubric:

P

oints

Grammar/

Spelling

Neatness/Comp

leteness

Colorfu

lness/

Creativ

ity

Overall

Participation in

Activities

5

No spelling

or grammar

errors

Fully complete

and neat

Full of

colors

Very

detailed

100%

participation

4

A couple of

spelling or

grammar errors

Fully complete

and somewhat neat.

Neat but not

fully complete.

Colors

but not much

detail on

creativity

75%

Participation

3

Four or

more spelling and

grammar errors

Half complete

Somewhat neat

Few

colors and little

creativity on

details

50%

participation

2

6 or more

spelling and

grammar errors

At least 1/3

complete and not very

neat

Few

colors and no

creativity

25%

participation

1

7 or more

spelling and

grammar errors

Less than 1/3

complete and not neat or

not complete at

all

No

colors and no

creativity

Less than 25%

participation