Title – A “Grape” Bunch of Artists

By – Jessica Gauthier

Primary Subject – Art

Grade Level – K-2

Essential Question: What will students gain by doing this lesson?

* Students will gain an awareness of the different aspects of the face, realistic or imaginary, and how to fit them into the space provided.

Expected Lesson Outcomes

Students will:

* Learn about and be able to recognize different portrait artists such as Leonardo DaVinci
and the

Mona Lisa

.

* Learn and recall that a self-portrait is a picture of one’s own face.

* Learn and understand what different expressions mean and how expressions on the face
can show emotion and reactions.

* Gain experience in tracing and cutting shapes with the materials provided such as
templates and scissors.

* Understand and explain the difference between real and imaginary.

Constraints/Resources:

* Examples of portraits and self-portraits by artists like DaVinci (

Mona Lisa

) and Grant
Wood (

American Gothic

).

* Teacher example of a self-portrait.

Facilities/Supplies

* Art room, large tables, sinks, chairs.

* Circle templates.

* Pencils, scissors.

* Assorted crayons, markers.

* Square of white construction paper (1 per student).

Integrative Aspects

Art History – Students will observe various portrait artists such as DaVinci and Grant Wood.

Vocabulary – Students will learn and recall terms such as self-portrait, realistic, imaginary, shape.

Spatial Arts – Students will learn how to fit the parts of the face in a certain area.

Elements of Art – Space, Color, Shape.

Activities (1-2 Class periods)

Intro./Discussion (10-15 minutes)

* Have students gather on the rug to discuss DaVinci’s

Mona Lisa

and Grant Wood’s

American Gothic

as they relate to emotions and aspects of the face.

* Pose the questions to students “Do these look pictures look like they are real or fake (imaginary)?” “What makes them look real or imaginary?” “What kind of emotions or feelings are these portraits expressing? (happy, sad, scared)”

* Show students teacher example of self-portrait and repeat the same questions to them?

* Ask students to close their eyes and make a picture in their mind about what type of
self-portrait they want to create (real, imaginary) and what types of characteristics it
might include.

Class #1

* Remind students of the self-portraits they looked at the previous week and what kind of
expressions they thought the portraits were showing.

* Review the different parts of a face (ears, eyes, nose, mouth, hair ).

Demonstration (10-15 minutes) Class #1

* Demonstrate how to trace circle template on paper with pencil. Remind students to pass
pencil and circle template to another student when they are done.

* Distribute templates, paper, and pencil.

* Students may begin sketching with pencils the aspects of the type of self-portrait they
want to create.

Class #2

* Continue working on self-portraits with pencil and begin adding color with crayon and/or marker.

Student Work Time: (30-60 minutes, 1-2 class periods)

* Students will be instructed to trace circle template, cut it out, sketch their own face in either a realistic or imaginary way with the pencil first and then color and/or trace those parts with crayon or marker.

Closure: (10 minutes)

* Go over major idea’s of self-portraits, expressions shown through art, and idea of realistic or imaginary.

* Remind students to write their name and class on the back of their circle.

Assessment Criteria

Did the student:

* Recognize different portrait artists such as Leonardo DaVinci
and the

Mona Lisa

and Grant Wood’s

American Gothic

?

* Learn and recall that a self-portrait is a picture of one’s own face?

* Learn and understand what different expressions mean and how expressions on the face
can show emotion and reactions?

* Gain experience in tracing and cutting shapes with the materials provided such as
templates and scissors?

* Understand and explain the difference between real and imaginary?

E-Mail

Jessica Gauthier

!