Ronni Haslett-Art Teacher

Lesson Title/Topic: Portrait photography, 9-12th Grade, Photography II

Target Concept: Students will learn the art of a self-portrait by concentrating on

using light, background and composition to convey a message or feeling.

Standards/Rationale: TEKS 117.53. Art, Level II. (c) (2) (C) select from a variety of art

media and tools to communicate specific ideas in drawing, painting, printmaking,

sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic mediagenerated art.
Lesson Objectives:

Assessment:

The student will create an emotion(s) Photographic portrait.

in a photographic portrait using light,
background choice and composition
with 90 percent accuracy.
Materials:

Camera (or cell phone with camera), lights and either an iPad or computer.
Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set: Create an over the

The student will:

Students will come in and observe my

top selfie of myself and display it on self-portrait selfie. It will be
the large screen so the students cant interesting enough that the students
miss it when they come inside the
will ask questions on why I have a
room. The portrait will provoke
picture of myself on the big screen.
questions. I will ask the students why
they are so shocked by the picture.
We will discuss why this got their
attention.
Teacher Input: Start off discussion
Students will discuss the difference
between selfies and self-portraits.
about selfies by asking questions.
They will watch a slideshow of
Why do they take so many selfies?
different examples of portraits and
What is the difference between a
discuss how the photographer uses
selfie and a self-portrait? (No
lighting, background and composition
wrong answer here, but I am looking to provoke an emotion.
for words, like intent Im looking to

have a discussion about the

differences of a quick selfie and a
thought out and purposeful self-
portrait.)

The students will work in groups and

discuss how the portrait makes them
feel. They have 3 minutes to fill out
the provided worksheet as a group.
They will move to a new station every
3 minutes.
Teacher will introduce three basic

ideas of what makes a portrait
Students will answer the following
interesting. 1. Lighting 2. Background
question at each station:
3. Composition. Examples will be
What does the photograph remind
shown on a slideshow. Slideshow will you of?
be paused to discuss as needed.
Write phrases or words your group
used to describe the photo.
1. Lighting: Start off with slides
What type of lighting is used in the
showing a few different types photograph? What mood does the
lighting convey?
of lighting to review.
Describe the background.
A. Split Lighting: As the name Describe the composition and rather
implies, half of the face is lit or not it is an important aspect to set
the mood of the photograph.
and the other half is not.

This can cause a very
After the students have rotated
dramatic effect. (see
through the centers, one student from
examples)
each group will read what their group
wrote.
B. Rembrandt Lighting:

Named after the Dutch
Students will discuss how different or
painter, Rembrandt, who
similar their answers were compared
often used this lighting in
to the other groups.
his paintings. The model
turns slightly toward the
light and it creates a
triangle of light on the
darker side of the face.
C. Backlit Lighting: The light
source comes from behind
the model. The face can be
illuminated with a fill light,
or you can leave it dark for

effect.
2. Background: Show examples of
different interesting
backgrounds, or lack of
backgrounds. Talk about what
that does to the subject. Are
they isolated? Are they in a
busy, loud, distracted location?
What feelings do you get from
the different backgrounds?
(see examples)
3. Composition: Show examples
of different compositions in a
portrait. How much of the
frame does the subject take
up? If it is a small amount, how
does this make the viewer feel?
Does the subject seem stronger
if they take up a large portion
of the frame?
Divide students into groups. Instruct
them to discuss the portrait at their
station. They have 3 minutes to fill
out the provided worksheet as a
group. They will move to a new
station every 3 minutes.
After students are done with the
stations, call on students to read from
their group answers. Make mention
of the fact that although they can be
similar, everyone comes with
different life experiences, so students
may have different reactions to the
same photograph.

Guided Practice: The teacher will be

Students work together on ideas for

available to help guide students with portraits. They can take self-portraits
or portraits of each other. Students
their ideas for their portraits.
will discuss ideas for light,
background and compositions. Lights
will be available to work on the
different lighting patterns we
discussed.
Independent Practice:
Student will make photographs of
Prompt students to take their own
themselves or another person. They
self-portraits outside of the
will practice the different elements
classroom. At home? In the hallway? we learned in class and try to
At a track meet? What is important to combine them coming up with the
them? What do they want to be
best portraits they can.
remembered by?
Closure: Reiterate the difference
Students will discuss the different
lighting options, different background
between casual selfies and self-
options and different compositions.
portraits.
They should be able to tell the
teacher and the class why they chose
certain elements in their own
photograph.
Options:
Enrichment:

Reteach:

Modifications/Correctives:

References:
Slideshow: http://ronnihaslett.weebly.com/portrait-slideshow.html
Notes for teacher to discuss during Selfie VS Self Portrait Section

Some studies have estimated that a third of the photographs teenagers, ages
14 to 18 take is of themselves. I dont think its because teenagers are
narcissists. They are empowered and have been raised on social media sites,
so this has become second nature to them. This is why every phone has a
camera.
At the heart of each poorly lit, poorly composed selfie, lays the heart of a
wonderful portrait.

Notes for teacher to discuss during slideshow.

First Slide (review of Rembrandt Lighting)

Backlight. Background might be more important than subject.

Interesting composition.

Split Lighting. Mysterious.

Centered and strong composition, background is important.

Angelina Jolie By Annie Leibovitz (Simplified background,

composition is soft.)

Cate Blanchet By Annie Leibovitz (Background with meaning,

model looking down at viewer shows confidence.)

artists studio.)

Richard Avedon By John Loengard (Busy background, but it is the

Rembrandt Lighting. Smokey background. Confident gaze.

George Cloony By Annie Leibovitz (background tells a story,

hes a move star.)

Make sure that the background celebrates who you are, and
doesn't over shadow it!

 Georgia OKeefe by John Loengard, Rembrand lighting, solitary

background, important as she approaches old age.

Michael Jordan by Annie Leibovitz Iconic and strong image.

Simple background. Dynamic composition because the subject matter is dynamic.

composition, forced to engage.

Misha Baryshnikov -Annie Leibovitz Strong

camera.

Backlighting. Subject in middle, but not facing the

Nelson Mandela 1990 by Annie Leibovitz. No background. Very

strong subject. Iconic.

Backlight. Strong gaze, makes the background unimportant.

Split Lighting. Mysterious.

 Composition: subject is very small in frame.

Interesting composition. Traditionally, the more triangles in a

portrait, the stronger the portrait is.

Background is extremely important in this image because it

defines this model. Backlight. Composition: Large in the frame.

 Susan Sontag By Annie Leibovitz (Rembrand Lighting).

Sontag is a longtime friend who is dying of cancer. If you know the back story, this is
a very intimate time in her life.

person.

Busy background, but gives an idea of what is important to this