Lesson D

(Self-portrait Demo)
Teacher candidate: Wilson Do
Grade level: 6th & 7th Subject: Art
Date: Mar 25th, 2020
Unit topic: Self- portrait

Part I: Define goal for the lesson

What is the focus of this  Interesting, challenging and using appropriate skills, and
lesson? create expression through practice and making the
artwork.
Texas Essential §117.202. Art, Middle School 1, Adopted 2013.
Knowledge and Skills for
Fine Arts (TEKS) (a)  General requirements. Students in Grades 6, 7, or 8
enrolled in the first year of art may select Art, Middle School 1.

(b)  Introduction.

(1)  The fine arts incorporate the study of the visual arts

to offer unique experiences and empower students to
explore realities, relationships, and ideas. These
disciplines engage and motivate all students through
active learning, critical thinking, and innovative problem
solving. Creativity, encouraged through the study of the
fine arts, is essential to nurture and develop the whole
child.

(c)  Knowledge and skills.

(1)  Foundations: observation and perception. The

student develops and expands visual literacy skills using
critical thinking, imagination, and the senses to observe,
understanding, and applying the elements of art,
principles of design, and expressive qualities. The
student uses what the student sees, knows, and has
experienced as sources for examining, understanding,
and creating original artworks. The student is expected
to:

(B)  understand and apply the elements of art,

 including line, shape, form, space, and value, as
the fundamentals of art in personal artworks
using art vocabulary appropriately.

(C)  understand and apply the principles of

design, including emphasis, movement/rhythm,
contrast/variety, balance, proportion, in personal
artworks using art vocabulary appropriately.

(D)  discuss the expressive properties of artworks

such as appropriation, meaning, narrative,
message, and symbol using art vocabulary
accurately.

(2)  Creative expression. The student communicates

ideas through original artworks using a variety of media
with appropriate skills. The student expresses thoughts
and ideas creatively while challenging the imagination,
fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The
student is expected to:

(A)  create original artworks based on direct

observations, original sources, personal
experiences, and the community.

(B)  apply the art-making process to solve

problems and generate design solutions; and

(C)  produce artworks, including drawings,

paintings, prints, sculptures/modeled forms,
ceramics, fiber art, photographic imagery, and
digital art and media, using a variety of materials.

(4)  Critical evaluation and response. The student

responds to and analyzes artworks of self and others,
contributing to the development of the lifelong skills of
making informed judgments and reasoned evaluations.
The student is expected to:

(A)  create written or oral responses to artwork

using appropriate art vocabulary.

(B)  analyze original artworks using a method of

critique such as describing the artwork, analyzing
 the way it is organized, evaluating the success of
the artwork.

(C)  develop a portfolio.

(E)  understand and demonstrate proper

exhibition etiquette.

http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117b.html

State learning standard(s): §117.204. Art, Middle School 3, Adopted 2013.

(a)  Introduction.

(1)  The fine arts incorporate the study of dance, music,

theatre, and the visual arts to offer unique experiences
and empower students to explore realities, relationships,
and ideas. These disciplines engage and motivate all
students through active learning, critical thinking, and
innovative problem solving. The fine arts develop
cognitive functioning and increase student academic
achievement, higher-order thinking, communication, and
collaboration skills, making the fine arts applicable to
college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students
develop aesthetic and cultural awareness through
exploration, leading to creative expression. Creativity,
encouraged through the study of the fine arts, is
essential to nurture and develop the whole child.

(2)  Four basic strands--foundations: observation and

perception; creative expression; historical and cultural
relevance; and critical evaluation and response--provide
broad, unifying structures for organizing the knowledge
and skills students are expected to acquire. Each strand
is of equal value and may be presented in any order
throughout the year.

http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117b.html

Part 2: Write the objective for the lesson

Specific learning targets/  Students will understand the purpose of creating self-
objectives: portrait.
 Students will learn how to take a self-portrait in a formal
way.
 Students will learn the technique of self-portrait that they
learn to create their drawing.
 Give students opportunities to use different art materials
on their project.

Part 3: Teaching the lesson

Title of the lesson: Body of the lesson

Self- portrait
Art material:

 Sketch pad/ drawing papers

Vocabulary
 Pencils
 Color pencils
Class discussion:
 Chalk pastels
a. What is a self-  Charcoal pencils
portrait?  Vine charcoal s
 Compressed charcoals
b. What is a proportion  LACMA graphite pencils
(ratio) of drawing a  Kneaded Erasers
humans’ head/ face?
Procedure:
c. What materials can
be used for self- Day 1
drawing?
Teacher introduce the self-portrait drawing and show
d. What is the purpose examples.
use of self-portrait Teacher do a short Demo on self-portrait drawing in
drawing? class.
Teacher will show students how to take a good self-
portrait photo of themselves.
Clean up.

Day 2:

Teacher will print out the photo for all students so they
can start the project.
Students practice self-portrait by using the new
technique that they learned in class.
 Take photos of the work progress and upload it on G-
classroom for evidence and feedback in daily.
Clean up.

Day 3 - 10:

Workday.
On the day 8th all students expected to be close to finish.
Critique days 9th & 10th and then students will submit
their works onto G-classroom for grade.
Cleanup.

Goal:
To encourage students with
using range of art materials to
produce art.
Be sure all students do not fall
behind on the project.
Keep students motivative on
their works.
To keep students, follow the
class routine, and be success
in learning and making art.
Summary:
 Student learn about the gesture drawings
through observing and practicing the
techniques used by teacher demonstration.
Student will have 5 minutes to warm up
before working on their actual project. The
project will take up to 7 days until students
get used to the technique. Student will also
learn so much after their art through the
critique in class.
Assessment:
 Use discussion and ask questions to
confirm students’ knowledge.
 Observation.
 Classwork.
 Walk around classroom to check on the
student’s progression and provides
feedback on their works.
 Rubrics.