Modified Lesson Plan: Composite Self Portraits

Central Focus/Learning concepts for the unit:

Students will understand the importance of unity when creating meaningful works
of art.

Visual Arts Standards (Processes):

 Creating:
o VA:Cr2.1.7a: Demonstrate persistence in developing skills with
various materials, methods, and approaches in creating works of art
or design.
o VA:Cr2.3.7a: Apply visual organizational strategies to design and
produce a work of art, design, or media that clearly communicates
information or ideas.
 Responding:
o VA:Re8.1.7a: Interpret art by analyzing artmaking approaches, the
characteristics of form and structure, relevant contextual information,
subject matter, and use of media to identify ideas and mood conveyed.
 Connecting:
o VA:Cn10.1.6a: Generate a collection of ideas reflecting current
interests and concerns that could be investigated in artmaking.

Learning Objectives/Outcomes:
 Day 1:
o Students will analyze the use of various composite images & objects in
the work of Acrimboldo and evaluate its sense of unity.
 Day 2:
o Students will connect to their personal interests when collaboratively
& independently brainstorming ideas for their composite self-
portraits.
 Day 3:
o Students will compile multiple images from the internet, personal
items, and images to use for their portraits.
 Day 4/5:
o Students will demonstrate an understanding of unity through the
creation of a digital self-portrait that is comprised of multiple
meaningful images.
 Day 6:
o Students will construct an artist statement that articulates the intent
of their final composite portrait and their ability to create a sense of
unity.

Learning Activities:
 Day 1:
 o Whole-class responding session with an independent writing activity
to analyze the work of Acrimboldo.
o Discussion regarding unity.
 Day 2:
o Whole-class brainstorming session where students share out possible
ideas and pictures they may use.
o Students will complete a brainstorm worksheet independently to
consider ideas for their portraits and explain their decision-making
process.
 Day 3:
o Students will work to compile images from either magazines, the
internet, or from their own camera rolls. Allow time for students to
collect these images.
 Day 4/5:
o Demonstration on how to use Pixlr.
o Allow students time to work independently on their composite
portrait.
 Day 6:
o Students will construct an artist statement to accompany their final
artwork.

Assessment:
 Independent writing activity in Responding session
 Independent brainstorm worksheet
 Final composite self portrait
 Artist statement to accompany the final portrait
 Final rubric

Differentiation of Instruction:
 Informational packets for students to use as reference when using Pixlr
 Sentence starters available for students struggling to construct an artist
statement.

Instructional materials:
 Slideshow
 Acrimboldo’s artwork
 Teacher exemplar
 Final rubric
 Artist statement guideline sheet