Group _1__: Lesson # _2__

Lesson Title: Animal Self-Portraits Big Idea/Topic: Create

a self-portrait
using two different animals you most
Names: Briauna Leonard, Kaleb Santos-Felgenhauer, relate to, and combine them together.
Maggie Googe You may choose any two animals that
exist or have existed on our planet. Try
to choose two animals that represent
something about you. Think about and
answer the following questions and
prepare to answer at least one aloud:
What two animals did you choose and
why? What does the new animal eat?
How would they communicate? What
would you name your new creature?

Simple Suggestions:

Lion – brave

Elephant – intelligent

Cheetah – fast

Sloth – lazy

Turtle - shy

Overview

Description of the Big Idea/Topic to be explored in this lesson:

Write one paragraph that describes the big idea and how the lesson relates to that big idea.

Students will create self-portraits using two different animals they most relate to, and combine
them together. Students are allowed to choose any existing or pre-existing animal, so long as
the animals of choice have some connection with their own character. This activity will allow
students to better understand themselves and demonstrate how to communicate on a canvas
rather than with words. Throughout the lesson students are to think about what they would like
to convey in their self-portrait. At the end of class, students will answer at least one of the
following questions aloud: What two animals did you choose and why? What does the new
animal eat? How would they communicate? What would you name your new creature? These
short presentations will teach the students to openly share about their identity in a safe space
with limitations that allow them to stay in their comfort zones.

Relevance for Learners:

How and why is this lesson relevant for the learners?

This animal self-portrait project focuses on exploring the self in a safe space. Students will be
able to reflect on their two most prominent traits, and learn to share their identity with others.
Sharing one’s identity can be difficult, but is necessary in the adult world they will soon be
entering. Using animals as a “self-portrait” is a baby step to sharing their true self, allowing
them to sort of mask any part of themselves they perhaps do not want to share. This activity
will also broaden the minds of students, preparing them to think about things differently from
different perspectives – in this case, from the perspective of animals.

Essential Questions: Enduring Understandings:

What question will foster inquiry and understanding of the big idea and By the end of this lesson, students will
lesson concept? One question is enough. understand:.

How would you identify yourself using the instincts

and traits of other animals?

Using representational images instead of words, who

are you?

Lesson Goals: Important Vocabulary:

Students will know: Students
will know how to express their
identity using representational imagery rather than Foreground – the area of the picture
space nearest to the viewer (in front
words.
of the portrait)

Middle ground – the space naturally

Students will be able to: They
will be able to distinguish the
occurring between the foreground and
different parts of a picture plane: foreground, middle background
ground, and background.
Background – the surface on which
the portrait is against (behind the
 middle ground)

Portrait – a representation of a
particular person or living organism

Horizon Line – a physical/visual

boundary where sky separates from
land or water

Preparation

Materials List: Clean-Up Procedure:

Colored Pencils Put extra papers away

Water Color Paints Put colored pencils away

Water Cups Put pencils away

Paint Brushes Wipe down any paint from tables

Graphite Pencils Wash brushes

Mixed Media/Cardstock Paper Empty water cups in sink

Napkins

Learning Steps

The Teachers will: The Students will:

1. Give instructions and hand out materials

to students Draw and/or paint an animal
self-portrait using two animals

2. Review each drawing and ask students Answer questions about their
questions (Critique) drawing
Assessment of Learning

Assessment:
How will the students’ understanding and work be assessed? (This will be informal for our purposes)
Have the students answer at least one question pertaining to their animal self-portrait aloud to
the class. They will be assessed on participation and connect with their identity.