Junior Cycle Visual Art - Unit of Learning - Strand

Discipline: Behind The Mask: exploring Symbolism and

Portraiture through paint and photo collage
Student Name Rebecca Moughty (k00255401)
Year Group 1st Year
Bachelor of Education in Art & Design 1
Subject matter/theme

Maria Rivans, a British collage artist

Frida Kahlo, whose pieces incorporate a lot of
Example of a masked portrait – the mask changes symbolism as well as self-portraiture
the dynamics of the painting

• Describe the subject matter/theme Relevant links:

https://www.upcyclist.co.uk/2018/03
• With the coronavirus, the wearing of masks has become a /collage-art-recycled-paper/
staple in everyday life. In order to get to know the person https://www.tate.org.uk/art/art-
behind the mask, students will explore symbolism and terms/p/portrait
portraiture through the medium of paint and photo collage, https://magazine.artland.com/art-
movement-symbolism/
creating a self-portrait that incorporates images personal to
https://www.youtube.com/watch?v=
the student themselves cDzcoyeaRKI (YouTube video
demonstrating different painting
techniques)

Bachelor of Education in Art & Design 2

 Strand(s):
Art/Craft/Design
JC Visual Art Learning Outcomes (LO)
• 1.1: analyse their work, or that of another,
using appropriate vocabulary and knowledge
• 1.5: Interpret the world and communicate ideas
through visual means
• 1.14: use media to create their own artwork
• 2.6: Investigate their own personal approach
to craftwork through the technical and
creative application of drawing and mark-
making
• 2.15: Justify the choice of media in their own
and others’ craftwork
Bachelor of Education in Art & Design
Year Group: 1st Year
No. of Pupils: 24
No. of weeks: 4
From: Jan 10 - Feb 04
How do you know that they know? (Assessment)
• 1.1 & 2.15: using a reflective worksheet, students will
reflect on their own artwork, and then as a class, we
would discuss our finished pieces in relation to the
symbolism they have chosen and what may or may not
have worked well for them
• 1.5: Students will have chosen images that symbolise
them as an individual for their piece. Using these
images, they will have created the story of themselves
through visual means. Students will have been expected
to explain their choice of images during a class
discussion.
• 1.1: Students will be able to use what they learned
about symbolism to read deeper into the meaning of
a painting. This will be assessed by putting the students
into groups to dissect a given painting and during group
discussions of their final pieces at the end.
• 2.6: Students will use their sketchbooks
to experiment with paint and mark-making, as well
as to practice their technical and observational drawing
skills in preparation for their finished piece. Their
sketchbooks will act as evidence of their learning
and thought/creative process
• 1.14: Students will use paint and photo collage to create
their own unique finished piece.
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Research and Investigation

Viincent Van Gogh's portraits helped to tell the Frida Kahlo's work incorporating surrealist images
and self-portraiture in order to tell a story
story of his life during different parts of his
career Some examples of simple,
everyday symbolism
Learning Intentions:
• Students will be able to define symbolism
The Five Elements of Visual Art
• Students will understand the importance of symbols and how they work
1. Critical and Visual language
• Students will understand the difference between visual symbolism and a visual
2. Drawing
metaphor
3. Visual Culture and Appreciation
• Students will see the qualities of photo collage as a means of story-telling
4. Art Elements and Design Principles
• Students will be able to understand the importance of a self-portrait when
piecing together the life of an artist 5. Media

Bachelor of Education in Art & Design 4

Research and Investigation
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
4. Art Elements and Design Principles
5. Media
Bachelor of Education in Art & Design
Research - Initial Ideas
Outline teaching and learning activities:
• After an introduction to symbolism, where I will teach the
students what symbolism is with some simple,
everyday examples, the students will be split up into small groups to
play a game of Symbolic Pictionary. Each group will get
a whiteboard and a marker, I will put a word on the board and in
groups, the students will be expected to produce an image that
symbolises that word. Extra points will be given to groups who
produce a unique and clever symbol for the word given.
• To differentiate between visual symbolism and a visual metaphor, I
would ask the students to draw a picture of an animal that they
share a personal or physical quality with (e.g., A student who is tall
may draw a picture of a giraffe)
• After a quick discussion of possible images that the students may
use for their photo collages, for homework, they will be asked to
collect images from magazines and newspapers that represent them
as an individual
• After collecting these images, as a class, we would briefly share and
discuss the images the students had chosen. These images will play
a huge role in their finished piece as the students will be wearing
masks in their portraits, the photo collage is the main expression of
them as a person.
• To investigate portraiture further, the students will be asked to
examine some famous portraits (e.g., Mona Lisa). In groups of 4-5,
students will be given a famous painted portrait and will discuss in
their groups the aspects of the portrait, i.e.. Mood, Emotion, Colour
etc. Each student will have a worksheet to fill in all their findings (<--
example of worksheet). The groups will then present their findings
to the class. This will help solidify the important of the photo collage
aspect of their piece, as the facial expressions will be mostly covered
up with a mask.
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Exploration and Concept Development

Looking at colour as another way of adding Don Bachardy: artist known for his black and Practicing portraiture drawing and exploring
symbolism white portraits composition and pose

Learning Intentions:
• Students will become confident in their abilities to create a self-portrait through The Five Elements of Visual Art
continued practice of observational and technical drawing skills
1. Critical and Visual language
• Students will explore the art elements; line, shape, texture,
2. Drawing
form, space, colour and value
3. Visual Culture and Appreciation
• Students will begin to experiment with mark-making and painting techniques
4. Art Elements and Design Principles
• Students will begin to look at color as another way of creating a narrative
5. Media
• Students will begin to think about composition and pose in relation to their self-
portrait

Bachelor of Education in Art & Design 6

Exploration and Concept Development
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
4. Art Elements and Design Principles
5. Media

Initial Ideas - Process of Development

Outline teaching and learning activities:

• We will experiment with mark-making using household objects in
the students' sketchbooks to give them an understanding of the
versatility of paint.
• I would begin to show students the proportions of the face to help
them in creating their self-portraits. We will look at artists such as
Don Bachardy and Mark Loughney who are both known for their
tonal portraits. I would put emphasis on the use of the art elements:
line, shape, texture, form, space, colour, and value
• We will begin building our observational and technical drawing skills
through continued practice in the student's sketchbook
• Using a worksheet, as a class we will discuss the meaning behind
different colours (e.g., Red = Anger). After we fill in the worksheet,
the students will stick it into their sketchbooks for reference
later. After our discussion, to make learning about colour symbolism
more fun, we will play a game of Colour Charades. The students will
be broken up into teams. One student from each team will be given
a colour and must act out the symbolism behind the colour for the
rest of their team to figure out.

Bachelor of Education in Art & Design 7

Creating a final work

Students will create a self-portrait using

photo collage to express themselves
as a person

Students will complete the photo collage

aspect of their finished artworks The Five Elements of Visual Art
Students will plan their finished artworks
using thumbnail sketches 1. Critical and Visual language
2. Drawing
Learning Intentions:
3. Visual Culture and Appreciation
• Students will be able to plan a finished artwork and understand the 4. Art Elements and Design Principles
importance of planning 5. Media
• Students will be able to express themselves through a visual art
medium (photo collage)

Bachelor of Education in Art & Design 8

Creating a final work
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
4. Art Elements and Design
Principles
5. Media

Process of development – Realized work

Outline teaching and learning activities:

• I would start by showing the class the importance of planning out a
finished piece. I would use a worksheet with prompts to help them
create their plans.
• Students would help each other to take photos to be used as
references for their finished artwork.
• In their sketchbooks, students will create thumbnail sketches
planning out the composition of their finished pieces
• We will spend a few days' worth of class time to complete our self-
portraits. I will help students with the curation of their final piece
• Students will draw from all that they have learned during the
creative process (i.e.. symbolism, colour symbolism, self-portraiture,
mark-making, photo collage) to produce their finished pieces

Bachelor of Education in Art & Design 9

Reviewing and Presenting

Example of what a finished piece may look like Example of what a finished piece may look like
Example of what a finished piece may look like

Learning Intentions: The Five Elements of Visual Art

• Students will be able to explain their creative decisions to the class 1. Critical and Visual language
• Students will be able to discuss their peers finished artworks and 2. Drawing
pick out the symbols used 3. Visual Culture and Appreciation
• Students will reflect on their creative process that led to their 4. Art Elements and Design Principles
finished piece and review all that they have learned along the way 5. Media

Bachelor of Education in Art & Design 10

Reviewing and Presenting
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
4. Art Elements and Design
Principles
5. Media

Realised work - Reflection - Presentation

Outline teaching and learning activities:

• Once finished, as a class we will all discuss the finished pieces. The
students will have the opportunity to talk about their piece and try
to identify the symbolism their peers have used.
• Using a worksheet, students will then reflect on their own finished
piece and the creative process that they followed. Students will
recognise what worked well and what didn’t work well for them,
they will identify what they would do differently next time and
reflect on what they learned about portraiture and symbolism
throughout the process

Bachelor of Education in Art & Design 11

 Visual Timeline

Week 1-2: We will do research on
symbolism, portraiture, photo collage and
colour symbolism.
Week 2-3: We will begin practicing our
Week 3-4: Students will complete
drawing skills as well as start looking at some
preparatory sketches for their finished piece,
painting skills and techniques, such as mark-
as well as produce their finished work
making

Work that will be created and assessed:

In Sketchbook:
• Portrait studies (2-3 practice portraits in sketchbook)
• Worksheets from lessons on symbolism, portraiture and colour symbolism (all stuck
into sketchbook)
• Thumbnail sketches in preparation for finished piece (3-4 A5 studies in sketchbook
with annotation)
Other:
• A finished 'masked' self-portrait with photo collage (A3 – card)
• Reflective worksheets
Bachelor of Education in Art & Design 12
Summative Assessment
5 Elements of Visual Art: 1) Critical and Visual Language; 2) Drawing; 3) Visual Culture and Appreciation; 4) AEDP; 5)
Research
Success criteria:
Symbolism
• Through a game of Symbolic
Pictionary, students will show an
understanding of symbolism and
how it works.
Portraiture
• Worksheet
documents knowledge on
aspects of a given famous
painted portrait
Photo Collage/ Story-telling
• Students will demonstrate
ability to choose images that
symbolise them as an individual
for use in a photo collage
Bachelor of Education in Art & Design
Sketchbook
Media
Reflection
Initial Ideas
Success Criteria:
• Students will show evidence of Painting Skills
experimentation and
exploration with their
portraiture and photo collage
in their sketchbooks
Primary source collecting
• Students will construct a
bank of symbols that they feel
are important to them as
an individual. These images
will either be seen in their
finished piece or in their
sketchbook, or both
Process of Development
Success Criteria:
• Sketchbook will show
experimentation with mark-
making
• Students will demonstrate
experimentation with at least
5 painting techniques shown
in class in their sketchbooks.
Colour Studies
• Through a game of Colour
Charades, students will
demonstrate understanding
of colour symbolism
Drawing Skills
• Students will show evidence
of use of the art elements
throughout creative process
in sketchbook and finished
piece
• In their sketchbooks,
students will show an
understanding
of composition and pose
when creating a self-portrait
through continued practice
• Demonstrate observational
and technical drawing skills
through thumbnail sketches
used in the planning of a final
piece
Realised Work
Success Criteria:
Final Painting
• Students will demonstrate
incorporation of at least 3
painting techniques
explored in
their sketchbooks
• Students will incorporate
at least one colour of
symbolic meaning to them
• Demonstrate ability to
create a unique finished
artwork
• Demonstrate ability to
progress piece forward
from initial thumbnail
sketches
Reflection
• Students will be able to
confidently explain their
choices regarding imagery
and colour
• Students will be able
to reflect on the creative
process they undertook
and identify what worked
well for them in the
making of their finished
piece
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