Lesson Title: What’s
Your Expression
Content Area & Arts
Discipline: (Non-Arts
Subject & Arts Subject)
Math, English, Visual Arts
Overview of the lesson:
(Short description)
Students will create a set
of data by illustration
different facial
expressions inspired by
Rembrandt’s “Night
Watch” that will then be
graphed.
Grade Level:
BIG IDEA & LEARNING OBJECTIVES
Students will be able to know and/or do… create expressive selfportraits inspired by Rembrandt’s "Night Watch" and categorize the
expressions as a set of data for a line graph.
Students will… identify expressions they can make with their face.
Students will… identify facial features that can be use to change
expression.
Students will… draw their face as a self-portrait showing an
expression.
Students will… categorize data into groups.
PROCEDURES
List the steps of the lesson by following the outline below:
1st
The teacher/teaching artist will engage students (“the hook”) by:
Proposed Time Frame:
--
Have students look into a mirror noticing their eyes, eyebrows, mouth,
and chin. Have the class to brainstorm feelings or expressions that
can be shown with facial features. Record these on the board.
Students should name some of the following: angry, joyful, confused,
surprised, worried, tired, fear, disgusted, shy, sad, frustrated,
frightened, and others. Have student view a print or projected image
of Rembrandt’s Night Watch, 1642.
Lesson Author: (Teacher
The teacher/teaching artist will build knowledge by:
(Hours, Days, Weeks, etc.)
1 ½ hours
Date Lesson Created:
or Teaching Artist)
AnnClaire Bennett, Oak
Grove Lower Elementary
School
Edited by Megan Hines
Telling the students about the history of Rembrandt, including his love
of looking in a mirror and drawing himself as individual characters in
his paintings. He enjoyed making faces at himself and drawing his
unusual expressions like fear, anger, pleasure, and surprise. Ask
students what facial expressions they notice in the painting and how
the artist made the subject’s expression clear.
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The teacher/teaching artist will model the experience:
Room Requirements &
Arrangement: (Location of
chairs, classroom or gym, etc.)
Classroom
Materials/Equipment:
(Arts supplies, tech equipment,
etc.)
Hand held mirrors
4 1⁄4 x 5 1⁄2 sheet of
paper
Pencils
Colored pencils
Crayons
Lined paper
Resources: (Additional
books, website addresses,
images, etc.)
Print of Rembrandt’s
“Night Watch” or a
projected image of the
painting
Vocabulary: (Key words for
both the non-arts and arts
subjects)
Expression
Rembrandt
Angry
Joyful
Confused
Surprised
Worried
Tired
Fear
Disgusted
Shy
Sad
Frustrated
Frightened
The teacher will model the experience by showing the students
example of how to create a drawn self-portrait that includes all of the
facial features. This should keep details to a minimum so that
students do not feel the need to copy the teacher example when
making their own. The teacher should ask students how they would
draw their own facial features and can use student answers to add to
the portrait (this could include the color of student’s eyes, length of
hair, a smile including recently lost teeth, etc.).
The teacher/teaching artist will guide the practice with the
students by:
Ask students to practice showing these expressions in the mirror.
After giving the students time to experiment, ask each child to select 1
expression from the list they generated on the board, and draw his/her
face showing that expression. Ask each child to write the name of the
expression at the bottom of the drawing, this will keep the students
from changing the emotion as the class graph is being combined.
The students will apply understanding by:
After drawing the expression have each student complete one of the
following sentences:
The reason I look ________________ is ...
I felt ________________ after...
When the___________________________ happened I felt______...
Use the students’ sketches to create an “Expression Graph”. Have
students put glue on the back of their sketches and place in the
correct expression category listed on the class bar graph.
The teacher/teaching artist will create opportunities for reflection
(Closing) by:
Have students answer the following questions:
-Which expression was drawn the most?
-Which expression was drawn the least
-Are any expressions drawn the same number of times?
-How many is ______ and _______ together?
-How many students drew the expression __________?
After students complete their Expression Graph and answer the
prompt questions, ask them to reflect on why they chose their
expression and why they think Rembrandt enjoyed drawing facial
expressions. Ask students to reflect on how they could add more
details to their portraits to show expression in a way similar to the
artist.
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The teacher/teaching artist will assess the students’ learning by:
Have each student share what he/she wrote to explain the facial
expression on the drawing. Question the students to name the artist
featured in this lesson.
STANDARDS & PRINCIPLES
Please list the competency from the following:
State Content Standards (i.e. CCSS, Mississippi Frameworks):
English Language Arts
Speaking and Listening Standards
1. Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger
groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others
with care, speaking one at a time about the topics and texts under
discussion).
5. Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
6. Produce complete sentences when appropriate to task and situation.
(See grade 1 Language standards 1 and 3 on page 26 for specific
expectations.)
Math Measurement and Data 1.MD
Represent and interpret data.
4. Organize, represent, and interpret data with up to three categories;
ask and answer questions about the total number of data points, how
many in each category, and how many more or less are in one
category than in another.
Arts Standards (i.e. MS Visual & Performing Arts Frameworks):
Visual Arts
1. Develop fundamental skills in using art media and processes to
produce works of art. (CP)
e. Use various media (e.g., paint, clay, ink, crayons, finger-paint, chalk,
markers, pencil) to express different emotions in a work of art.
f. Combine recognizable symbols for common objects (e.g., people,
vegetation, houses, animals) to create an original expressive work of
art.
g. Produce drawings to create recognizable and expressive images.
5. Know that different works of art that evoke various descriptions and
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responses.(CA)
a. Know that works of art depict certain feelings.
b. Understand and respond to how an artist may have chosen to depict
certain feelings.
c. Describe how the student’s own work depicts certain feelings.
Principles of Universal Design for Learning (at least one from each
of the three guiding principles):
Provide Multiple Means of Representation
2.1 Clarify vocabulary and symbols
3.1 Activate or supply background knowledge
3.3 Guide information processing, visualization, and manipulation
Provide Multiple Means of Action and Expression
5.2 Use multiple tools for construction and composition
Provide Multiple Means of Engagement
7.1 Optimize individual choice and autonomy
APPENDIX
Extended Learning Activities:
-TIPS/FAQs:
-References: (i.e. Works cited, etc.)
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