Continually Changing Self-Portraits On Continuous Cards Cross-Curricular – Art and Art History Grades 9-12 Description: Self portraits have probably been done since the days of cave painting. One of the earliest identified self portraits was a carving created in 1365 B.C. by Bak, Pharaoh Akhenaten’s chief sculptor. In Europe during the Renaissance the genre became popular. Later, in the 17th century, Northern European painters commonly painted themselves. Rembrandt did over 40 self-portraits. Two centuries later, Vincent van Gogh was even more prolific, creating 37 paintings of himself in just three years. Other artists fascinated by the expressive and self-revelatory vehicle of painting themselves were Egon Schiele, Edvard Munch, Frida Kahlo, Picasso and Pierre Bonnard. Using a variety of art styles from throughout history, students will create a unique series of six self portraits on the Cover-It Continuous Card. Not only will they become more adept at representing the human face but they will also learn to visually “dissect” styles of art so that they can mimic them. This lesson could easily be combined with Language Arts by writing reactions to working in various styles and attaching them to the back side of the cards. Objectives: Students will create multiple solutions to creating a self portrait, demonstrating the ability to produce effective relationships between design and expression. Students will analyze common characteristics of visual arts styles throughout history and between cultural groups to interpret meaning. They will apply these characteristics to their artwork in order to create meanings determined by the styles they choose. Materials: Cover-It Continuous Cards, Pkg. of 10, Six 4” x 6” Panels (1293315-705) Various Types of Papers Cut To 4” x 6”. Possibilities include: - Sax Extra White Drawing Paper, 90-Lb., 9” x 12”, Ream (206321-705) - Sax Watercolor Paper School Packs, 90 Lb., 9” x 12”, 100-Sheet Pkg. (408400-705) - Strathmore 400 Series Hemp Charcoal Paper, 60-Lb., 9” x 12”, 24 Sheet Pad (1289294-705) - Budget White Bristol Board, 14” x 22-1/2”, Plate Finish, 100-Brd. Pkg. (468953-705) Various Drawing and Painting Media: Possibilities Include: - Caran D’Ache Neocolor II Crayons, 15 Half Sticks (438947-705) - Derwent Studio Colored Pencil Sets, 12-Color Set (407569-705) - Pitt Artist Pen Assortment, 4-Nib Styles (402816-705) - Prismacolor Premier Graphite Drawing Set, 18 Piece Set (409248-705) - Reeves Watercolor Set, 22ml Tubes, 20-Color Set (1289944-705) Elmer’s No-Wrinkle Glue Pen, 1-Oz. (038275-705) Photos of each student or a digital camera to take portraits Pencils Erasers Directions: 1. As a class, examine the history of self portraits throughout history and across cultures. Look at examples of many styles of art used to create self-portraits. Discuss how various styles affect the impact of the various pieces. Make a list of styles explored and list out characteristics of that style on the board. 2. Start with a photo of yourself. Choose a style to start with and work out a light pencil sketch on a sheet of 4” x 6” piece of paper. 3. Choose a medium to work in and begin to complete the portrait. Work from large areas to small, focusing on details last. 4. Glue the portrait to one of the panels of the continuous cards. 5. Continue until all panels are completed. 6. Optional: Write on lightweight sheets of 4” x 6" paper how you feel the style you chose for each panel effected the emotional impact of the portrait. Also include your reaction to trying to mimic that particular style. Glue the sheet to the back of the panel discussed in your writing. National Standards: Content Standard #2: Using knowledge of structures and functions. Grades 9-12, Advanced: Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions. Content Standard #4: Understanding the visual arts in relation to history and cultures. Grades 9-12, Advanced: Students analyze common characteristics of usual arts evident across time and among cultural/ethnic groups to formulate analyses evaluations and interpretations of meaning.