FALL 2023
PITTSBURGH
UNIT PLAN
KATIE CROUCH
AE326 ELEMENTARY ART METHODS & MATERIALS
Page 1
Unit Summary
2nd Grade Art
There are millions of artists out there whose art we can study. Many artists bring
something to the table that is worth talking about. Where can you even begin?
In this unit, we are beginning in our hometown of Pittsburgh. Pittsburgh has a rich
and interesting artistic culture. Many household name artists have studied or have
been born in Pittsburgh. We are lucky to live in a city like this!
In this unit, we will be studying the artistic culture of Pittsburgh, along with four
different Pittsburgh artists.
The first artist, Ron Donoughue, is known for his landscape paintings of different
Pittsburgh neighborhoods. He is still alive today and can be seen creating plein air
paintings all over the city!
The second artist, Andy Warhol, is one of the leaders of the Pop Art movement.
Pittsburgh has an entire museum dedicated to him!
The third artist, Jackie Ormes, is the first African American woman cartoonist. She
created comic strips for the Pittsburgh Courier that became important iconography
in African American culture.
The fourth Pittsburgh artist? It’s ourselves! We are all Pittsburgh artists who
contribute to keeping this city’s artistic culture alive. It is something to be proud
of!
Table Of Contents
Lesson 1…………………………………………………………Page 2
Art of Pittsburgh
Lesson 2…………………………………………………………Page 8
Our Neighborhoods: Ron Donoughue
Lesson 3…………………………………………………………Page 14
Pop Art & Andy Warhol
Lesson 4…………………………………………………………Page 25
Jackie Ormes & Cartoons
Lesson 5…………………………………………………………Page 35
We Are All Pittsburgh Artists
Page 2
Art Methods and Materials
Lesson Plan Components, Definitions, and Template:
Lesson Plan Title/Overview: Art of Pittsburgh
Grade Level/Course: Grade 2 Art
Duration: 3 Days
P.A. State Standards Addressed:
Standard - 9.1.V.2.E1
Use imagination and creativity to express self through visual arts.
Standard - 9.2.2.D1
Describe the historical and cultural context of works of art.
Overall Goal: Students will learn about the importance of art in Pittsburgh culture and make
their own work of art inspired by the city.
Objective(s): Students will be able to…
•
Recognize art inspired by Pittsburgh.
•
Explain the importance of art in Pittsburgh’s culture.
•
Create a piece of artwork inspired by the Pittsburgh architecture & skyline
Resources/Materials and Teaching Aids:
Page 3
Pittsburgh Postcard by Phil Seth, 2022
Mural downtown on Sixth Street
Pittsburgh by Ron Magnes
Page 4
Page 5
We have lots of wonderful art that we can find right around us! Pittsburgh is home to many
different artists who all create their own unique types of artworks. We will be studying the art of
Pittsburgh, as well as creating art of Pittsburgh.
Art is a big part of Pittsburgh’s culture. We have plenty of museums, galleries, and murals all
around the city.
Materials:
Watercolor paints
Brushes
Markers/ Pens
Black paper
Scissors
Focus / Motivation/ Essential Question(s):
What shapes do we see in this skyline?
How can we create art of the world around us?
What art have you seen in real life?
Vocabulary: Silhouette, background, foreground
Procedure(s):
1. Guided Practice: We will talk the art that we see around Pittsburgh, as well as the
ways that art is important in our culture. Then, I will show them the silhouette
watercolor painting we will do and show them the different steps of making the
project, such as…
Painting the watercolor background
Cutting out the buildings on black paper
Gluing the paper to the watercolor background
2. Independent Practice:
Day 1: This day will mainly be taken up by an introduction of the project and the
guided practice. Then, the students will paint their watercolor backgrounds.
Day 2: Students will cut their buildings/ silhouette (they can choose if they want to
cut the separate buildings or just the whole skyline as a whole)
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Day 3: Students will arrange and glue their buildings onto their watercolor
background. They can also add details in the sky or in the buildings. We will finish
with a small discussion about the project, I will ask students what they like about their
work and what they want to approve on.
Closure/Comprehension Questions:
What do you like about your project?
What do you want to improve on?
What have you learned about Pittsburgh?
Extensions:
Students who may have sensory issues involving paint are free to use colored paper as their
background instead of the paint.
If they want a challenge, students can draw the buildings and incorporate more details instead of
just a silhouette.
Evaluation and Assessment:
This is a lower-stakes assignment to get our unit started. Rubric is attached below.
Page 7
Did you
No
Yes!
0 points
5 points
No
Yes!
0 points
5 points
follow the
assignment?
Did you
behave in
class and
put forth
your best
effort?
Page 8
Art Methods and Materials
Lesson Plan Components, Definitions, and Template:
Lesson Plan Title/Overview: Our Neighborhoods: Ron Donoughue
Grade Level/Course: 2nd grade Art
Duration: 2-3 days
(Ideally, this lesson takes place when it is warm outside, and we can create some plein air
paintings)
P.A. State Standards Addressed:
Standard - 9.1.V.2.B1
Create works of art inspired by the styles and materials of other artists.
Overall Goal: Students will learn about the work of Pittsburgh artist Ron Donoughue and create
a work of art inspired by his work.
Objective(s): Students will be able to…
•
Recognize the elements of Ron Donoughue’s artwork.
•
Apply their knowledge of these elements to their artmaking.
•
Plan their artmaking before they begin.
•
Define what plein art is.
Resources/Materials and Teaching Aids:
Ron Donoughue is a landscape painter local to the Pittsburgh area. He is known for his paintings
of different Pittsburgh neighborhoods. In fact, in 2014, he created paintings of all 90 Pittsburgh
neighborhoods!
Ron’s art is defined as plein art. Plein art (or plein air painting) is art that is created outside,
using the world around you as a reference. Nowadays, Ron can be spotted in different
Page 9
neighborhoods doing his plein air painting, so if you see someone set up in the street with an
easel and paints, it could be him!
Ron Donoughue, Upper Lawrenceville
Page 10
Ron Donoughue, North Point Breeze
Ron Donoughue, Polish Hill Morning
Page 11
Materials:
-Sketchbooks
-Paper that can withstand paint
-brushes
-Tempura paint
-pencils
Focus / Motivation/ Essential Question(s):
•
What shapes do we often see in buildings?
•
When we look at our school, what shapes do we notice?
•
What is the difference between painting from a picture and painting in real life?
Vocabulary: Plein air, Landscape, Cityscape, Brush strokes
Procedure(s):
3. Guided Practice, Day 1:
Students will be introduced to Ron Donoughue and his artwork. We will look at
pictures of his artwork and use visual analysis (see, think, wonder). Then, students
will get a brief refresher of painting techniques, like how to hold a brush, using a
palette, etc. (I plan to have a unit in the very beginning of the course that goes over
these techniques in depth) Then, we will practice our own version of “plein air”
painting in the classroom by looking at different objects and painting them in our
sketchbooks. I will give them tips on using a live reference while painting (like
paying attention to the shapes we can see in the objects, the lighting, etc.)
4. Independent Practice, Day 2/3
We will go outside (weather depending, of course) with paper and our paints. We will
sit on the ground (also weather depending) and look at our school. We will discuss
the shapes we see in the school, and then we will start to paint them. We will spend
the rest of the class period painting the school. Students will be able to paint whatever
composition they want of the school. (For example, if they want to focus in on one
tree or a certain part of the building, they can)
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Closure/Comprehension Questions:
Students will put their paintings on the drying rack, and we will discuss how the process felt. Did
it feel weird to paint outside? Was it fun? Can you imagine doing a large, detailed painting while
being outside the entire time?
For extra credit, over the weekend (assuming this lesson takes place at the end of the week),
students can do a plein air painting of their house or neighborhood. This is not required and just
for fun.
Extensions: If students struggle with the messiness/ sensory feeling of paint, they can sketch the
school outside with colored pencils.
If students want a challenge, they can pick a composition of the school that may be complicated
(focusing in heavy on the details on one object, or trying to fit in as much of the landscape as
they can)
If students are absent the day we go outside to paint, they can paint the inside of the classroom
on a day that we can catch up.
Evaluation and Assessment:
Students will be graded on their process of this project and not the final product. Rubric is
attached below.
Page 13
Did you
No
Yes!
0 points
5 points
No
Yes!
0 points
5 points
participate
in the class
exercise?
Did you
behave in
class and
put forth
your best
effort?
Page 14
Art Methods and Materials
Lesson Plan Components, Definitions, and Template:
Lesson Plan Title/Overview: Pop Art & Andy Warhol
Grade Level/Course: Second Grade Art
Duration: 5 Days (1 School Week)
P.A. State Standards Addressed:
Standard - 9.1.V.2.B1
Create works of art inspired by the styles and materials of other artists.
Standard - 9.1.V.2.E1
Use imagination and creativity to express self through visual arts.
Standard - 9.2.2.D1
Describe the historical and cultural context of works of art.
Overall Goal: Students will learn about the work of Andy Warhol and create a work of art that
is inspired by his pop-art portraits.
Objective(s): Students will be able to…
•
Recognize the elements of Andy Warhol’s artwork and how it falls into the Pop Art
movement.
•
Explain the Pop Art Movement.
•
Apply their knowledge of Pop Art, Andy Warhol, and the color wheel into their
artmaking.
•
Identify Andy Warhol’s silkscreen portraits.
•
Plan their artmaking before they begin.
Resources/Materials and Teaching Aids:
About Andy Warhol & Pop Art:
Andy Warhol (Andrew Warhola) was born on August 6th, 1928 in Pittsburgh, Pennsylvania. He
went on to become one of the most important artists in the Pop Art Movement. Pop Art is a style
Page 15
of art that emerged in the 1950s. Pop artists took inspiration from everyday life and objects, but
depicted them in bright, colorful ways.
Andy Warhol became most notably known for his works of art that were done through the
process of photographic silkscreen printing. This is a process of copying a photograph by
covering it in a liquid and applying it to a tool known as a silkscreen. This method allowed him
to create many different copies of the same image. Warhol is known for his portraits of many
different celebrities and iconic pop culture figures done in this method.
Information from:
https://www.warhol.org/andy-warhols-life/ Andy Warhol Biography
https://study.com/academy/lesson/pop-art-lesson-for-kids-definitionfacts.html#:~:text=Pop%20art%20is%20a%20style,%2C%20comic%20strips%2C%20and%20a
nimals. Pop Art Definition and Explanation for Kids
https://www.warhol.org/lessons/silkscreen-printing/introduction-to-photographic-silkscreenprinting-and-colortheory/#:~:text=Photographic%20silkscreen%20printing%3A%20This%20printing,using%20a%
20proper%20light%20source. Silkscreen Explanation for Kids
Youtube Video: https://www.youtube.com/watch?v=DhEyoDCTSDQ
What is Pop Art? | Tate Kids
Notable Works:
Andy Warhol, Shot Red Marilyn, 1964
Page 16
Andy Warhol,
Elvis I & II,
1963
Andy Warhol, Debbie Harry, 1980
Page 17
Andy Warhol, Self
Portrait, 1966
Page 18
(This lesson will also contain a brief refresher on the color wheel if the students have already
learned it. I intend on teaching that during the beginning of the year in my classroom and having
a poster of the color wheel hanging for reference)
Page 19
Art Is Everywhere: A Book About Andy Warhol by Jeff Mack.
Artmaking Materials:
Camera able to take pictures of students (Phone works)
Markers
Printer to print out pictures of students
8.5 x 11 in printer paper
Paper cutter (to trim pictures to 8 in x 8 in squares)
Liquid Glue or Modge Podge
Cardboard (16 in x 16 in squares, enough for entire class to have 1)
Focus / Motivation/ Essential Question(s):
(A few of these questions are specific to schools located in Pittsburgh.)
•
Can anyone name a famous artist from Pittsburgh?
•
Has anyone been to the Andy Warhol Museum?
•
What was Andy Warhol known for?
•
What is Pop Art?
Vocabulary: Pop Art, Portrait/ Self Portrait, Silkscreen, Andy Warhol, Primary Colors,
Secondary Colors
Procedure(s):
Introduction (Day One)
I will begin by telling the class that our next lesson is on Pop Art. I will then play the Tate Kids
What is Pop Art? Youtube video for the class. I will then ask the students some of the essential
Page 20
questions, such as asking them to explain pop art to me based on the video and asking them if
they know who Andy Warhol is. I will then tell them about Andy Warhol and we will look at
some of his works. I will ask students to identify his use of colors. (Ex: “Name a color used in
this work of art. Is it a primary or secondary color?”) If needed, we will review the color wheel
together. We will end class by reading Art Is Everywhere: A Book About Andy Warhol by Jeff
Mack, and I will take pictures of each of the students before they leave for their art project.
(Book can be read on Day Two if needed. Taking pictures of the students takes priority) On my
own time, I will print 4 copies of each picture in black and white for each student. I will also trim
the pictures to be 8 in x 8 in squares.
Guided Practice (Day Two)
We will begin class with a review of the information covered the day before. I will ask students
questions such as “Who is Andy Warhol?” and “What is Pop Art?”. Once we are fully refreshed,
I will introduce the artmaking portion of the lesson. Students will be creating their own selfportraits in the style of Andy Warhol using the photos printed out. I will show students an
example of this made of myself, and then I will gather students around one table for a demo. I
will print out 4 pictures of myself, trimmed to be 8 in x 8 in. I will then show them the process of
me coloring these pictures. I will explain to the students that each portrait needs to contain 3
colors: one color must be a primary color, one color must be a secondary color, and the third
color can be whatever they want. Each portrait just must contain both a primary and secondary
color. I will also demonstrate neatness and the importance of coloring inside the lines for these
portraits. Once I finish one portrait, I will glue it in the corner of a 16 in x 16 in piece of
cardboard. Once I finish showing students the demo, they will receive a planning worksheet
(located at the end of the lesson plan) for their portrait, where they can list three colors they
intend on using.
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Independent Practice (Days 3-5)
I will place each students’ printed out pictures at their desks before class. We will begin with a
review of what we are doing and what I expect from them for these projects. (the correct use of
the three colors, neatness, etc.) Students will then begin their artmaking, and I will be around
offering advice and answering questions. This process will repeat for days 3-5, with students
turning in their projects and their planning sheet by the end of class on day 5. Towards the end of
class on Day 5, while students are putting their finishing touches on the art, we will complete
some closure activities.
Closure/Comprehension Questions: We will end every class by cleaning up our materials and
leaving the room in the state that we found it in.
Once the students are done with their projects, I will ask them to tell me one thing they like about
their project. This is how we end every lesson. This promotes positive self-talk, and I want
confident artists walking out of my classroom.
I will also ask students to summarize what we learned in this lesson. For example, I will ask a
student to explain to me what Pop Art is, who Andy Warhol was, and what we were recreating in
our art project.
Extensions:
Artmaking can be frustrating at times, and I will have a relaxing Calm-Down Corner in my
classroom for anyone who is getting frustrated and needs to take a break. Students will just need
Page 22
to inform me before they go to the Calm-Down Corner, and I will set a timer for 5 minutes and
check back on the student after 5 minutes. If they are still distraught, they are welcome to
another 5 minutes. I welcome breaks in my classroom, and if work is not getting done because a
student is taking too many breaks, I will have an individual talk with them asking them to
explain their frustration in the classroom to me. During this discussion, we can figure out
alternative projects for the individual student based on their preferences.
If students want an extra challenge for this project, they are welcome to draw their own self
portrait that I can photocopy 4 times. The same rules apply that they must use 3 colors.
Evaluation and Assessment:
Students will be graded on their use of colors, their neatness and their effort in the classroom.
Rubric is attached below.
Page 23
Primary Color:
Primary Color:
___________________
___________________
Secondary Color:
Secondary Color:
___________________
___________________
Third Color:
Third Color:
__________________
__________________
Primary Color:
Primary Color:
___________________
___________________
Secondary Color:
Secondary Color:
___________________
___________________
Third Color:
Third Color:
__________________
__________________
Page 24
Andy Warhol Self Portrait Rubric
0 points
Use of color
Almost
Good job!
Outstanding!
there!
4 points
6 points
2 points
You used a
You used a
You used a
You used a
primary and
primary and
primary and
primary color
secondary color
secondary
secondary color
and a
in less than half
color in half
in 3 of your
secondary
of your portraits.
of your
portraits!
color in each of
portraits!
Neatness
your portraits!
We need to
You just
You did a good
Your work looks
work on staying
need a bit
job at staying
neat and tidy!
inside the lines
more
neat and with a
and not
practice in
little more
scribbling.
staying
practice, you’ll
neat.
be great!
Effort in
We need to
There were
You did good
You worked
classroom
work on some
a few
work in the
hard and never
ways that we
distractions,
classroom!
gave up!
can stay
but your
focused in class.
work got
done!
Additional Comments:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Page 25
Art Methods and Materials
Lesson Plan Components, Definitions, and Template:
Lesson Plan Title/Overview: Jackie Ormes & Cartoons
Grade Level/Course: Second Grade Art
Duration: 3/4 Class Days
P.A. State Standards Addressed:
Standard - 9.1.V.2.B1
Create works of art inspired by the styles and materials of other artists.
Standard - 9.1.V.2.E1
Use imagination and creativity to express self through visual arts.
Standard - 9.2.2.D1
Describe the historical and cultural context of works of art.
Overall Goal: Students will learn about Jackie Ormes, the first African American woman
cartoonist, and create artwork inspired by her comic art.
Objective(s): Students will be able to…
•
Recognize the elements of Jackie Ormes’ comic art.
•
Identify Jackie Ormes’ impact on the comic world.
•
Create a comic similar to her style.
Resources/Materials and Teaching Aids:
About Jackie Ormes:
Jackie Ormes is the first African American woman cartoonist who was born right in Pittsburgh.
Jackie Ormes’ first comic strip was Torchy Brown, which was published from 1937-1938 in the
Pittsburgh Courier, a popular Black-owned newspaper. At a time when racism was a major issue
in the comic world, Jackie’s comics paved the way for African Americans in the comic world.
Her longest running comic, Patty-Jo ‘n’ Ginger, ran from 1945 to 1956. The comic followed
sisters Patty-Jo and Ginger in their antics, making political commentary but keeping it witty. The
Page 26
comic was so popular that a doll for Patty-Jo was made, which was “one of the first realistic
black dolls made for the African-American market.”
https://daily.jstor.org/the-groundbreaking-work-of-jackie-ormes/
Book: Holding Her Own: The Exceptional Life of Jackie Ormes by Traci N. Todd
Page 27
Comic Art:
https://www.youtube.com/watch?v=qipZ6h4S--c&t=30s
Video: Watch only until 1:40
Examples of comics we may have seen before:
Peanuts by Charles Schulz
Page 28
Marvel Comics
Artmaking Materials:
Black Pens
Markers
Jackie Ormes comic worksheet & sketch paper
Focus / Motivation/ Essential Question(s):
•
Have you ever read a comic before?
Page 29
•
What do comics normally look like?
•
Where do comics normally appear? How do people read them?
Vocabulary: Comic art, Panel, Dialogue
Procedure(s):
Introduction (Day One)
We will begin class using the focus/ motivation questions listed above. We will watch the
YouTube video listed above, and begin a discussion about comic art. We will talk about comics
we have seen before, what we like about them, etc. Then, I will tell students that one of the most
influential cartoonists is from Pittsburgh. I will introduce Jackie Ormes, the first African
American woman cartoonist. We will talk about her history and look at some of her old comics.
We will read the book Holding Her Own: The Exceptional Life of Jackie Ormes by Traci N.
Todd, and then I will introduce the project to them. Students will be making their own comics
inspired by Jackie Ormes’ Patty-Jo ‘n’ Ginger comics. (Single panel with a line of dialogue as
the caption)
Guided Practice (Day Two)
We will begin class with a review of the information covered the day before. I will then review
the project with students and pass out the Jackie Ormes comic practice worksheets (shown
below.) I will tell students that they are going to create a one-panel comic with a line of dialogue
as the caption, like the style that the Patty-Jo ‘n’ Ginger comics are in. The comic can be about
anything silly that has happened to them, and it must contain a joke. On the Jackie Ormes comic
practice worksheets, students can sketch out four potential comics they want to create. We will
spend day two practicing sketching our comics on these worksheets, and I will collect them at
the end of the day.
Independent Practice (Days 3/4 if needed)
Students will receive back their Jackie Ormes practice worksheets. They can place a star on
which comic they think they will use in their final project. Then, I will pass out the Jackie Ormes
comic worksheet (as seen below) where they will draw their final draft of their one panel comic.
Students will have the entire class period and the next one if needed to draw their comic. They
will be using pen to draw, and marker to color in.
Closure/Comprehension Questions:
Page 30
We will end every single class cleaning up the room in the way that we found it. On the last day
of the lesson, students will present their comics to the class by showing them and reading the
dialogue. Each student will be asked about what they liked about their project, and what they
want to improve on. We will also ask these comprehension questions at the end of the final day:
•
Who was Jackie Ormes?
•
Where was she from?
•
What did Jackie Ormes do?
Extensions:
Artmaking can be frustrating at times, and I will have a relaxing Calm-Down Corner in my
classroom for anyone who is getting frustrated and needs to take a break. Students will just need
to inform me before they go to the Calm-Down Corner, and I will set a timer for 5 minutes and
check back on the student after 5 minutes. If they are still distraught, they are welcome to
another 5 minutes. I welcome breaks in my classroom, and if work is not getting done because a
student is taking too many breaks, I will have an individual talk with them asking them to
explain their frustration in the classroom to me. During this discussion, we can figure out
alternative projects for the individual student based on their preferences/ what they are struggling
with.
If students want an extra challenge for this project, they are welcome to create final versions of
all four of their drafts. They can also consider as much detail as they want, such as creating a
background for their comic, etc.
Evaluation and Assessment:
Students will be graded on their following of the project, their neatness, and their effort in the
classroom.
Rubric is attached below.
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Jackie Ormes Comic Practice
Name: __________________________________________________________
______________________________ ______________________________
______________________________ ______________________________
Page 32
My Jackie Ormes Comic
Name: __________________________________________________________
________________________________________________________________
Page 33
Jackie Ormes Rubric
No
Did you
follow the
0 Points
assignment?
Almost
Yes!
2 Points
4 Points
Almost
Yes!
2 Points
4 Points
No
Almost
Yes!
0 Points
2 Points
4 Points
No
Is your
project neat
0 Points
and tidy?
Did you put
forth your
best effort
in the
classroom?
Additional Comments:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Page 34
Art Methods and Materials
Lesson Plan Components, Definitions, and Template:
Lesson Plan Title/Overview: We Are All Pittsburgh Artists
Grade Level/Course: Second Grade Art
Duration: 1 class week
P.A. State Standards Addressed:
Standard - 9.1.V.2.A1
Know and use basic elements of visual arts.
Standard - 9.1.V.2.E1
Use imagination and creativity to express self through visual arts.
Overall Goal: Students will create a piece of artwork that they feel accurately represents
themselves.
Objective(s): Students will be able to…
•
Create a work of art as a form of self-expression.
•
Explain why their art represents themselves.
•
Prepare a small presentation of their artwork.
•
Question what makes them, them.
Resources/Materials and Teaching Aids:
Throughout this unit, we have learned about many different Pittsburgh artists. However, there are
some Pittsburgh artists we haven’t covered…one of them being OURSELVES!
In this lesson, we will be creating a self-portrait. However, it does not have to be just a picture of
yourself. It CAN be if you choose to go down that route. Instead of this self-portrait being just a
picture of ourselves, we are going to focus on what makes us, US. What do you feel accurately
describes you? Your favorite things? Your family? A color? You can be as creative as you want!
This is a mixed media project. This means that you can use whatever art medium you want in our
classroom. You can draw, collage, paint, or do whatever you want! At the end, we will be
presenting our self-portraits to the class and explaining why all the elements in it define us.
Page 35
Artmaking Materials:
Paper
Colored Pencils
Markers
Crayons
Tempura Paint & brushes
Collage materials
Glue
Focus / Motivation/ Essential Question(s):
•
What makes you, YOU?
•
How can you express yourself through art?
•
What makes someone a “Pittsburgh artist?”
Vocabulary: Mixed media, self-expression, self-portrait
Procedure(s):
Introduction & Guided Practice (Day 1)
We will begin class using the focus/ motivation questions listed above. I will then tell the class
that after covering all the Pittsburgh artists, we will be covering one last Pittsburgh artist:
ourselves. I will explain the project to them, and then I will pass out the “What makes me, ME?”
worksheet. (As seen below) Students will list ideas and create sketches of what they can use in
their portraits. I will be around to assist with questions.
Independent Practice (Days 2-4)
Students will spend class time creating their self-portraits. I will be around to assist with
questions.
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Presentations (Day 5)
Each student will present their self-portrait to the class and explain why it represents them. We
will end with our usual closure activity of talking about what we like about our art and what we
feel we can improve on. We will then reflect on our artmaking process and how that selfexpression felt.
Closure/Comprehension Questions:
We will end every single class cleaning up the room in the way that we found it. On the last day
of the lesson, students will present their self-portraits and we will discuss the following
questions:
•
What elements did you use to represent yourself in your self-portrait?
•
How did it feel expressing yourself through art?
Extensions:
Artmaking can be frustrating at times, and I will have a relaxing Calm-Down Corner in my
classroom for anyone who is getting frustrated and needs to take a break. Students will just need
to inform me before they go to the Calm-Down Corner, and I will set a timer for 5 minutes and
check back on the student after 5 minutes. If they are still distraught, they are welcome to
another 5 minutes. I welcome breaks in my classroom, and if work is not getting done because a
student is taking too many breaks, I will have an individual talk with them asking them to
explain their frustration in the classroom to me. During this discussion, we can figure out
alternative projects for the individual student based on their preferences/ what they are struggling
with.
Students who are non-verbal/ have anxiety presenting can write about their artwork instead of
presenting.
Students who want a challenge can create a large piece of artwork. Since the project is so open
ended, they can find ways to challenge themselves.
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Evaluation and Assessment:
Students will be graded on their following of the project, their neatness, and their effort in the
classroom.
Rubric is attached below.
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What makes me, ME?
In the box below, think about how you can express yourself in your
self-portrait. You can list ideas, sketch, or do whatever helps your
artmaking process!
Page 39
No
Did you
follow the
0 Points
assignment?
Almost
Yes!
2 Points
4 Points
Almost
Yes!
2 Points
4 Points
No
Almost
Yes!
0 Points
2 Points
4 Points
No
Is your
project neat
0 Points
and tidy?
Did you put
forth your
best effort
in the
classroom?
Additional Comments:
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