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Only $141.51 Needed

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Goal

My goal is for each and every student in our school to complete a meaningful self-portrait that conveys important information about who they are and that helps them feel that they truly belong in our community of learners. 

What will be done with my students

Students in each grade level will be guided through self-portrait projects sensitive to their age and stage. They will be taught developmentally appropriate skills, techniques, and processes in order to achieve the goal of this project. They will also learn about exemplary artists who have created self-portraits (for example: Frida Kahlo, Pablo Picasso, Vincent van Gogh, and Jean-Michel Basquiat) and through the variety of artworks that we will describe, analyze, interpret, and judge, they will hopefully come to understand that there is not one "right" way; instead there are infinite "answers" to the questions of how to portray and express ourselves!
Students will describe their process and product in writing, they will present their artwork to their classmates.  

Benefits to my students

Art Standards:
Create artwork that communicates an awareness of self as part of the community. (VA.K.F.3.1)
Create and share personal works of art with others. (VA.K.C.1.1)
Create and discuss works of art that convey personal interests. (VA.1.C.1.1)
Gather clues to help interpret and reflect on works of art. (VA.1.C.1.2)
Experiment with tools and techniques as part of art-making processes. (VA.2.S.1.1)
Use diverse resources to inspire expression of personal ideas and experiences in works of art. (VA.2.S.1.2)
Use creative and innovative ideas to complete personal artworks. (VA.3.O.2.1)
Use symbols, visual language, and/or written language to document self or others. (VA.3.O.3.1)
Apply meaning and relevance to document self or others visually in artwork. (VA.4.O.3.1)
Examine and discuss exemplary works of art to distinguish which qualities may be used to evaluate personal works. (VA.5.C.1.3)

ELA Standards:
ELA.K.C.1.3: Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason.
ELA.1.C.2.1: Present information orally using complete sentences and appropriate volume.
ELA.5.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

Math Standards:
MA.1.FR.1.1: Partition circles and rectangles into two and four equal-sized parts. Name the parts of the whole using appropriate language including halves or fourths.
MA.2.GR.1.3: Identify line(s) of symmetry for a two-dimensional figure. 

Budget Narrative

The tabletop, 2-sided mirrors will be used to help students draw themselves accurately, from observation.
Sheets of transparency will be used as an overlay to practice and try out techniques for details and hair with dry-erase markers.
Sharpies will be used to outline pencil lines for and to create blind contour line drawings in 5th grade. Fluorescent tempera will be used to paint inside those shapes.
Daubers and ink will be used to outline in primary grades, along with construction paper crayons, liquid tempera paint, and drawing paper. 

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