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Self- Portraits A Cultural Diversity Lesson for Grade 3

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Page 1: Self Portraits


A Cultural Diversity Lesson for Grade 3

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Michigan Standards

• Use art materials and tools safely and responsibly.

• Apply knowledge of materials, techniques, and processes to create artwork.

• Apply knowledge of materials, techniques, and processes to create artwork.

• Explore cultural diversity through the use of visual and performing arts.

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• Perceive and identify a variety of portrait examples

• Understand that artists communicate ideas visually

• Experience the artistic process of planning, revising and finalizing an artwork

• Relating cultural characteristics of the sample portraits and the students’ self-portrait.Duration: Three Class Periods

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Key Questions

• Why do artists make portraits?• What cultural characteristics can you

see in the portrait?• What cultural characteristics can you

see in the portraits of your classmates?• What artistic process will you use when

creating your portraits?

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Key Questions

• How old is the person?• When did he/she live?• Was he/she rich or poor?• Are there any objects in the portrait?

Why did the artist include them?• What mood was the person in when the

portrait was made?• Summarize what you learned about the

person just by looking at his/her portrait.

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Teacher Resources

• Examples of realistic and abstract portraits throughout history

• Examples of contrasting art forms (landscapes, still lifes, genre paintings, abstract works...)

• A portrait or photograph example about someone you know

• Visit the website and use the Zoom feature to look closely at portraits and the detail shown in them.

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Student Resources

• Scratch paper• Colored Pencils• Erasers• 9 x12” drawing paper• Erasable colored pencils, • Markers • Watercolor paints

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Material and Supplies

• The students will use supplies appropriately

• The students will share the supplies with each other

• The students will clean and care for their supplies

• The students will assist in cleaning up after the completion of each phase of their project

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• Place famous portraits around the classroom

• Ask students to attempt to identify cultural characteristics

• Visit the National Gallery of Art Website to view additional portraits

• Ask students to brainstorm ideas of making a portrait of the teacher

• What do you want people who view the portrait to know about me?

• The teacher will draw a quick sketch filling the paper with ideas

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Procedures Continued

• Make mistakes when drawing and inform the students that mistakes are acceptable

• Draw lightly so it is easier to erase mistakes

• The first class period will be used to discuss portraits and create their idea sketch

• The second class period will be used to create a the detailed sketch

• The third class period will be used to create the colored drawing

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Performance Assessment and Critique• What really caught my eye was ________.• That artwork shows ______ really well.• I think _______ would improve that

artwork.• I'd like to see more of __________.• That artist is really skilled at _________.• I am a little confused by ________.

The students can use these questions when critiquing each other’s art. Negative words and phrases will not be permitted.

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Extension Activities and Variations

• Students will disabilities will be partnered with students who can assist in retrieving supplies

• Gifted learners may create a more detailed self-portrait including background detail and depth.

• Students can assist one another with ideas about their own culture.

• Students can identify key elements in a portrait by a famous artist

• Students can write a brief essay on the feelings depicted in the portrait.

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• Who am I? Retrieved from,26 on August 2, 2009.