Multi-Disciplinary: Self-Portrait

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

Elements and Principles
Creating/Performing/Communicating

• create/perform a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• create/perform a work of art demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
• create/perform a work of art demonstrating the use of strategies for developing an artistic image or idea

• develop the vocabulary for the discipline studied
• identify, describe, analyse, interpret, and make judgements about the basic elements and principles as used in a variety of art works

• create/perform a work of art that reflects an understanding of the impact of social/cultural/historical contexts
• create/perform a work of art that communicates specific beliefs/traditions in response to historical/contemporary issues

• identify, describe, and analyse cultural or historical styles as represented in a variety of art works
• critique a work of art relating its content to the context in which it was created
• describe or demonstrate how a specific work of art supports/challenges specific beliefs/traditions, or responds to historical/contemporary issues

• create/perform a work of art expressing the students' own ideas, thoughts, or feelings
• create or perform a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)

• identify, describe, analyse, interpret, and make judgements about how ideas, thoughts, feelings, or messages are communicated in a variety of others' art works
• examine the tensions between public acceptance and personal expression in the art discipline being studied

SUGGESTED INSTRUCTIONAL STRATEGIES

• apply the elements and principles of dance, drama, and music to create a movement sequence that represents themselves
• analyse their natural ways of moving and create groups linked by style and have them emphasize and exaggerate these styles to create a movement sequence
• create a mask that accentuates a personality trait and then have them explore body shapes or movements that match the emotions of the mask
• create a commercial about themselves that involves movement, a monologue, a backdrop or set, and a jingle
• explore the dynamics and emotions associated with body shapes and then have them create a body outline of themselves
• create and direct a choral interpretation about themselves that incorporates the elements and principles of drama and music
• create a monologue in response to a famous artist's self-portrait, and relate the self-portraits to their own lives and emotions
• create a corner of their reality (e.g., a wall, room, or set design) and perform a movement or monologue in that space, using music to set the mood
• create a simple melody around a personal statement and then have them use those musical symbols to create an artwork
• create a conceptual self-portrait that incorporates aspects of their personal history in:
  • an assemblage of objects
  • a storyboard planning for a performance
  • a performance piece

SUGGESTED ASSESSMENT STRATEGIES

• Use peer, self, and teacher responses, to evaluate students' ability to work collaboratively, co-operatively, and collectively. You might use:
  • checklists with a simple rubric based on a three-point scale
  • peer evaluations of group members and group work
• Evlaluate students use of established terms such as rhythm, tempo, shape, level, and contrast to evaluate students' presentations and knowledge.
• Use anecdotal notes and student journals to evaluate the clarity and originality of students' expression. Base your comments on what students have begun to express about themselves through the media.
• Evaluate students' ability to persist with apparent failure by re-evaluating strategies and revising their approaches.

RECOMMENDED LEARNING RESOURCES

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch

© 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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