BC Education - Appendix D: K to 7 Samples

Visual Arts Sample5: Grade 7

Topic:

Painting Self-Portraits

Prescribed Learning Outcomes:

Image-Development and Design Strategies

It is expected that students will:

(Creating/Communicating)

make 2-D and 3-D images:
- using a variety of sources
- using a variety of image-development strategies, including juxtaposition and metamorphosis
- using design strategies from a variety of styles
- for specific purposes
- that solve complex design problems, considering form and function
- that engage more than one of the senses

Context

It is expected that students will:

(Perceiving/Responding)

evaluate the effectiveness of a variety of displays

(Creating/Communicating)

demonstrate the ability to collaborate to develop group displays for particular audiences

Visual Elements and Principles of Art and Design

It is expected that students will:

(Perceiving/Responding)

analyse how the elements and principles are used to create effects and to convey mood and meaning in images
evaluate the use of elements and principles in their work

(Creating/Communicating)

create images:
- using the elements and principles to produce particular styles of art
- emphasizing particular elements and principles
- using the elements and principles to produce a variety of effects and to convey mood and meaning

Materials, Technologies, and Processes

It is expected that students will:

(Perceiving/Responding)

evaluate the use of materials, tools, equipment, and processes in a variety of artworks

(Creating/Communicating)

select materials, tools, equipment, and processes to make images

Overview

In this unit, students painted self-portraits, working to create mood and character- ization. They also curated an art show of their work. Evaluation was based on self-portraits, contributions to the art show, and artists' statements.

Planning for Assessment and Evaluation

Prior to this unit, students were given opportunities to engage in a variety of activities that included:

drawing faces to learn proportion and placement of features
mixing paint colours to produce neutrals and grey tones, tints and shades, intermediary and tertiary colours
developing a repertoire of identifiable brushstrokes

The teacher and students viewed and discussed several examples of self-portraits by prominent artists (e.g., Käthe Kollwitz, Vincent van Gogh, Picasso, Rembrandt, Albrecht Dürer). They focussed on style characteristics, setting, and mood. Students also looked for artifacts and symbols that the artists had included, and discussed how these artifacts contributed in each case to the characterization of the subject and to the overall composition.
The teacher extended the discussion to focus on the artists' brushstrokes and paint application techniques. Students noted how the artists used primary, intermediate, neutral, and complementary colours. They also speculated about how the colours might have been mixed and discussed how the choice of colours contributed to the mood of the paintings.
The teacher explained that students would be painting self-portraits. Their portraits would include symbols, items of personal significance, and selected use of colour to contribute to the characterization and to develop mood.
Students practised mixing complementary colours, neutrals, and grey tones in their journals. They also tried painting complementary colours next to one another to achieve brilliant contrast. At the same time, they explored different brushstrokes and paint application tools (e.g., palette knives, popsicle sticks, Q-tips, plastic bags, plastic wrap, crumpled paper).
To develop ideas for mood and characterization, each student created a personal web chart of interests, hobbies, friends, concerns, and hopes. Each considered ways to include symbols that would powerfully convey a sense of "Who I Am" to the viewer.
Students then made planning sketches. They selected one sketchor incorporated features from several sketchesto use as the basis for their self-portraits.
Using chalk and one paint colour for mood (e.g., red for excitement or aggression, blue for melancholy), students laid out their self-portraits. Then they painted large areas of colour, adding light and dark and mixing complementary colours for neutral or grey effects. As they gradually built up their paintings, students overpainted with mixed colour and used a variety of brushstrokes and paint application tools to add texture and details.
During the painting sessions, the teacher provided reflection time so that students could discuss their paintings with partners, who provided constructive criticism.
After looking at various ways in which artists have signed their work, students signed their self-portraits.
To frame their finished self-portraits, students chose mats that were consistent with the mood of the paintings. Each student also wrote an artist's statement that included:
- reasons for colour choices in the painting
- sources for style idea
- reasons for including particular symbols
Students worked collaboratively to curate an art show of their works. They organized and grouped the paintings and created a catalogue of artists' statements.

Defining the Criteria

Self-Portrait

As students prepared to work on their paintings, the teacher discussed criteria and provided students with copies of a rating scale. Students were encouraged to refer to the criteria when responding to one another's work. To what extent does the self-portrait show evidence of:

use of colour to create mood
a strong sense of personal character
deliberate placement of complementary colours for brilliant contrast
mixing complementary colours to achieve a range of grey neutrals
use of a variety of brushstrokes and paint application techniques

Contribution to Art Show

To what extent do students demonstrate:

willingness to prepare and display work
responsibility and commitment to the group and the art show
an understanding of the use of a catalogue
an ability to appreciate their own work and that of others

Artist's Statement

To what extent does the artist's statement:

make connections to other artists and styles
use appropriate vocabulary
show respect for own work
make connections between chosen symbols and intended effects
indicate awareness of deliberate use of colour to characterize and to create mood

Assessing and Evaluating Student Performance

Self-Portrait

The teacher used a rating scale to evaluate the portraits. Students also evaluated their own portraits. The teacher and each student compared and discussed their evaluations before the teacher recorded a mark for the assignment. In some cases, the teacher revised the grade after discussion with the student.

Contribution to Art Show

The teacher used a rating scale to describe students' participation and contributions to the art show. The same scale was used for related tasks throughout the year. Each student received a copy of a similar scale for their notebooks.

Artist's Statement

Students elicited peer feedback about their draft artists' statements using a rating scale. The teacher used the same rating scale to evaluate the statement.

Self-Portrait

Rating	Criteria
A	Engages the viewer through its strength and expressiveness. There is a strong sense of character, which is enhanced by the symbols or artifacts. Deliberate use of colour to characterize and create mood. Brushstrokes and paint application techniques add detail and texture.
B	Effective use of colour, brushstrokes, and paint application. Sense of character and mood is conveyed through colour and symbol.
C+	May show some inconsistencies. Some features are effective, but there may be problems in another area. (e.g., Colour may not convey mood; the brushstrokes and paint application may not offer variations in texture.) Conveys some sense of character. Tends to reflect "safe" choices in technique and subject matter.
C	Evidence of some deliberate choice of colour and paint application technique. Portrait may include all required elements, but these do not combine to convey a sense of character. Message may be uncertain, in part because of weak characterization and lack of mood.
C-	Some evidence of mixing colours, but results may be ineffective. Little evidence that the artist is deliberately conveying a message through choice of colour and symbol. May include problems with paint application technique.

Contribution to Art Show

Rating	Criteria
Committed	Committed to the group and the art show. Contributes to the effectiveness of the display. Participation extends beyond activities suggested or directed by the teacher. Shows pride in the group's accomplishments by inviting guests, volunteering comments about the work, revisiting the display, and showing and talking about the catalogue.
Responsible	Willing and responsible. Participates willingly in all required tasks and may volunteer for additional tasks if asked. Offers some opinions and suggestions about creating the display. May refer to the catalogue.
Participates	Participates in most required tasks. May need frequent encouragement and prompting. Tends to focus on own work and contributions.
Criteria Not Demonstrated	Does not demonstrate criteria related to curating the art show.

Artist's Statement

Rating	Criteria
Insightful	Offers thoughtful comments that support the art. Addresses colour choices, style, connections to other artists, and selection of symbols. Uses appropriate vocabulary for techniques and processes.
Complete	Addresses all required elementscolour, sources of ideas, choice of symbols. Uses appropriate vocabulary for techniques and processes in most cases, but may rely on general rather than specific terms.
Not Demonstrated	Does not demonstrate the required criteria.

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Revised: July 8, 1998

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