Sample 1: Media Arts 11

Topic: Creating a Self-Portrait

Prescribed Learning Outcomes:

Image-Development and Design Strategies

It is expected that students will:

create images using sound and movement

Context

It is expected that students will:

analyse how context and purpose influence the content and form of media artworks

Visual Elements and Principles of Art and Design

It is expected that students will:

critique the use of the visual elements and principles of art and design in a variety of media artworks
use media arts technology to create images that demonstrate particular visual elements and principles of art and design

Materials, Technologies, and Processes

It is expected that students will:

analyse how materials, media arts technologies, and processes are used to affect the meaning of images

Overview

In this unit students used a variety of materials and technologies to create self-portraits. The unit offered opportunities for them to explore their individual and unique features and qualities, introduce themselves to others, get to know each other better, and respond to one another's work. Evaluation was based on the self-portraits and self-assessments they completed.

Planning for Assessment and Evaluation

The class had previously discussed how to respond to other artists' work and established guidelines for critiquing and for giving constructive feedback.
Students examined and studied self-portraits done using a variety of materials and technologies (e.g., painting, video, 3-D models). They analysed the different techniques used in the examples and discussed the variety of ways people represented themselves.
The teacher presented still images of people (photographs and traditional portrait paintings) and posed questions about the context of each work, the message the artist was communicating, and the emotional effect of the work. Students viewed works from various cultures and different times, identifying and discussing uses of the visual elements and principles of art and design .
Students explored the ways still images have been transformed to create a sense of motion (e.g., flip books, Muybridge's photographic studies, Duchamp's Nude Descending a Staircase).
The teacher presented a selection of video self-portraits including Paula Levine's Mirror, Mirror; Ruby Truly; and self-portraits created by other art students. As a class, they explored the way information can be communicated through video. Students practised one of the observed techniques, using still images of themselves as the theme.
Students generated ideas and images of themselves in a variety of ways:
- using reflective surfaces to examine their physical features
- brainstorming words that captured their uniqueness
- identifying colours and shapes that represented their personalities
- exploring sounds that reflected something about themselves
Each student created a series of thumbnail sketches and chose one to scan into the computer. They explored ways of altering their sketches to create a variety of effects and moods. They used available technology to fragment and copy portions of an image, and experimented with the use of repetition, pattern, reflection, movement, rhythm, and pace. They included sound and different background images or supporting images to create whole portraits that involved a number of senses.
When students had completed their first drafts, they invited feedback and suggestions from others, then refined their self-portraits and presented them to the class. They included self-assessments that analysed content, form and function, and the visual elements and principles of art and design used.

Defining the Criteria

The students and teacher discussed the qualities and features that should be present in their self-portraits. Together they established the criteria for the self-portraits.

Self-Portrait

To what extent do students:

illustrate distinct personal characteristics in the images
organize the content in order to portray themselves as intended
include rhythm and movement in the images
frame the images to create a specific effect
use image-related sound effectively
use juxtaposed images for effect
create an emotional effect for the audience
use the visual elements and principles of art and design in unique ways
choose appropriate materials, technologies, and processes to communicate the intended message
use materials, technologies, and processes skilfully to enhance images and create desired effects

Self-Assessment

To what extent do students:

accurately identify examples in which they used the visual elements and principles of art and design to create the desired effect
identify areas in their work where revisions or changes might enhance the desired effect
indicate ways in which aspects of the context and purpose influenced the content, form, and function
show evidence of self-reflection and self-analysis

Assessing and Evaluating Student Performance

The teacher used a rating scale to assess and evaluate the self-portraits. Students self-assessed using the rating scale and questions provided by the teacher. The teacher met with each student to discuss the work, self-assessment, and goals for future activities.

Self-Portrait Rating Scale
Criteria	Rating
illustrates distinct personal characteristics in the images
organizes the content in order to portray himself or herself as intended
includes rhythm and movement in the images
frames the images to create a specific effect
uses image-related sound effectively
uses juxtaposed images for effect
ellicits an emotional reaction from the audience
uses the visual elements and principles of art and design in unique ways
chooses appropriate materials, technologies, and processes to communicate the intended message
uses materials, technologies, and processes skilfully to enhance images and create desired effects

Comments:

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Key:

5--Meets the criteria in a highly effective way; reveals consistent, imaginative, original approach.

4--Meets the criteria in a confident, capable way; reveals an individual, interesting approach.

3--Meets the criteria in a satisfactory way; imaginative with varying success.

2--Meets the criteria in a limited way.

1--Student is progressing, but requires more time and instruction.

Self-Assessment of Self-Portrait
Respond to the following questions about your work using a combination of words and sketches. You may prefer to record your answers in your portfolio or visual journal. Include a copy of the rating scale you completed.
Project:____________________________________________________________ Student:____________________________________________________________ 1. What effect were you trying to achieve in this work? 2. Describe how you used the visual elements and principles of art and design to create the desired effect. 3. In what areas of your work would you incorporate revisions or changes? 4. In what ways did aspects of the context and purpose influence the content, form, and function? 5. In what ways did completing this self-portrait give you insights into yourself? 6. In what ways did completing this self-portrait give you insights into using art as a medium to communicate with others?

Revised: January 25, 1999

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