Mixed Media Portrait Practice

Overview

Students explore mixed media approaches to strengthen portrait features, expression, and composition. This is Lesson 12 of 30 in Mastering Portraiture Techniques.

Learning intentions

• We are learning to use mixed media in portrait art.
• We are learning to combine techniques (drawing, paint, collage, texture) to communicate likeness and mood.
• We are learning to plan and refine a portrait through experimentation and observation.

Success criteria

• I can complete a mixed media portrait that includes clear portrait features (eyes, nose, mouth).
• I can use at least two different materials/techniques and combine them thoughtfully.
• I can show refinement by revising at least one area using feedback or self-check.
• I can present my portrait with an artist statement that explains key choices.

Curriculum links

• Creating and presenting visual artworks using ideas, materials, and techniques appropriate to the task.
• Analysing and responding to artworks using visual language (line, shape, colour, tone, texture).
• Developing technical skills and safe, responsible use of art materials.

Lesson structure (70 minutes)

1. 0–5 min | Welcome & focus Share the WALT and the day’s target: mixed media portrait completion/strong progress. Display 2–3 example mini-portraits (teacher-made or student work from earlier lessons) highlighting texture, layering, and feature emphasis.

2. 5–15 min | Quick recap: portrait elements + mixed media plan Students complete a 3-step planning sketch: (1) light proportions, (2) feature placement, (3) where texture/material will go (e.g., hair texture, shadows, clothing pattern). Teacher circulates and checks for correct orientation and feature layout before materials are added.

3. 15–30 min | Gather & test materials (safe, small experiments) Students select at least two media from the resource set (e.g., pencil + marker; paint + collage; charcoal + ink wash). They do 2 rapid “patch tests” on scrap paper to decide colour/tone and how media layers (drying time, blending, masking).

4. 30–55 min | Create: layered mixed media portrait Students build the portrait in layers: background/tone first, then facial features, then expressive texture details. Teacher prompts layering decisions using guiding questions: “What does this texture show?”, “Where should contrast be strongest?”, “How will you keep the eyes/nose readable?”

5. 55–63 min | Checkpoint: self-assess & refine Students use a brief checklist to review success criteria. They choose one refinement action: darken eye lines, strengthen shadow under nose, add collage highlights, adjust hair pattern, or unify skin tones with a thin layer.

6. 63–68 min | Peer feedback (structured, respectful) In pairs or as a group of four, students provide one “I notice…” and one “I wonder…” comment tied to the checklist. Teacher models language for clarity and kindness, and ensures feedback targets portrait features and media choices.

7. 68–70 min | Wrap & exit ticket Students complete a short artist statement: one sentence about mood/intent and one sentence about the mixed media choice (e.g., “I used collage to show…”, “I layered ink to…”.)

Resources

• Portrait reference (photo or teacher-provided print) and A4/A3 portrait sketchbook paper or art folio pages
• Pencil (HB/2B), fine-liners or black markers, blending stump or cotton tips
• Paint (watercolour or acrylic) and brushes, or ink wash set
• Collage materials: magazine images, coloured paper, tissue, fabric scraps, textured paper
• Glue sticks and/or gel medium, scissors (child-safe), masking tape
• Charcoal/pastel sticks (optional), erasers, paper towels, water cups
• Colour palette prompts (printed strip of skin-tone options and complementary colours)
• Artist statement sentence starters (print on one page)

Assessment

• Formative: teacher observation during planning and checkpoint refinement (proportions, feature clarity, layering decisions).
• Summative for the task: completed mixed media portrait meeting the success criteria plus a brief artist statement explaining material choices.
• Peer feedback evidence: students incorporate at least one refinement step after receiving or reflecting on “I notice / I wonder”.

Differentiation

• Support: provide a partially sketched portrait template with lightly marked eye/nose/mouth guidelines; allow “choose-your-own media” from a smaller set (two media only).
• Support for dyslexia: offer a one-page checklist with images/symbols (features + media) and sentence starters for the artist statement; read instructions aloud; reduce written load by using oral check-ins.
• SEN/learning needs: allow more time for the planning stage and use step-by-step teacher demonstrations; allow use of tracing paper for proportions if needed.
• Extension (advanced learners): require a third media technique (e.g., sgraffito, stencil, or resist using tape), plus an intentional lighting focus (hard vs soft shadows) and a clear contrast strategy (highlight areas and shadow mapping).
• Extension (advanced learners): students add a visual “texture key” on the side showing what each texture section represents (e.g., “collage = pattern in clothing”).

Assessment (clarity check)

• Students must leave with a portrait that is visibly progressing toward completion, including clear eyes and at least one refined detail that responds to feedback.
• Artist statement uses the provided starters to link intent (mood/likeness) to two or more media decisions.