Portrait Artist Study

Overview

Students research and analyse selected portrait artists and artworks, then present findings to inspire their own portrait direction in the unit “Mastering Portraiture Techniques”. This lesson builds skills in visual analysis, art language, and evidence-based reasoning.

Learning intentions

• WALT: Analyze the work of portrait artists to identify techniques, visual choices, and meaning.
• Students will use simple art terminology to describe what they see and how it is made.
• Students will connect artist findings to a starting direction for their own portrait project.

Success criteria

• I can describe key features of a chosen portrait artwork using appropriate art language.
• I can explain at least two techniques or compositional choices and how they affect the viewer.
• I can present my artist research clearly to the class with evidence (images/notes).
• I can identify one way the artist’s work could influence my own portrait idea.

Curriculum links

• Interpreting and analysing artworks using visual language and recognising artistic choices.
• Developing and communicating ideas, including using references and evidence from research.
• Creating arts responses through planning and refining ideas based on analysis.
• Making connections between artists’ practice and individual artistic direction.

Lesson structure (70 minutes)

1. 0–5 min | Welcome and WALT

• Display the unit focus and this lesson’s WALT. Share the goal: today they gather evidence about portrait techniques and prepare a short presentation.

2. 5–12 min | Quick model: “See–Think–Explain”

• Teacher shows one portrait image (teacher-chosen, age-appropriate). Students respond using:
• See (what is visible), Think (what it suggests), Explain (how art choices create effects).

3. 12–25 min | Research setup (artist selection)

• Students choose an artist from a pre-approved class list (or teacher provides options). Each student records:
• One portrait artwork title (or image), key subject focus, background setting, and 3 visual observations.

4. 25–40 min | Artwork analysis (guided notes)

• In groups of 2–3 (or whole class if needed), students complete an analysis template:
• Composition (framing/cropping, angle, balance)
• Colour/tone or value (mood, contrast)
• Mark-making/texture (smooth, layered, sketchy, blended)
• Lighting and facial expression/body language (focus and emotion)
• Evidence for “impact” (what the viewer feels/notices and why).

5. 40–58 min | Micro-presentations

• Each student gives a 3–4 minute presentation including:
• Who the artist is, one portrait artwork, two techniques/compositional choices, and one connection to their own emerging portrait direction.
• Audience members record one “wonder” question and one “useful technique” takeaway.

6. 58–66 min | Whole-class feedback and refining

• Teacher facilitates brief feedback using the success criteria:
• Ask: “What evidence did you use?” and “Which artist choice could you try next in your own work?”
• Students update their notes with one improvement.

7. 66–70 min | Exit ticket: next step

• Students write one sentence: “My portrait project could use… because…”.
• Collect for quick review and to plan next lesson’s making session.

Resources

• Teacher-curated list of portrait artists suitable for Year 9–10 (printouts or image cards).
• Artwork images in hard copy or on a classroom device (no hyperlinks).
• Student analysis template (See–Think–Explain and technique/effect prompts).
• Art language word bank (composition, foreground/background, contrast, texture, tone, value, focal point, expression).
• Note-taking pages and pencils/coloured pencils (for quick highlighting).
• Timer for micro-presentations.
• Simple teacher checklist aligned to success criteria.
• Optional: headphones for students using audio/dyslexia-friendly reading options.

Assessment

• Formative assessment during research notes and micro-presentations using the success criteria checklist.
• Teacher feedback focused on evidence (“what did you observe?”) and explanation (“how did it affect the viewer?”).
• Exit ticket reviewed to identify who needs more support connecting analysis to their own portrait direction.

Differentiation

• Support: Provide a partially completed analysis template with sentence starters (e.g., “I can see…”, “This suggests…”, “The technique used is…”).
• Support (dyslexia-friendly): Offer short audio versions of artist summaries and allow students to use recorded notes or speech-to-text for research writing.
• Support: Pre-select 2–3 artworks per student to reduce choice overload; provide a simplified art language list with examples.
• Extension: Advanced students add a “technique transfer” statement (a specific method they will attempt, what materials they’ll use, and how they’ll test it).
• EAL support: Allow bilingual glossaries or translated art language cards; encourage students to present with key terms plus visuals.
• SEN support: Reduce written load by allowing bullet points, image annotations, and fewer required observations (then build up next lesson).