Self-portrait Painting

Overview

Students continue their self-portrait sketches and develop them into painted artworks by adding colour, value, and portrait details. Today builds technique, planning, and reflective skills from earlier sketching work in the unit Mastering Portraiture Techniques.

Learning intentions

• Students will paint a self-portrait using their sketch as a guide.
• Students will apply colour and value intentionally to create form and likeness.
• Students will use safe, controlled art-making practices to manage time and materials.

Success criteria

• I can complete a self-portrait with visible colour choices linked to areas of light and shadow.
• I can add key portrait details (e.g., eyes, hair texture, facial features) with careful observation.
• I can show control in brushwork and colour mixing (no muddy colours, purposeful layering).
• I can reflect on what I added and what I will improve next time.

Curriculum links

• Creating and responding: make artworks using artistic processes, materials, and techniques.
• Visual arts knowledge: apply colour, contrast, and texture to communicate ideas.
• Literacy in the arts: use descriptive, specific language when evaluating and reflecting on artwork.

Lesson structure (70 minutes)

1. 0–5 – Welcome + lesson focus (WALT) Share WALT: “Paint a self-portrait.” Briefly recap the sketching outcomes from Lesson 17, focusing on proportions and key features (eyes/hair/face outline).

2. 5–12 – Demonstration: colour, value, and control Model a quick “think-aloud” process: (1) plan main colour blocks, (2) mix light/mid/dark values, (3) paint from background to face details, (4) use thin layers for refinement. Emphasise keeping colours clean (rinse, dry brush, limited palette).

3. 12–18 – Set up and prepare the canvas/page Students gather materials, secure paper/canvas, and lightly re-check key pencil guide marks. They set a personal goal for the first 10 minutes (e.g., “paint background wash” or “block in skin tones”).

4. 18–45 – Painting block-in and first detail pass Students apply paint in structured stages:

• Block in large shapes (background, hair mass, main face areas).
• Add 2–3 value steps (light/mid/dark) for basic form.
• Begin early details only where the colour/value is established (e.g., shadow under eyes, hair direction lines). Teacher circulates with quick prompts: “Where is the darkest value?” “What colour family are you using?”

5. 45–60 – Refinement: portrait features and texture Students add stronger features (eyes, eyebrows, lips, nostrils) and hair texture. Encourage controlled layering and texture marks (short strokes for hair direction; careful edge control for jawline and cheeks).

6. 60–67 – Clean-up + gallery-ready finish Students rinse tools, wipe palettes, and ensure the artwork is readable and dry enough for viewing. They write a short reflection note in their workbook or on the back: one success and one next step.

7. 67–70 – Mini check-in: success criteria self-assess In pairs or teacher-led discussion, students choose which success criteria they met most strongly and identify one adjustment for the next lesson.

Resources

• Students’ completed self-portrait pencil sketches from Lesson 17
• Painting materials: acrylic or poster paint (teacher chooses), brushes (varied sizes), palette trays, water cups, rags/paper towel
• Drawing implements for light guide marks (HB pencil, sharpener) and eraser
• Colour mixing worksheet or a simple value guide (light/mid/dark boxes)
• Reference photos or mirror for look-and-check
• Aprons or old shirts, class safety instructions posted
• Smocks, disposal bins, and drying racks/surfaces
• Student reflection space (small worksheet or notebook page)

Assessment

• Ongoing teacher observation using the success criteria (colour/value planning, detail placement, paint control).
• Formative check: teacher quick conferences at mid-point asking students to point to their darkest value and one detail they improved.
• End-point self-assessment reflection: one success + one target for Lesson 19.

Differentiation

• Support (scaffolds):
• Provide a colour/value mixing starter (pre-mixed “light/mid/dark” skin tones and a limited hair set).
• Use a “feature order” card (background → skin tones → shadow areas → eyes/lips → hair texture).
• Offer smaller goals per 10 minutes and check-ins with guided prompts.
• Support (process):
• Students can use masking of areas that are not ready for paint (optional) to prevent smudging.
• Offer a reduced palette option to prevent muddy mixes.
• Extension (advanced learners):
• Add subtle highlights and stronger contrast using a limited highlight colour.
• Experiment with texture effects (dry brush for hair, stippling for shadow, glazing for smoother transitions).
• Incorporate a background motif connected to the self-portrait theme (symbolic shapes in 2–3 colours).
• EAL/SEN (communication + access):
• Provide sentence starters for reflection: “I improved…” “My darkest value is…” “Next time I will…”
• Offer step visuals beside oral instructions (stage-by-stage painting cue cards).
• Dyslexia-friendly reading options: simplified instruction cards on coloured paper, larger font, and teacher read-aloud of key steps; allow verbal responses instead of written reflections if needed.

Extension (optional)