X27 printed photographs of the children

Floral Self Portraits

ST Name: Kym Fox  ST Number: 40036679

Class Level: 2nd & 3rd Class  Date: 14/05/25

Subject: Visual Arts  Time: 13:00
Duration of Lesson: 60 Minutes  No of Pupils: 27 pupils

---

Strand(s)

Drawing

Strand Unit(s) / Element(s)

Making Drawings

Curriculum Alignment:

This lesson aligns closely with the Visual Arts Curriculum Framework for Ireland (Primary Curriculum), particularly:

• Strand: Drawing
• Strand Unit: Making Drawings
• Learning Outcome:
  • The child experiments and demonstrates understanding of marks, lines, shapes, textures, patterns, and tones using various drawing materials (Curriculum page 17).
  • The child expresses personal experiences through drawings showing pattern, detail, context, and emotion (Curriculum page 19).

---

Learning Outcomes / Content Objectives

• Experiment with marks, lines, shapes, textures, patterns, and tones using chalk and markers on pre-printed self portraits.
• Create floral compositions that overlap facial features inspired by Frida Kahlo’s self-portraits, incorporating an understanding of pop art style and bold outlines.
• Appreciate and use art language terms: line, shape, form, colour and tone, texture, pattern, rhythm, and space in the context of self portraiture.

Learning Objectives

1. The child should be enabled to use chalk to draw various flower types (e.g. roses, marigolds, lilies) to artistically cover eyes and head on their self portrait, experimenting with line types (thick/thin, straight/curved) and texture effects.
2. The child should be enabled to use markers to create bold outlines of lips and clothing, applying pop art style techniques with contrast in colour and shape.

---

Assessment

1. Method: Observation of children’s technique and use of materials during artwork creation and reflective discussion.
2. Assessment of: Ability to use line, shape, form, colour, texture, and pattern intentionally within their drawings and understanding of pop art influences.
3. To be recorded: Teacher notes on individual differentiation, participation, and use of art language.

---

Teacher Questioning

Lower order questions (Closed)

1. What type of flowers are you drawing?
2. Can you point to a straight line you used?
3. Which colour are you using for the lips?

Higher order questions (Open)

1. How do the flowers you chose change how your portrait feels?
2. Why do you think Frida Kahlo used flowers in her self portraits?
3. How does using chalk and markers make your portrait look different from just pencil?

---

Language Development Opportunities

• Integrate descriptive terms of art elements such as “texture,” “pattern,” “rhythm,” and “space” through guided questioning and discussion, supporting vocabulary expansion.
• Use comparative language when discussing the contrast of delicate chalk flowers versus bold marker outlines.

Literacy Development Opportunities

• Encourage children to verbally describe their work and explain their artistic choices, fostering articulation and sequencing of ideas.
• Use key art vocabulary in sentence frames to support expression (e.g., “I used curved lines to show…”).

---

Teaching Methodologies

Please underline the primary methodologies used:

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content
• Using Local Environment
• Problem Solving

---

Introduction (10 mins)

Stimulus:
Show examples of Frida Kahlo’s self-portraits focusing on the flowers covering facial features and her bold use of colour. Recap last week’s lesson highlights.

Elicit Prior Knowledge:
Ask pupils what flowers they remember from last lesson and how Frida used colour and lines in her portraits.

Share Learning Intention:

• Today, you will add flowers using chalk to your printed portrait.
• You will practise how to use lines and shapes to create texture and pattern with chalk.
• You will finish your portrait with bright marker outlines inspired by pop art.

---

Development (40 mins)

• Flower Types to Draw: Roses (rounded petals), marigolds (dense clustered petals), lilies (long petals), sunflowers (radiating patterns).
• Discuss art language while demonstrating:
  • Line: straight, curved, thick, thin
  • Shape: petals’ organic shapes versus geometric shapes in clothing
  • Form: how layering chalk creates the illusion of form around eyes
  • Colour and tone: lighter and darker shades of chalk to add depth
  • Texture: rough chalk effect for petals
  • Pattern and rhythm: repeating petal shapes create flow
  • Space: flowers overlapping portrait features give depth
• Model holding chalk lightly for soft shading, and heavier for texture.
• Demonstrate use of markers for bold, smooth outlines of lips and clothes, linking to pop art which simplifies shapes with strong colour contrasts.
• Children work independently but teacher circulates providing support and questions.

---

Conclusion (10 mins)

Cognitive:
Invite pupils to share their work and explain which flower types and techniques they chose and why.

Social:
Encourage peers to give positive feedback, focusing on use of colour, line, and creativity.

Transition:
Discuss briefly how next week’s lesson will explore mixing paints to create different tones inspired by these self-portraits.

---

Universal Design for Learning

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupil A	Needs fine motor support	Provide thicker chalk	Alternative textured stamps for flower shapes
Pupil B	Visual-spatial difficulties	Step-by-step drawing guides	Use tactile flower templates
Pupil C	English language learner	Use picture cards of flowers, key vocabulary	Peer support and visual cue cards

---

The Learning Environment

Resources:

• 27 A4 printed photographs of each child’s self-portrait
• Chalk in assorted colours (including white and pastel tones)
• Markers in bold primary and secondary colours
• Visual references of Frida Kahlo’s floral self portraits
• Worksheets with key art vocabulary and flower sketches for guidance

---

This lesson plan is designed to foster creativity and skill development in line with Ireland’s Primary Visual Arts Curriculum, offering an engaging multimodal art experience linking cultural and contemporary art practices.