Colourful Self-Portraits

Overview

This 30-minute art lesson is designed for year 2 and 3 students in New Zealand, including those working below expectation and ESOL learners. It aligns with the New Zealand Curriculum Refresh and incorporates school values such as respect, integrity, self-confidence, and empathy. The lesson focuses on creating vibrant self-portraits combining pastel writing and dye techniques, with an emphasis on hands-on creativity and inclusivity.

Learning Intentions (WALT)

We Are Learning To express our identity through colour and portrait art.
We Are Learning To explore layering techniques by writing and dyeing.
We Are Learning To draw our self-portrait from the shoulders up.

Curriculum Links

The Arts | Visual Arts

Experience and observe: Explore ideas, images, and items that represent themselves; experiment with colour, shape, and texture to communicate ideas (Levels 1–2).
Develop ideas: Represent their own identity through art-making using drawing and mixed media such as pastels and dye.
Communicate and interpret: Talk about their artwork and the work of others, identifying feelings and meanings.

Key Competencies

Managing Self: Showing self-confidence by experimenting with new art techniques.
Relating to Others: Respecting peers' artwork and cooperating during activities.
Participating and Contributing: Sharing materials and ideas, including considering classmates with limited English.

Values

Respect for themselves and others’ creations.
Integrity in their effort and honesty in sharing their feelings about their artwork.
Self-confidence by trusting their artistic choices.
Empathy through understanding peers’ interpretations and experiences.

Success Criteria

Students will:

Write their name repeatedly using pastels with control and creativity.
Apply dye over their writing to create an interesting effect.
Draw a clear, simple self-portrait from shoulders up and stick it onto their pastel/dye background.
Describe their artwork using descriptive words or simple sentences (support for ESOL).

Materials Needed

Pastels (soft, colourful)
Liquid or fabric-safe dyes in various colours (prepared and safe for classroom use)
Thick A4 paper
PVA glue sticks for attaching portraits
Portrait drawing paper (pre-cut)
Pencils and erasers
Smocks or aprons
Wet wipes/paper towels
Visual example: child-like drawing style in pastel & dye mixes (as inspired by the uploaded image)

Lesson Plan

1. Introduction (5 minutes)

Gathering and Engagement: Show the visual example to the class to spark interest. Explain what we will create today: "We will write our names all over the page with pastels, then make it colourful by adding dye, and finally draw a picture of ourselves to stick on top!"
Discuss using simple and inclusive language for ESOL learners: "A portrait means a picture of your face and shoulders."

2. Pastel Name Writing (8 minutes)

Each student writes their name multiple times on the A4 paper using soft pastel crayons. Encourage experimentation with colours and handwriting styles.
Circulate and assist ESOL and students with writing difficulties by providing name cards or letter shape prompts.

3. Dye Application (7 minutes)

Demonstrate gently brushing or dabbing dye over the pastel names to create a blended colourful background effect.
Students apply dye carefully over their pastel writing (use smocks).
Highlight safety and sharing materials respectfully.

4. Self-Portrait Drawing and Sticking (7 minutes)

On separate paper, students draw a portrait from shoulders up using pencils. Emphasise simplicity and encourage creativity (hats, hair styles, clothes).
Provide visual step-by-step prompts for ESOL learners (e.g., simplified portrait steps images).
Students glue their portrait onto their dyed name background once dry enough.

5. Sharing and Reflection (3 minutes)

Invite volunteers to share about their artwork using sentence starters such as: "My name is…", "I like my…", "This colour is…".
Affirm effort and creativity, linking back to school values (e.g., “I see respect in how you tried new colours!”).

Differentiation Strategies

Support for ESOL learners: Use visual aids, name cards, sentence stems, and peer support.
Support for students below expectation: Provide extra scaffolding for writing their names, letter tracing sheets, and one-on-one support.
Extension for advanced learners: Encourage adding background patterns or details to their portraits; experiment with mixing more dye colours.

Dyslexia-Friendly Reading Options

Use pastel colours on white paper for name writing to enhance contrast and readability.
Provide clear bold labels on materials and visual step reminders.
Use simple, short sentences during verbal instructions with demonstration.

Assessment Opportunities

Observation of student engagement and effort in writing and dyeing.
Challenge questions during reflection on what colours or patterns they chose and why.
Portfolio collection of finished artworks showing understanding of layering, identity expression, and portraiture.

Reflection for Teachers

Did the students express themselves confidently through the artwork?
Were all students supported to participate actively, including ESOL and those needing additional help?
Could the layering technique be adapted or extended for future lessons?

This plan embraces creativity, identity, and inclusivity, fostering a supportive environment aligned with the New Zealand Curriculum Refresh's values and competencies, and the teacher's context and style .