Digital Self-Portraits

Overview

This is lesson 1 of 6 in Digital Identity Exploration. Students investigate how artists use self-portraiture to communicate identity, interests and personal experience, then plan an original digital self-portrait in Canva. The lesson establishes visual arts vocabulary, ethical digital-image use and the design ideas they will develop throughout the unit.

Learning intentions

Students will:

• Explore how a self-portrait can communicate identity beyond physical appearance.
• Identify visual art elements and design choices used in digital self-portraits.
• Generate and record ideas about their own interests, values and identity traits.
• Use Canva to create a clear initial outline for a digital self-portrait.

Success criteria

• I can explain at least two ways a digital self-portrait can communicate identity.
• I can select personal interests, symbols, colours or visual motifs that represent me.
• I can create a recognisable outline in Canva that includes at least three identity-related features.
• I can explain how one design choice helps communicate who I am.

Curriculum links

• Visual Arts: developing practical knowledge of art-making tools, techniques, technologies and processes.
• Visual Arts: developing ideas in response to personal experiences, observations and visual references.
• Visual Arts: communicating and presenting ideas through a digital artwork.
• Key Competencies: thinking; managing self; participating and contributing; relating to others.

Lesson structure (60 minutes)

1. 0–7 min · Hook and provocation. Teacher opens the digital identity introduction deck with contrasting examples of literal and symbolic self-portraits, asking, “Can a portrait show who you are without showing your face?” Students complete a quick think-pair-share, identifying what the images communicate and how they know.

2. 7–17 min · Introduce concepts. Teacher uses the digital identity introduction deck to define self-portrait, identity, symbolism, visual motif, composition and digital manipulation. Explain that identity may include culture, relationships, interests, values, aspirations, place and experiences, while reminding students not to disclose anything they consider private. Students annotate or discuss examples, naming visual choices such as colour, shape, scale, typography, layering and imagery.

3. 17–25 min · Demonstration and planning. Teacher models opening Canva, selecting a blank portrait canvas, adding a simple silhouette or face outline, and importing only copyright-safe or Canva-provided imagery. Demonstrate arranging layers, changing colour and adding simple shapes or text. Distribute the digital self-portrait planning sheet and model completing one example. Students list three identity traits or interests and match each with a possible symbol, image, colour or design treatment.

4. 25–45 min · Create the initial outline. Teacher directs students to begin a basic Canva outline, circulating to question decisions: “What does this symbol communicate?” and “How does your composition guide the viewer’s attention?” Students create a draft containing a portrait outline or silhouette and at least three intentional identity features. They may use shapes, lines, text, colour blocks and approved digital imagery; the focus is on communicating ideas rather than technical polish. Students save their work using the agreed class naming convention.

5. 45–53 min · Peer feedback. Teacher displays the digital identity introduction deck with the feedback prompts: “I notice…”, “I think this communicates…”, and “A question I have is…”. In pairs, students show their outline and give feedback focused on meaning, visual clarity and one possible improvement. Students record one useful suggestion on the digital self-portrait planning sheet and make one immediate refinement where appropriate.

6. 53–60 min · Share and exit reflection. Teacher revisits the digital identity introduction deck for the plenary prompt, “Which visual choice most strongly represents you, and why?” Students complete the final section of the digital self-portrait planning sheet, stating the identity trait they represented, the visual choices they used and one next step for lesson 2. Invite two or three volunteers to share.

Resources

• the digital identity introduction deck
• the digital self-portrait planning sheet
• Computers or tablets with internet access
• Canva accounts and a blank portrait design
• Projector or interactive display
• Headphones, if required
• Class folder or learning-management system for saving drafts
• Teacher-approved digital image sources and Canva elements

Assessment

• Questioning during the hook and direct teaching checks whether students understand symbolism, identity and visual communication.
• Teacher observes Canva drafts and uses the success criteria to check for a portrait outline and at least three intentional identity features.
• Peer feedback and the completed planning sheet provide evidence that students can explain a design choice and identify a next step.

Differentiation

• Provide a visual vocabulary bank, example symbols and sentence starters such as “This represents me because…” and “I used colour to show…”.
• Demonstrate Canva steps slowly, provide a printed sequence of screenshots, and pair students strategically for technical support.
• Students who prefer not to represent their face may use a silhouette, object-based self-portrait, avatar or symbolic composition.
• Support students with additional learning needs through chunked instructions, reduced choice, headphones and regular teacher check-ins; allow oral responses where writing is a barrier.
• Extension learners can experiment with layering, transparency, typography, scale or a repeated motif to create a more complex visual metaphor. They may research a digital artist known for self-portraits and prepare a two-minute presentation explaining the artist’s style, techniques and approach to identity, ready to share in the next lesson.