Expressive Portraits

Overview

Lesson 2 of 6 in Voices in Matariki Colour. Students investigate Sandra Silberzweig’s expressive portrait style and complete a skills study using bold outlines, abstract facial forms, vivid colour, pattern and expressive eyes. They consider how visual choices can communicate feelings and viewpoints.

Learning intentions

• WALT identify visual features in Sandra Silberzweig’s expressive portraits.
• WALT experiment with bold line, abstract shape, pattern and vivid colour.
• WALT explain how visual choices can communicate mood or a viewpoint.
• WALT develop ideas for our own Voices in Matariki Colour artwork.

Success criteria

• I can identify at least three relevant visual features.
• I can use bold line, shape, pattern and colour in a skills study.
• I can describe the mood or message created by my visual choices.
• I can talk respectfully about an artist’s work and my own developing ideas.

Curriculum links

• Visual Arts: exploring and applying the elements and principles of art, including line, shape, colour, pattern, contrast and emphasis.
• Visual Arts: developing practical knowledge through experimentation with materials, techniques and processes.
• Visual Arts: communicating ideas, feelings and viewpoints through art-making.
• Key Competencies: thinking; using language, symbols and texts; managing self; relating to others.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and hook Display an expressive portrait from the previous lesson or the unit introduction using the opening image and discussion slide. Ask: “How can a face show a feeling without looking realistic?” Students silently notice one line, shape or colour choice, then share with a partner.

2. 5–12 minutes – Investigate the artist’s style Use the Sandra Silberzweig visual features slides to introduce the artist and model looking closely, without requiring students to copy a specific artwork. Identify bold outlines, simplified or distorted facial forms, vivid colour, repeated pattern and expressive eyes. Clarify that students are investigating visual features, while developing their own ideas rather than reproducing the artist’s work.

3. 12–17 minutes – Teacher demonstration Model a quick portrait skills study on the board and through the step-by-step technique slides. Demonstrate: drawing an oversized face with uneven or abstract shapes; adding thick, confident outlines; repeating a pattern in the hair or background; choosing contrasting or unexpected colours; and changing the eyes, eyebrows and mouth to suggest an emotion. Think aloud about how each decision affects the mood.

4. 17–32 minutes – Individual skills study Distribute the expressive portrait skills-study sheet. Students create a small experimental portrait or portrait section, practising all four features: bold line, abstract shape, pattern and vivid colour. They may use pencils, black marker or crayon, and coloured pencils, felt pens or paint sticks. Circulate for verbal check-ins: “Which feature are you trying?” and “What feeling might this choice communicate?”

5. 32–40 minutes – Paired visual conversation Students place their work where a partner can see it and use the paired discussion prompts. Partners identify one visual feature, describe the mood or message, and ask one constructive question. Encourage specific language such as “The repeated zigzags create energy” rather than “It looks good.” Students make one quick improvement based on feedback.

6. 40–45 minutes – Share and close Invite three or four students to hold up their studies. Use the plenary and reflection slide to ask: “Which visual feature communicated your feeling most clearly?” Students complete the worksheet reflection orally or in a brief written response, then preview that next lesson will develop personal portrait ideas connected to voice, identity and the Matariki theme.

Resources

• the expressive portraits lesson deck
• the expressive portrait skills-study sheet
• Teacher-selected, age-appropriate images of Sandra Silberzweig’s expressive portraits
• A3 or A4 drawing paper
• Pencils, erasers and rulers
• Black felt pens, crayons or oil pastels for bold outlines
• Coloured pencils, felt pens or paint sticks
• Visualiser or whiteboard for demonstration
• Drying rack or designated display area

Assessment

• Observe whether students can name at least three visual features during discussion and while working.
• Review each skills study for evidence of bold line, abstract shape, pattern and vivid colour.
• Listen to paired explanations and check the reflection for a description of mood or message. Record students needing further support with colour, pattern or communicating emotion.

Differentiation

• Provide the guided portrait template version with step-by-step prompts, pre-drawn facial shapes and a limited colour palette for students who need a clearer starting point.
• Offer image-led exemplars, minimal written text, paired reading of prompts and verbal check-ins for dyslexic learners.
• Allow students to work collaboratively for the demonstration and planning stage, while each student completes an individual skills study.
• Support fine-motor or sensory needs with larger paper, thicker drawing tools, stabilising mats and a choice of dry media.