Creative Self-Portrait

Overview

This 60-minute Art and Design lesson for Year 9 students is centred around the creation of a final piece exploring "Identity and Expression", incorporating an advanced skill studied earlier this year, such as collage, mixed media layering, or detailed tonal drawing. Aligned with Key Stage 3 of the National Curriculum for Art and Design, the lesson emphasises analysing and evaluating sketchbook work to create a piece that showcases individual strengths. This task encourages creativity, self-reflection, and technical skill while promoting independence.

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Learning Objectives

By the end of the lesson, students will:

1. Evaluate their sketchbook work and identify personal strengths.
2. Plan and begin a final piece exploring personal identity and expression.
3. Utilise an advanced skill (e.g. mixed media techniques, advanced tonal drawing, or collage) with confidence.
4. Reflect on how artistic choices communicate personal ideas and themes.

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Curriculum Links

This lesson is directly linked to the UK Art and Design National Curriculum for Key Stage 3:

• Critical Understanding: "Evaluate and analyse their own work and that of others, using the language of art, craft, and design."
• Creativity: "Produce creative work, exploring their ideas and recording their experiences."
• Skills Mastery: "Become proficient in drawing, painting, sculpture, and other art, craft, and design techniques."

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Resources and Materials

Provided by Teacher:

• Student sketchbooks
• Laptops/tablets for those who may wish to develop digital pieces
• Reference materials (books on portrait art, identity, and layering techniques)
• A3/A4 paper or canvases

Materials:

• Variety of drawing materials (pencils, charcoals, pens, markers)
• Paints (watercolours, acrylics)
• Collage materials (magazines, newspapers, textured papers)
• Glue, scissors, masking tape
• Brushes, sponges for mixed media

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Lesson Structure

Starter (10 mins)

1. Introduction Discussion (5 mins):

   • Lead a brief discussion about the theme "Identity and Expression":
     • What does identity mean to you?
     • How can you visually express your personality or emotions?
   • Show two contrasting examples of self-portraits (e.g. Frida Kahlo and Van Gogh) to highlight how artists represent identity.

2. Sketchbook Evaluation (5 mins):

   • Students will review their sketchbooks, identifying one advanced skill learned this year and one successful experiment or technique they’d like to incorporate into their final piece.
   • Encourage peer conversations to share insightful ideas.

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Main Activity (45 mins)

3. Planning Phase (10 mins):

   • On a half-sheet of paper, students sketch three thumbnail designs for their final piece, each focusing on:
     a. Layout and Composition
     b. Colours (if applicable) or tonal emphasis
     c. How the chosen skill will be utilised and enhance the piece
   • Teacher circulates, offering 1:1 feedback on the feasibility and creativity of ideas.

4. Final Piece Creation (35 mins):

   • Students select their strongest thumbnail idea and begin working on their final piece. The focus is not on finishing the work but on getting a clear and bold start:
     • Mixed Media Option: If using collage, begin layering backgrounds and adding drawn or painted elements over the top.
     • Tonal Drawing Option: Start by lightly mapping out the composition, then focus on rendering detailed textures and contrast in one section.
     • Experimental Techniques: Encourage students to embrace techniques like layering, resists (wax or tape), or abstract expression alongside their depiction of their identity.

5. Teacher Intervention: Observe students while working, engage them with reflective questioning such as: "What does this element communicate about your identity?" "How are you pushing your skill further here?"

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Plenary (5 mins)

• Peer Showcase: Students turn to the person next to them and spend 1 minute describing:

  • Their chosen skill and why it’s important to their piece.
  • What aspect of their identity they are conveying through their work.

• Invite a few students to share insights with the whole group.

• Exit Slip Question: Before leaving, each student writes one sentence responding to:
  "What makes this piece your unique way of expressing yourself?"

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Homework/Extension Task

• Students must continue developing their final piece at home or during independent study, bringing it to completion over the following week. They should include a written paragraph evaluating how their chosen skill helped them explore identity in their final work.

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Assessment Opportunities

1. Formative Assessment: Check thumbnails for creativity, planning, and understanding of techniques.
2. On-Task Observation: Look for engagement, effort, and the thoughtful application of skills during the creation phase.
3. Exit Slip Analysis: Use responses to evaluate whether students are critically reflecting on their work.
4. Final Piece Grading (next week): Evaluate final pieces based on:
   • Technical skill (use of chosen advanced techniques).
   • Creative expression of theme ("Identity and Expression").
   • Overall presentation and composition.

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Differentiation Strategies

• For SEND and EAL Students: Provide simplified prompts or visual guides to support planning stages. Allow verbal explanations instead of written reflections if needed. Pair students for peer discussions to strengthen understanding.
• For High Achievers: Challenge them to experiment with uncommon techniques, like mixing realism and abstraction, or adding symbolism to their work. Offer extra resources if needed.

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This lesson is designed to empower Year 9 students to combine technical skills and personal interpretation, producing a final piece that reflects personal growth and creativity.