Exploring Identity Through Portraiture

Overview

This engaging and thought-provoking Art and Design lesson is tailored for a KS3 class of 30 students (ages 11-14), adhering to the UK Department for Education GCSE Art and Design curriculum aim for Key Stage 3. The lesson focuses on creatively exploring individual identity through portraiture, fostering self-expression and helping students develop important artistic techniques, while incorporating cross-curricular links to PSHE and History.

Curriculum Focus:

• Key Area: Art, craft, and design processes
• Level: KS3 attainment targets
• Develop students' ability to explore ideas, refine techniques, and express personal identity using various media.
• Strengthen understanding of colour theory, composition, and facial proportions.

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Lesson Objectives

By the end of the lesson, students will:

1. Understand how portraiture has been used historically to represent identity.
2. Explore and experiment with different artistic techniques to create a mixed-media self-portrait.
3. Reflect on their identity and express this through elements of design and symbolism.

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Required Materials and Equipment

Teacher Preparation:

• Examples of famous portraiture artworks (e.g., Frida Kahlo, Pablo Picasso, Kehinde Wiley).
• A visual handout with simple steps for facial proportions.
• Pre-cut materials for collage (magazines, newspapers, coloured paper) and symbolic images for inspiration.

For Students:

• A4 drawing paper (cartridge or mixed-media paper).
• Pencils, erasers, rulers.
• Oil pastels, watercolours, and fine liners.
• Glue sticks, scissors, and collage materials.

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Timetable (55 Minutes)

Time	Activity
5 mins	Introduction and Starter Activity
10 mins	Inspirational Discussion (Mini History of Portraiture)
15 mins	Main Activity Part 1: Drafting and Experimentation
15 mins	Main Activity Part 2: Mixed Media Finalisation
5 mins	Plenary and Gallery Walk
5 mins	Self/Peer Reflection (exit slips)

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Lesson Breakdown

Introduction and Starter Activity (5 Minutes)

1. Seating and Settling:

   • Welcome students at the door and ensure calm entry.
   • Quick seating arrangement with names on the board for new students.

2. Starter:

   • Display two contrasting portraits on the board (e.g., a traditional Renaissance portrait and a bold, contemporary one).
   • Pose an open question: "What do these portraits tell us about the people in them? How do artists convey personality and identity?"
   • Facilitate a short 'Think, Pair, Share' activity.

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Inspirational Discussion (10 Minutes)

1. Mini Lesson on Portraiture History:

   • Briefly introduce how portraiture evolved over time. Touch on key periods:
     • Renaissance: Realism and wealth/status (e.g., da Vinci).
     • Modernism: Emotion and abstraction (e.g., Picasso’s cubism).
     • Contemporary: Bold identity and expression (e.g., Kehinde Wiley).

2. Highlight:

   • Show examples from diverse artists like Frida Kahlo (personal symbolism) and Chuck Close (pattern and texture).
   • Discuss how portraiture can reflect not only appearance but also personality, emotions, hobbies, or culture.

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Main Activity Part 1: Drafting and Experimentation (15 Minutes)

1. Demonstration:

   • Show step-by-step how to sketch facial proportions lightly on paper using ruler guides (students can reference handouts).

2. Student Sketching:

   • Students create rough drafts, experimenting with proportions and sketching their own faces.
   • Encourage them to think creatively: “What personal touches or symbols could represent your identity?”
     • Examples: A favourite object, cultural symbols, or expressive colours.

3. Peer Feedback:

   • Allow brief peer-to-peer sharing of drafts to inspire further ideas.

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Main Activity Part 2: Mixed Media Finalisation (15 Minutes)

1. Medium Exploration:

   • Students layer their drafts with a mix of media:
     • Watercolours for soft backgrounds or skin tones.
     • Oil pastels for bold colour accents.
     • Collage elements to incorporate symbols or abstract features (hobbies, cultural influences).

2. Challenge/Stretch Activities:

   • Advanced students can experiment with textures (e.g., stippling with fine liners or overlapping collage layers).
   • Encourage exploration of complementary colours or patterns to enhance impact.

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Plenary and Gallery Walk (5 Minutes)

1. Classroom Gallery Walk:
   • Students display their mixed-media portraits around the room.
   • Guided observation task: "Find one portrait that inspires you. What stands out? How do colours, materials, or composition reflect identity?"

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Self/Peer Reflection (5 Minutes)

1. Exit Slips:

   • Provide students with a short reflective question to write an answer before leaving:
     • “What did you include in your portrait to represent your identity? What will you improve next time?”
     • Collect slips as they leave for formative assessment.

2. Teacher Summary:

   • Thank students and recap key points: “You’ve started to explore who you are visually. Next week, we’ll refine further!”

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Differentiated Learning

Support:

• Provide simplified templates for students who struggle with sketching facial proportions.
• Pair students for peer support emphasising collaborative learning.

Challenge:

• Students exceeding expectations can experiment with cubism techniques or different styles.

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Assessment for Learning (AfL Strategies):

• Formative: Observe how students refine their sketches, experiment with media, and add unique identity-driven elements.
• Self/Peer Assessment: Use exit slips and gallery walk discussions for reflection.
• Summative: Gather their final mixed-media portrait for a display or future critique.

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Cross-Curricular Links

1. PSHE: Discuss personal identity and diversity to foster mutual respect.
2. History: Connect to the evolution of art movements and historical portraiture.

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Closing Statement

This immersive and hands-on lesson inspires KS3 students to reflect on their own identity using art. It balances technical skill-building with creativity, draws cross-curricular links, and ensures that every student has a chance to express their personal voice. By showcasing their work in a brief classroom gallery, students leave with a sense of achievement and excitement for future lessons.