Exploring Self-Portraits

Lesson Overview

Subject: Art and Design
Year Group: Year 9
Lesson Duration: 45 minutes
Focus: Self-portraits with emphasis on Line (one of the seven visual elements of art)
Curriculum: Aligned with the UK National Curriculum for Art and Design - Key Stage 3. Specifically, developing creativity, critical thinking, and proficiency with drawing tools, while deepening understanding of great artists and their work.

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Learning Objectives

By the end of the lesson, students will:

• Understand how famous artists have used line in self-portraits to convey mood and personality.
• Demonstrate practical application of line through the creation of their own expressive self-portrait using mirrors.
• Collaborate with peers and develop techniques in observational drawing.
• Support ASC (Autism Spectrum Condition) learners with adapted strategies using one-to-one support from TAs (Teaching Assistants).

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Resources Needed

• A3 drawing paper
• Pencils ranging from HB to 6B
• Erasers and sharpeners
• Small mirrors (1 per student)
• Examples of self-portraits by artists (printed or digitally displayed, e.g. Van Gogh, Frida Kahlo, and Käthe Kollwitz)
• A laminated handout on line for ASC learners (including visuals and simplified explanations)
• TA support plan (prepared before the lesson)

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Step-by-Step Lesson Plan

Starter Activity (5 minutes)

Objective: Engage students and introduce the concept of self-portraits with a focus on line.

1. Display three examples of self-portraits to the class (Van Gogh, Frida Kahlo, Käthe Kollwitz).
   • Ask: "What do you notice about how they’ve used line to express themselves?"
2. Discuss ideas (e.g. Van Gogh’s bold swirling lines, Frida Kahlo’s precision and delicacy).
3. Introduce line as a visual element, highlighting different types of line (contour, expressive, continuous) and how they create personality in art.

Adaptation for ASC learners: Provide a simple visual handout showing each type of line and an example of how it is used in an artwork. This handout will also include a short description of the terms covered in the discussion.

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Main Activity (35 minutes)

Part 1: Observation and Trial Sketches (10 minutes)

Objective: Practise using line in short sketches.

1. Hand out mirrors to each student. Ask them to take five minutes to observe their own face and practise drawing quick sketches of their features using only contour lines.
2. Encourage students to use varying pencil pressures to explore bold and fine lines.
3. Circulate around the classroom, offering tips such as “Start by lightly outlining the overall shape of your face.”

TA support for ASC learners:

• Offer direct one-to-one guidance if needed.
• Focus on one feature at a time (e.g. “Let’s draw your nose together using a single line”).
• Use a separate sheet for practice if the ASC student is overwhelmed.

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Part 2: Creating the Final Self-Portrait (25 minutes)

Objective: Create an expressive self-portrait using line as the primary element.

1. Instruct students to focus on their facial features and expressions, using line to express mood (e.g. sharp, angular lines for tension or soft, flowing lines for calmness).
2. Provide time for students to work independently, exploring how they can interpret their self-image with line. Encourage creativity—e.g. incorporating patterns in the background or styling their hair with exaggerated strokes.
3. Remind students throughout the process to reflect on how artists like Van Gogh and Käthe Kollwitz used line expressively in their work.
4. With five minutes remaining, allow students to share their work in small pairs or groups and offer a compliment or observation about each other's use of line.

TA support for ASC learners: Provide reassurance during the task by breaking it into smaller steps, e.g. starting with the outline of the head, followed by eyes, nose, mouth, and finally adding details like hair. Use visuals or mirrors actively to scaffold understanding.

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Plenary (5 minutes)

1. Conduct a quick gallery walk where students leave their drawings on their desks and move around the room to view others’ work.
   • Ask: “How has each person used line differently?” “Can you spot an emotion that’s being conveyed?”
2. End with reflective questions:
   • “What was the most challenging part of using only line?”
   • “If you had to create another, what might you change or add?”

ASC learners: Allow for alternative participation if they feel uncomfortable sharing work (e.g. discussing their process with the TA instead).

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Assessment

• Formative: Observe students’ engagement during discussions and practical tasks, paying attention to their conceptual understanding of line.
• Final Artwork: Assess use of line to convey personality or mood (not technical perfection). Adjust expectations for students needing extra support.

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Extension Opportunities

For students who finish quickly:

• Challenge them to create additional lines in the background to suggest movement or energy.
• Provide coloured pencils to enhance features through blended line work.

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This lesson plan provides a hands-on approach that actively involves Year 9 students in exploring both technical and expressive elements of portrait drawing. The focus on line as a visual element ensures alignment with the UK Key Stage 3 Art curriculum, while adaptations for ASC learners promote inclusion and success for all students.