Portraiture Exploration

Lesson Objectives

National Curriculum Focus (Key Stage 3 - Art & Design):
The lesson will focus on enabling students to "Produce creative work, exploring their ideas and recording their experiences", and "Develop their proficiency in drawing with purpose and understanding", as specified by the UK National Curriculum for Art and Design.

By the end of this lesson, students will:

1. Understand the concept of portraiture and its purpose in art.
2. Create a detailed and visually organised mind map exploring various aspects of portraiture.
3. Foster creative ideas about techniques, styles, and interpretations associated with portraiture.

Core Areas of Learning:

• Critical Thinking & Visual Analysis
• Organisation of Ideas
• Experimentation with Concepts

Assessment Focus:
Engagement, creativity, and clarity of thought in the mind map.

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Materials Required:

1. A3 paper or sketchbooks
2. Coloured pens/pencils
3. Printed images featuring famous portraits (e.g. Van Gogh’s self-portraits, Frida Kahlo, Kehinde Wiley’s work, or contemporary photography)
4. Examples of mind maps on other creative topics for inspiration
5. Whiteboard and markers (for teacher demonstrations)

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Lesson Structure

Introduction (5 minutes)

1. Class Discussion: Begin with a quick, interactive question:

   • What do you think a "portrait" should show? Is it just a face? Does it have to be a literal representation?
   • Encourage open responses to spark curiosity and reflection.

2. Showcase Examples: Display a range of portraits (traditional, abstract, modern) on the board. Examples could include:

   • Leonardo da Vinci’s Mona Lisa
   • Gustav Klimt’s Portrait of Adele Bloch-Bauer I
   • Chuck Close’s large-scale photorealistic portraits
   • Frida Kahlo’s emotionally charged self-portraits
   • Contemporary and diverse representations from Kehinde Wiley or Amy Sherald
     Use these to highlight versatility in portraiture.

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Main Activity (35 minutes)

Step 1: Demonstrating the Mind Map (5 minutes)

• Draw an example mind map on the whiteboard, starting with "Portraiture" at the centre. Explain how branches radiate out to connect different key themes such as:

  • Facial Features: Proportions, detailed studies, expression
  • Media & Techniques: Charcoal, painting, digital, collage
  • Famous Artists: e.g., Rembrandt, Kahlo, Picasso
  • Styles of Portraits: Realism, Cubism, Surrealism, Abstract
  • Storytelling within Portraits: Emotional tone, symbolism, use of colour

  Label each branch clearly and colour-code it to show organisation and hierarchy. For example:

  • A green branch = Media & Techniques
  • A red branch = Emotional Aspects of Portraiture

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Step 2: Individual Work (20 minutes)

1. Hand out the A3 paper (or direct students to their sketchbooks).

2. Ask students to create their own portraiture mind maps.
   Guidance for their mind maps (each branch must have):

   • Definition: Their personal understanding of what portraiture means.
   • Mediums/ Techniques: What tools, art supplies, or methods do they associate with portraiture?
   • Inspiration from Artists: What kind of style from well-known artists appeals to them? Provide space for them to jot down specific names/styles from the introduction or recall their own favourites.
   • Concepts/Emotion: What meaning can portraits convey (e.g., identity, legacy, storytelling)?
   • Their Personal Exploration: How would they like to approach portraiture?

3. Encourage use of images, sketches, or diagrams alongside words—the more visual, the better!

4. Ensure students use colour and branching to connect ideas visually.

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Step 3: Pair Share for Peer Feedback (10 minutes)

1. Pair students in groups of two.
2. Students share their mind maps and discuss ideas:
   • What branch/idea do they find most interesting?
   • Suggestions for additional elements they could include.
3. Encourage constructive feedback and allow them to make updates with new ideas from the feedback.

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Plenary (5 minutes)

1. Reflection Questions:

   • What have you learned about portraiture that surprised you?
   • Which element of your mind map are you most excited to explore further?

2. Homework/Next Steps:
   Ask students to expand the mind map with more specific examples of portraits or artists (research task).
   They can also start thinking about what style or medium they want to experiment with in their next portraiture project.

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Differentiation

For higher achieving students:

• Suggest they include examples from diverse cultures or historical periods, incorporating non-Western portrayals.
• Ask them to consider unconventional forms of portraiture, like sculpture or environmental art.

For students who need extra support:

• Provide a partially started mind map template with pre-written branches to help scaffold their ideas.
• Allow them to focus on 2-3 main branches instead of 5.

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Teacher Notes

• This activity ties into key skills in KS3 Art, including developing ideas, exploration of styles, and encouraging independent creativity with connections to history and context.
• The focus on visual organisation helps students prepare for more advanced annotation and project planning in GCSE Art and Design courses.
• By incorporating collaboration and presentation, the lesson taps into valuable oracy and peer-assessment skills while fostering a supportive classroom atmosphere.