Quite possibly one of my favorite lesson plans that I do all year. When students hear that I am making them do ANOTHER self portraits, after we just finished up a realistic one, they ask WHY. Once we start working on these, their attitudes typically change and they are a lot more excited.
I like giving the students the option to explore symbolism a little bit further and consider what imagery they can use to show the world more about themselves, rather than just their appearances. The PowerPoint that I created for this lesson can be found here, https://www.teacherspayteachers.com/Product/Expressive-Self-Portrait-PowerPoint-3161112
I can thank the wonders of Pinterest for many of those photo examples, but I also chose to incorporate Frida Kahlo into this lesson. Frida has so many amazing examples of symbolism and she is truly such an inspiring artist and person, that I wanted my students to learn more about her. We had discussions about The Two Fridas, and also about one of her self portraits. We discussed the symbolism and imagery in her artwork and how it reflects her personality and mood.
Students found this to be very interesting. We also discussed more in depth realism, abstract, and non objective. I told students to consider how realistic they wanted this to be. They had the option to be more symbolism and do a silhouette rather than a realistic approach that would require them to do eyes, nose, mouth, etc. This allowed my students of all different skill levels to choose a way that would be successful for them.
I also gave them an option in what art mediums they wanted to use. They had the options of graphite, colored pencil, pastel, watercolor, or mixed media. After the presentation, I had students write 5-10 things about themselves in their sketchbooks. These could be interests, personality, mood, appearance, home life, friends, etc. We then broke those down and considered how to interpret them into a symbol or some sort of imagery.
Students brainstormed with the others at their tables and came up with some ideas. When they had enough ideas, they began a sketch of what their portrait would look like. I offered suggestions to make sure that students were challenging themselves enough, and were not doing things too hard. I told students that if they chose not to draw a realistic face, that they needed to put extra details somewhere else, to ensure that all students were still working the same amount.
I graded these using four main components. Subject Matter & Creativity, Use of Symbolism and Details, Craftsmanship, and Effort.
I was SO happy with how these turned out. Here are some of the great examples from my classes!