Morgan Hughes
Lesson Plan
My Life as a Line
9th grade
BIG IDEA: Artists use their own life experiences for inspiration
Aim: To create a continuous single drawing that symbolizes and represents you own life’s journey
Rationale: Students of adolescent ages are interested in focusing on themselves in non-threatening situations
Behavioral Objectives
Describe and communicate through visual elements and symbols
Reflect on identity through visuals and symbols
Identify other artists known for self-portraiture
Understand and apply variety of line
Demonstrate and apply these concepts in an original completed full color Artwork
Knowledge of the Visual Arts: Symbolism, Self expression, and become familiar with artists who work in this manner
Art Production Skills: Students will develop their ability to use a variation in line and communicate their lives through this medium
Valuing the Visual arts Attitudes: Develop self confidence in creating line through exploration of using design. Appreciate and understand the importance of portraiture in cultural and art historic references
Materials: Drawing paper, pencils, and other materials brought in by student, computer, projector
References: See Attached
Frida Kahlo
Sue Williams
Chuck Close
Motivation
Do Now
In notebook write down 5 observations you notice in each painting of Frida Kahlo, Chuck Close and Sue Williams
-Show image of Frida Kahlo
What are the symbols she uses?
Why are there two of her? What do you think this means?
What do you think she is trying to communicate?
How does her imagery effect how you feel?
-Show image of Chuck Close
What types of shape and line does he use?
How does his mark making form a recognizable face?
-Show image of Sue Williams
What variations in line does she make?
How does the image relate to the title?
How does her type of line make you feel?
Procedure
-Ask the students to write down answers to these questions
What was one of the happiest memories you had?
What was you greatest accomplishment?
What was a favorite trip you took?
What is your favorite food?
Where did you have this food?
-Take long paper and begin to draw imagery that relates to your own question
-Ask students to think about these answers and create one consecutive line expressing their life or a part of their life
Assessment
Formative
-Students observe an analyze works of art related to form and subject matter
Record their thoughts on paper
-Scan room frequently
-Observe designs what colors, shapes and symbols to use
Summative
Written artist statement about work in Journal and group critique
Closure
What various symbols and imagery were created?
How were you influenced by the images shown in class?
What did you learn about your own identity?
How was variety of lien created?
What other medium besides drawing did you use?
Why did you choose the medium you did?
NYS Learning Standards
1. Creative Opportunities: Students learn to communicate their identity through visual elements and symbolism
2. Knowledge of the Arts: Students observe and analyze 3 types of self portraiture from established artists
3. Valuing the Visual Arts: Students learn how every work of art can tell a unique story
NYC Blueprint Strands
I. Art making: Students learn about variety in line and are challenged to create an expressive work of art in one continuous line. They can be creative by choosing their own 2-d medium
II. Literacy in the Visual Arts: Students learn to discuss, describe and observe while recording their ideas down
III. Making connections through Visual Arts: Students recognize the connections between art and self expression
V. Careers and lifelong learning: Student’s gain awareness of established artists who have made a career in art