2 sessions; 40 minutes per session

1. SWBAT understand the Holi festival in India.
2. SWBAT create a contour drawn self portrait.
3. SWBAT experiment with powdered tempera.

1. Sturdy white paper
2. Pencils and erasers
3. Sharpie markers
4. Powdered tempera paint, variety of colors
5. Spray bottle of water
6. Fixative or hair spray

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1. Introduction
-Holi is a Hindu celebration, the festival of colors
-Watch news clip about Holi festival
-During the Holi festival, people throw colored water and colored powder on their loved ones as a fun way to celebrate spring
2. Explain assignment-Draw self portrait as if you are at the Holi festival
-Review body parts and placement
3. Students draw self portraits
-Draw in pencil first
-Can add friends or family members
-Trace with sharpie
4. Add color
-Sprinkle powdered tempera on drawings to emulate throwing powder on friends at Holi festival
-Try not to get big clumps of powder
-Use spray bottle to spray water on portraits and activate the paint
5. Fix artwork with fixative or hair spray

Use Portrait Assessment Rubric

1.Holi Festival of Colors Kicks off in India- https://www.youtube.com/watch?v=xaysqwFoVOE
2. http://news.nationalgeographic.com/news/2014/03/140318-holi-festival-colors-india-tradition-culture-2014/

-I used this lesson with Kindergarten but it would be appropriate for any elementary grade level.
-Many students drew connections with "color runs"
-We used copy paper box lids to put the powdered tempera and the portraits in, and used paintbrushes to pick up the powder and sprinkle.

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different materials, techniques, and processes cause different responses

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[K-4] Students use visual structures and functions of art to communicate ideas

[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

[K-4] Students explore and understand prospective content for works of art

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Color/Value

Drawing, Painting

Multicultural Studies

HoliPortraitAssessment (1).docx