4 sessions; 40 minutes per session

SWBAT recognize the art of Modigliani.
SWBAT know the difference between a portrait and self-portrait.
SWBAT use proportion to draw a stylized self-portrait.

1. 12x18 White paper
2. Pencils
3. Erasers
4. Bleeding Tissue Paper cut into squares
5. Water
6. Brushes
7. Mirrors (optional)

Need these materials? Visit Blick!

1. We will talk and learn about artist Amedeo Modigliani either by looking at a powerpoint or watching an episode of Art with Mati and Dada https://youtu.be/pZ-_zojKFos
2. Students will get a white paper, write their name on the back and then fold the paper in half like a long hot dog bun.
3. While still folded in half the student will fold the paper in half again twice. When the paper is opened it should be divided into 8 rectangles. This will provided an invisible grid to help with drawing proportion.
4. Students will draw an elongated oval for the head. The oval should be almost 2 rectangles high,leaving room at the top for hair.
5. Students will draw a long skinny curved neck that is one rectangle high.
6. Students will draw curved shoulders that is one rectangle high and goes all the way down to the edge of the paper. The will also add a curved line so it looks like a shirt collar.
7. Students will add features. Almond shaped (or football shaped) eyes with just an eyeball in them (no pupils). The middle of the eyes should be on the first fold.
8. Students will draw eyebrows and a nose. One eyebrow will be an arch above the eye. The other eyebrow will be arched above the eye and then continue down to create a sideview like nose.
9.Students will add a pursed lip mouth. The top lip should look like a stretched out letter "M" and the bottom lip is a gentle curve.
10. Students will add small ears on each side of the head.
11. Students will add hair on the head. The hair should be a giant shape that fits on the head like a hat, erasing the original top of the head.
12. Once everything is drawn, students will trace over all of their pencil lines with thick permanent black marker.
13. Now the students will paint without paint! Students will cover their entire paper with squares of tissue paper and "paint" over them with water. This will make the tissue paper stick. Students will let the paper dry entirely then remove the tissue squares to reveal the color that bled onto the paper.
14. Students will cut out their portrait and glue it onto a piece of construction paper. They will get to choose what color they want.

Was the student able to follow the correct proportions to create their self portrait?

Was the student thoughtful about the placement of their facial features?

Did the student carefully cut out and glue their artwork to the background?

https://youtu.be/pZ-_zojKFos

I taught this lesson to 5th grade. The portraits were hung up around the auditorium during their graduation.

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

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

[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 visual structures and functions of art to communicate ideas

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

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[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 different responses to specific artworks

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

Amedeo Modigliani

Balance, Form, Proportion/Size

Marker, Watercolor