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High [9th-12th] Lesson Plan

Iconographic Portraits

Created on February 22, 2022 by KatieMorris



Students create digital collage iconographic portraits inspired by contemporary artist Broobs


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THE PLAN
5 sessions; 45 minutes per session

1. SWBAT define iconography.
2. SWBAT use pose and lighting to intentionally create a portrait photograph.
3. SWBAT select objects to serve as icons representing a person.
4. SWBAT master the use of selection, rotation, and transformation tools as well as rulers to create a balanced composition.
5. SWBAT use Adobe photoshop to create an iconographic portrait collage.

1. Digital camera (phone or tablet will work if DSLR is not available.)
2. Lamp or window for natural light
3. Computers and Adobe photoshop

Need these materials? Visit Blick!

1. Introduction
-slides presentation on iconography connected to art history and contemporary artist Broobs who creates digital collages inspired by Catholic icons (cultural for this artist, not religious)
-discuss
-Students practice taking portraits of each other with different angles, poses, and lighting
2. Demonstration of photoshop tools
-how to use layer mask to “trim” portrait into a circle
-adjusting levels, curves, color balance, etc on photos
-creating a background with solid color, gradient, layered image with different blend modes for pattern or texture
-different selection tools, removing backgrounds
-duplicate, free transform, flip or rotate
-changing layer order
-using rulers to line up objects
3. Work time
-students build their collages starting with a portrait from class or a portrait they took of someone else (all my students chose to make self portraits using photos from the practice)
-photograph objects as icons or find Creative Commons images online


If you don’t have photoshop this could be done in Google drawing- use remove.bg to get rid of the background in your portraits and search for transparent png for objects- or if you have iPads this could be done in procreate.

THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

Visual Arts Standard 2:
Using knowledge of structures and functions


[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas


[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

THE FEATURES
Symbolism

Balance

Digital