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Self-Portrait and Autobiography Fusion

Grade 5ArtEnglish5 days

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5.0 (1 rating)

The "Self-Portrait and Autobiography Fusion" project invites fifth-grade students to explore and integrate personal experiences and diverse art techniques in creating a self-portrait that represents their identity. Through activities like virtual reality studio exploration and making inspiration journals, students will research artistic methods, craft identity collages, draft, and finalize their self-portraits. They will articulate their artistic choices and reflections in a detailed artist statement and engage in a gallery presentation, enhancing both their artistic and verbal expressive skills.

Self-PortraitArt TechniquesPersonal IdentityArt VocabularyCreative ExpressionGallery PresentationVisual Arts

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can I combine my personal experiences and understanding of diverse art techniques to create and explain a self-portrait that uniquely represents who I am?

Essential Questions

Supporting questions that break down major concepts.

How can I use artistic vocabulary to explain my choices in creating a self-portrait?
What diverse methods can I investigate and explore to begin my self-portrait?
In what ways can I combine my ideas about myself to create a unique self-portrait?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will create a self-portrait that reflects their personal identity and experiences.
Students will articulate their artistic choices using appropriate art vocabulary in an artist statement.
Students will explore and apply diverse art techniques as part of their creative process.
Students will combine multiple ideas and personal experiences to create a unique piece of art.

Grade 5 Visual Arts

VA:Cr3.1.5 (a)

Primary

Create artist statements using art vocabulary to describe personal choices in art-making.Reason: Central to the project, as students will create artist statements to explain choices made in their self-portraits.

VA:Cr1.2.5 (a)

Primary

Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.Reason: Students will explore and apply diverse art techniques in creating their self-portraits.

VA:Cr1.1.5 (a)

Primary

Combine ideas to generate an innovative idea for art-making.Reason: Students will generate innovative ideas by combining personal experiences into a visual art piece.

Common Core Standards

CCSS.ELA-LITERACY.W.5.1

Secondary

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Reason: Students will write artist statements to express and support their personal choices in art.

CCSS.ELA-LITERACY.SL.5.4

Secondary

Report on a topic or text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.Reason: Students will verbally present their self-portraits and artistic choices, utilizing art vocabulary.

Entry Events

Events that will be used to introduce the project to students

Virtual Reality Art Studio

Students are transported into a virtual reality world where they can explore different art studios and observe digital renditions of famous artists creating their self-portraits. This immersive experience challenges their understanding of traditional art-making, encouraging them to consider innovative methods for their project.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Artistic Inspirations Journal

Students will explore and document various styles and techniques that can inspire their self-portrait. They will research artists known for self-portraits and reflect on how different methods and themes can be integrated into their own work.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research three artists renowned for their self-portraits, noting the styles and techniques they use.

2. Write a short reflection on how each artist's work inspires you and how their techniques might be used in your self-portrait.

3. Sketch preliminary ideas in your journal, incorporating elements from your research.

Final Product

What students will submit as the final product of the activityAn inspiration journal with artist studies, personal reflections, and preliminary sketches.

Alignment

How this activity aligns with the learning objectives & standardsAligns with VA:Cr1.2.5 (a) by exploring and identifying diverse methods of artistic investigation.

Activity 2

Identity Collage

Students will create a collage that represents their personal identity using a variety of materials and techniques. This will help them visualize themes and concepts they may wish to include in their self-portrait.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Collect various materials (magazines, photographs, fabrics) that resonate with your personal identity.

2. Create a collage on a paper sheet by arranging and organizing the collected materials to represent different aspects of yourself.

3. Write a brief explanation of your collage, expressing how the chosen materials and arrangement reflect your identity.

Final Product

What students will submit as the final product of the activityA personal identity collage with an accompanying explanation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with VA:Cr1.1.5 (a) by combining ideas to generate an innovative concept for art-making.

Activity 3

Drafting the Self-Portrait

Students will create an initial draft of their self-portrait incorporating ideas from their exploration and collage work. They'll focus on layout, composition, and the integration of their personal style.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review your inspiration journal and identity collage for recurring themes and ideas.

2. Sketch a rough draft of your self-portrait on paper, paying attention to composition, style, and key elements that represent you.

3. Refine your draft by incorporating feedback from peers or teachers.

Final Product

What students will submit as the final product of the activityA refined draft of a self-portrait, representing the initial visualization of the final piece.

Alignment

How this activity aligns with the learning objectives & standardsAligns with VA:Cr1.1.5 (a) and VA:Cr1.2.5 (a) by combining ideas and choosing an artistic approach.

Activity 4

Final Self-Portrait Creation

Students will bring their draft to life by creating the final version of their self-portrait. They will apply various art techniques explored in previous activities and finalize their work.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather the required materials and art supplies based on the methods you have chosen.

2. Transfer your draft to a final medium (canvas, paper, digital platform) and begin your detailed work.

3. Incorporate diverse techniques and refine details to accurately represent your personal identity.

Final Product

What students will submit as the final product of the activityA finished self-portrait that reflects the student's personal identity and artistic exploration.

Alignment

How this activity aligns with the learning objectives & standardsAligns with VA:Cr1.2.5 (a) and VA:Cr1.1.5 (a) by applying diverse techniques and finalizing an innovative idea.

Activity 5

Artist Statement Showcase

Students will write an artist statement to accompany their self-portrait. The statement will articulate their choices, techniques, and personal reflections using appropriate art vocabulary.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Reflect on the process of creating your self-portrait and note the key artistic choices you made.

2. Use art vocabulary to explain your techniques and the personal significance of your self-portrait.

3. Revise and polish your artist statement to ensure clarity and coherence.

Final Product

What students will submit as the final product of the activityA polished artist statement that accompanies the self-portrait, explaining the artwork and personal choices.

Alignment

How this activity aligns with the learning objectives & standardsAligns with VA:Cr3.1.5 (a) and CCSS.ELA-LITERACY.W.5.1 by creating artist statements that use art vocabulary and support personal choices with reasons.

Activity 6

Gallery Walk and Presentation

Students will present their self-portrait and artist statement in a gallery-style setup. They will verbally explain their artistic process and choices using appropriate vocabulary, demonstrating their understanding of the project.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Set up a display of your self-portrait and artist statement for a gallery walk.

2. Prepare a short verbal presentation explaining your artwork and choices using art vocabulary.

3. Engage with peers' and possibly parents'/teachers' questions during the gallery walk.

Final Product

What students will submit as the final product of the activityA gallery presentation that includes a display and verbal explanation of the self-portrait and artist statement.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.5.4 by presenting ideas clearly and logically with appropriate vocabulary.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Self-Portrait and Artist Statement Evaluation Rubric

Category 1

Artistic Investigation and Technique

Assessment of the exploration and application of diverse artistic methods in self-portrait creation.

Criterion 1

Diverse Methods Exploration

Evaluate the student's ability to research and integrate various artistic methods in their work.

Exemplary

4 Points

Student expertly explores and integrates a range of artistic methods, showcasing sophisticated understanding and application in their self-portrait.

Proficient

3 Points

Student effectively explores different artistic methods, applying them appropriately in their self-portrait.

Developing

2 Points

Student shows some exploration of artistic methods, but application is inconsistent or lacks depth.

Beginning

1 Points

Student demonstrates minimal exploration and application of artistic methods, with limited understanding.

Criterion 2

Technique Application

Evaluate how effectively students apply chosen techniques to create their self-portrait.

Exemplary

4 Points

Student applies techniques innovatively and skillfully, resulting in a high-quality self-portrait that reflects personal identity.

Proficient

3 Points

Student applies techniques skillfully, producing a quality self-portrait that reflects elements of personal identity.

Developing

2 Points

Student applies techniques with basic skill, resulting in a self-portrait that lacks consistency or depth in reflecting personal identity.

Beginning

1 Points

Student shows limited application of techniques, and the self-portrait does not clearly reflect personal identity.

Category 2

Creative Expression and Identity Representation

Evaluation of creativity and the representation of personal identity in the self-portrait.

Criterion 1

Creative Integration

Assess the integration of personal experiences and innovative ideas in the artwork.

Exemplary

4 Points

Artwork uniquely integrates personal experiences and innovative ideas, providing a striking representation of personal identity.

Proficient

3 Points

Artwork reflects personal experiences and ideas effectively, clearly representing the student's identity.

Developing

2 Points

Artwork includes some elements of personal experiences but lacks a cohesive or imaginative representation of identity.

Beginning

1 Points

Artwork shows limited integration of personal experiences, with little representation of personal identity.

Criterion 2

Identity Reflection

Evaluate how well the self-portrait captures and communicates the student's personal identity.

Exemplary

4 Points

Self-portrait powerfully captures and communicates the complexity of the student's personal identity through skillful representation.

Proficient

3 Points

Self-portrait communicates key aspects of the student's personal identity clearly.

Developing

2 Points

Self-portrait captures minimal aspects of personal identity and lacks clarity in representation.

Beginning

1 Points

Self-portrait shows insufficient reflection of personal identity, with an unclear message.

Category 3

Articulating Artistic Choices

Assessment of the clarity and depth in written and verbal expression of artistic choices using appropriate vocabulary.

Criterion 1

Artist Statement Clarity

Evaluate the clarity and coherence of the artist statement in explaining artistic choices.

Exemplary

4 Points

Artist statement is exceptionally clear and coherent, effectively explaining artistic choices with precise vocabulary.

Proficient

3 Points

Artist statement is clear and coherent, effectively explaining artistic choices with appropriate vocabulary.

Developing

2 Points

Artist statement is somewhat clear, but lacks coherence or depth in explaining artistic choices.

Beginning

1 Points

Artist statement is unclear and lacks coherence, with minimal explanation of artistic choices.

Criterion 2

Verbal Presentation and Engagement

Assess the effectiveness of verbal presentation and engagement during the gallery walk.

Exemplary

4 Points

Student presents ideas clearly, logically, and confidently, effectively using art vocabulary during the gallery walk.

Proficient

3 Points

Student presents ideas clearly and logically, using appropriate art vocabulary during the gallery walk.

Developing

2 Points

Student presents ideas with basic clarity, lacking logical sequence or precise vocabulary during the gallery walk.

Beginning

1 Points

Student struggles to present ideas clearly and logically, with minimal use of art vocabulary during the gallery walk.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the entire process of creating your self-portrait. What were the most challenging and rewarding aspects, and how did you overcome any difficulties?

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Required

Question 2

On a scale from 1 to 5, how confident do you feel about using art vocabulary to describe your artistic choices and techniques in your self-portrait?

Scale

Required

Question 3

Which new art techniques did you explore during this project that you would like to continue developing in the future?

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Optional

Question 4

Choose three words that best describe your self-portrait and explain why you chose each word.

Text

Required

Question 5

How did integrating personal experiences into your self-portrait affect the way you view yourself and your art?

Text

Required