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Symbolic Self-Portrait Creation

Grade 8Art10 days

In the 'Symbolic Self-Portrait Creation' project, 8th-grade art students explore personal identity through symbolic representation in self-portraits. They learn to apply realism and abstraction, using both traditional and innovative techniques, to incorporate meaningful symbols reflecting their experiences. The project involves researching various portrait styles, drafting, and refining their work with peer feedback, culminating in an exhibition where they present and discuss their artwork with classmates. Throughout this process, students develop skills in artistic style selection, symbolism, and critique, enhancing their understanding of art as a medium for expressing identity.

Symbolic Self-PortraitRealismAbstractionArtistic TechniquesSymbolismIdentity RepresentationPeer Critique

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create a symbolic self-portrait using both traditional and innovative techniques that effectively combines realism or abstraction to represent our personal identities and experiences?

Essential Questions

Supporting questions that break down major concepts.

What is a self-portrait and what are its purposes?
How can symbolism be used to represent personal identity in art?
What are the different styles and techniques of portraiture in art history?
How do artists convey emotions and identity through color and form?
What is the difference between realism and abstraction in art?
How does one choose symbols that effectively represent their personality and experiences?
What materials and tools can be utilized for creating a self-portrait and how do they influence the final piece?

Standards & Learning Goals

Learning Goals

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

Students will understand and apply the concepts of realism and abstraction in creating their symbolic self-portraits.
Students will learn how to use symbolism effectively to convey personal identity and experiences in their artwork.
Students will investigate and apply different art styles and techniques, including traditional and innovative methods, in their self-portraits.
Students will develop skills in selecting appropriate tools and materials to produce an effective self-portrait.
Students will gain the ability to critique and interpret their own art and the artwork of others, focusing on symbolism and identity representation.
Students will explore personal and class identity through collaborative work and critique sessions.

National Core Arts Standards

VA:Cr1.2.8a

Primary

Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.Reason: This standard aligns with the project as students are investigating their personal identity and present-day life through artistic expression in a self-portrait.

VA:Re8.1.8a

Primary

Interpret intent and meaning in artistic work.Reason: Students will interpret their own intent and meaning as well as that of their peers within their self-portrait projects.

VA:Cr2.3.8a

Primary

Select, organize, and design images and words to make visually clear and compelling presentations.Reason: The creative process involved in designing a symbolic self-portrait directly aligns with selecting and organizing imagery to represent personal identity.

VA:Cn10.1.8a

Secondary

Make art collaboratively to reflect on and reinforce positive aspects of group identity.Reason: While creating individual projects, students will also learn to appreciate and critique each other’s artistic choices, reinforcing class identity.

VA:Pr6.1.8a

Supporting

Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.Reason: Through the exhibition of their self-portraits, students will analyze how art influences personal and others' ideologies.

Entry Events

Events that will be used to introduce the project to students

Mirror, Mirror Challenge

Students are presented with a mysterious, covered mirror in the classroom and asked to uncover it one at a time. When they look into it, they see not only their reflection but also artistic symbols representing different aspects of their personality—sparking curiosity about symbolism and self-perception in art.

Reverse Gallery Walk

Students start by viewing a gallery of abstract and symbolic portraits created by artists around the world. The twist is each artwork’s description is obscured, leading students to hypothesize about the meanings and stories behind them, before revealing the artists’ intent. This encourages critical thinking about artistic intent and symbolic representation.

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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

Style and Technique Exploration

Students explore different artistic styles and techniques to inform their choice when creating their self-portraits, focusing on realism and abstraction.

Steps

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

1. Guide students in researching various portrait styles and techniques, such as cubism, fauvism, realism, and abstract expressionism.

2. Conduct exercises exploring each style, producing mini-portraits or sketches in different styles.

3. Reflect on which styles best match their symbolic and artistic expression goals.

Final Product

What students will submit as the final product of the activityA portfolio of mini-portraits using different styles and reflections on their effectiveness.

Alignment

How this activity aligns with the learning objectives & standardsSupports VA:Cr2.3.8a by enabling examination of different imagery to determine personal style alignment.

Activity 2

Symbolic Self-Portrait Draft

Using their brainstormed symbols and preferred artistic styles, students draft their symbolic self-portrait, integrating both realism and abstraction based on their chosen expressions.

Steps

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

1. Select symbols and artistic styles from previous activities that best represent their identity.

2. Sketch a preliminary design of their self-portrait, combining realism and abstraction.

3. Receive peer feedback to refine their ideas and ensure clarity in symbolic representation.

Final Product

What students will submit as the final product of the activityA detailed draft of a self-portrait incorporating chosen symbols and styles.

Alignment

How this activity aligns with the learning objectives & standardsCorresponds with VA:Cr2.3.8a, emphasizing on-select, organize and design processes.

Activity 3

Final Symbolic Self-Portrait Creation

Students create their final self-portrait using traditional and innovative materials, applying the skills and concepts learned in previous activities.

Steps

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

1. Gather preferred materials, including paints, markers, digital tools, etc.

2. Transfer and refine the draft onto canvas, paper, or digital format.

3. Apply finishing touches, focusing on details that enhance symbolic and artistic intent.

Final Product

What students will submit as the final product of the activityA completed symbolic self-portrait expressing personal identity through chosen symbolism and styles.

Alignment

How this activity aligns with the learning objectives & standardsAligns with VA:Cr2.3.8a and VA:Pr6.1.8a, as it involves creating and presenting compelling artwork.

Activity 4

Class Critique and Reflection

Students participate in a class exhibition where they present and discuss their artworks, interpreting their personal intentions and the symbols they used to others.

Steps

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

1. Organize a classroom exhibition of all student portraits.

2. Each student presents their artwork, explaining their choice of symbols and styles.

3. Encourage class discussion about various artistic choices and their effectiveness.

4. Reflect on feedback received to consider future artistic endeavors.

Final Product

What students will submit as the final product of the activityA reflective presentation and critique session emphasizing peer feedback and personal reflection.

Alignment

How this activity aligns with the learning objectives & standardsThis aligns with VA:Re8.1.8a and VA:Cn10.1.8a by interpreting artistic intent and collaborative evaluation.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Symbolic Self-Portrait Evaluation Rubric

Category 1

Artistic Representation

This category evaluates how effectively the artwork represents the student's personal identity and experiences through symbolism and style.

Criterion 1

Symbolism Integration

Assesses the student's ability to integrate meaningful symbols that reflect personal identity into their artwork.

Exemplary

4 Points

Sophisticated integration of symbols that clearly and insightfully reflect personal identity and experiences.

Proficient

3 Points

Effective integration of symbols that reflect personal identity and experiences clearly.

Developing

2 Points

Partial integration of symbols with emerging reflection of personal identity.

Beginning

1 Points

Minimal or unclear use of symbols, reflecting limited understanding of personal identity representation.

Criterion 2

Style and Technique

Evaluates the student's ability to apply chosen artistic styles and techniques in creating their self-portrait.

Exemplary

4 Points

Demonstrates advanced use of chosen artistic styles and techniques with innovation and clarity.

Proficient

3 Points

Applies chosen artistic styles and techniques effectively with clarity.

Developing

2 Points

Inconsistent application of artistic styles and techniques with basic clarity.

Beginning

1 Points

Limited understanding and application of artistic styles and techniques.

Category 2

Artistic Process

This category assesses the students' engagement with the artistic process, including research, drafting, feedback, and refinement.

Criterion 1

Research and Reflection

Looks at the student's ability to explore and reflect on different styles and symbols to inform their self-portrait.

Exemplary

4 Points

Thorough exploration and reflection with insightful selection of styles and symbols.

Proficient

3 Points

Clear exploration and reflection with effective selection of styles and symbols.

Developing

2 Points

Basic exploration and reflection with limited selection of styles and symbols.

Beginning

1 Points

Minimal exploration and reflection with unclear selection of styles and symbols.

Criterion 2

Drafting and Refinement

Evaluates the student's effort in drafting, receiving feedback, and refining their self-portrait.

Exemplary

4 Points

Demonstrates a high degree of refinement and responsiveness to feedback with comprehensive drafting process.

Proficient

3 Points

Shows effective refinement and responsiveness to feedback with a clear drafting process.

Developing

2 Points

Displays some refinement and responsiveness to feedback with basic drafting process.

Beginning

1 Points

Limited refinement and responsiveness to feedback with minimal drafting process.

Category 3

Presentation and Exhibition

This category focuses on the students' ability to present their work and engage in a critique session.

Criterion 1

Presentation Skills

Assesses the student's ability to clearly present their artwork and articulate their artistic choices during the exhibition.

Exemplary

4 Points

Presents artwork with exceptional clarity and depth, providing detailed explanations of artistic choices.

Proficient

3 Points

Presents artwork clearly with good explanations of artistic choices.

Developing

2 Points

Presents artwork with basic clarity and simple explanations of artistic choices.

Beginning

1 Points

Struggles to present artwork and lacks clear explanations of artistic choices.

Criterion 2

Peer Critique and Reflection

Evaluates the student's participation in peer critique and their ability to reflect on feedback received.

Exemplary

4 Points

Engages deeply in peer critique, offering insightful feedback and reflective responses to received feedback.

Proficient

3 Points

Participates actively in peer critique, offering constructive feedback and reflective responses.

Developing

2 Points

Participates in peer critique with limited feedback and simple reflective responses.

Beginning

1 Points

Limited participation in peer critique with minimal feedback and reflection.

Reflection Prompts

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

Question 1

How effectively do you feel your symbolic self-portrait represents your personal identity and experiences?

Scale

Required

Question 2

Which artistic techniques or styles did you find most effective in conveying your symbolism and why?

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Required

Question 3

What was the most challenging aspect of the project, and how did you overcome it?

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Required

Question 4

In what ways did peer feedback influence your artistic choices and final presentation?

Text

Optional

Question 5

How has this project changed your understanding of symbolism in art?

Text

Required

Question 6

Rate the impact of participating in the class critique and reflection session on your overall learning experience.

Scale

Required