Digital Unit Plan Template

Unit Title: Portrait Unit Name: Angelica Ruiz

Content Area: Art Grade Level: 9-12
CA Content Standard(s)/Common Core Standard(s):

Visual and Performing Arts, Grade 9-12, Proficient

2.0 CREATIVE EXPRESSION

Skills, Processes, Materials, and Tools

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).

3.0 HISTORICAL AND CULTURAL CONTEXT

Role and Development of the Visual Arts

3.1 Identify similarities and differences in the purposes of art created in selected cultures.

Diversity of the Visual Arts

3.3 Identify and describe trends i the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected
works of art.

4.0 AESTHETIC VALUING

Derive Meaning

4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the
 meaning or message in a work of art.

4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and
context.

Make Informed Judgments

4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after
considering the views of others.

Big Ideas/Unit Goals:

What do portraits tell us about a person?

What does a portrait say about the culture and timeframe in which that person lived?

How can a portrait be constructed to make the audience perceive the subject the way the artist intends?

Unit Summary:
Students will study explore the purpose of portraiture and their uses and styles over time by constructing a portrait or self-
portrait that conveys a sense of identity and fluency of visual language. Students will display knowledge of art historical
conventions , ability in creative expression, skill in digital photography and photo-editing software, and proficiency in aesthetic
judgment

Assessment Plan:
Entry-Level:
A r t Te r m s S u r v e y :
Students will be assessed on their knowledge of
art terms that will be pertinent to the unit.
Formative: Summative:
Guided Notes for Teacher Lecture Digital Portrait
Students will use guided notes to scaffold their Students will create a portrait that displays
learning when viewing the lecture knowledge of digital tools and follows the
assignment rubric.
Students will also build background knowledge
for the subject of portraiture
Portrait Detective
In groups, they will discuss portraits by
well-known artists, searching for visual
clues as to the subject and style of each
portrait.
Graphic Organizer for Critique
Students will display knowledge of digital tools
and awareness of how the elements of art and
the principles of design are used when
constructing a depiction of a person.

Webercise
Students will be assessed on their ability to
follow directions. Students will gain a greater
understanding of the process of creating a
digital portrait.

Study Sketch
Students will sketch ideas of their portrait in
each of the three mandated styles

Peer Progress Monitoring Critique

Students will review their peers study
sketches and write commentary on how they
can be altered to better fit the project criteria.

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments):
Students will view Students can identify the The students will view a short presentation by the teacher on the various purposes that
examples of various style and period of each portraits have served over human history, and how they can be analyzed to reveal details about
ways that portraits have portrait and at least one the sitter. Students will then be given a sample of portraits from various timeframes and
been used throughout characteristic about the cultures. They will be given guided notes to keep their attention on the big ideas and a
vocabulary sheet to familiarize themselves with art historical terms. In groups, they will discuss
history to represent subject that is implied in
the portraits and attempt to answer 3 questions about each portrait. The questions will be
specific people and the portrait.
related to the when the person lived, their station in life, and their personality. The groups will
identify different reasons
then present their answers using visual clues in each portrait as support for their findings.
why portraits are made.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: The portrait will conform Using either their own cameras or one borrowed from the school, students will take self-
Students will construct a
to one of three given portraits following basic rules of composition and lighting. Students will then use either
portrait or self-portrait
genres (Traditional, Photoshop or other software to manipulate the photo in one of the following styles: Traditional,
using photography and Abstract, or Surreal), Abstract, or Surreal. The face must convey a recognizable expression, and there must be clues
digital manipulation display proficiency with in either color choice, composition, setting, or objects that reveal information about the subject.
software that conveys adigital photography and
sense of identity and photo-manipulation
personality. software (with regard to
composition and design),
and conform to one of
three given genres.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students will make Students will be divided into groups of 3 and analyze the self-portraits of another group of 3.
Students will analyze the determinations in three They will complete a graphic organizer on Popplet.com for each self-portrait that prompts them
portraits, identifying areas: formal Analysis, to identify the style, compositional choices, and visual clues that convey the subjects identity
their genres and judging contextual interpretation, to the viewer.
their effectiveness as a and aesthetic evaluation.
portrayal of a person. They will provide support
for each determination
by citing visual evidence
in the portrait.
Unit Resources:
Tutorial for Abstract Portrait
https://www.psdbox.com/tutorials/posterized-abstract-portrait-effect
Tutorial for Traditional Portrait
https://petapixel.com/2015/05/15/how-to-turn-a-photo-into-a-painting-with-photoshop/
Tutorial for Surreal Portrait
https://photoshoptutorials.ws/photoshop-tutorials/photo-manipulation/create-this-surreal-representation-of-the-mind-artwork-in-photoshop/
Graphic Organizer
http://popplet.com/
Understanding Formal Analysis
http://www.getty.edu/education/teachers/building_lessons/formal_analysis.html

Useful Websites:
Activities for Understanding Portraiture:
Portrait Detectives:
http://www.liverpoolmuseums.org.uk/kids/games-quizzes/portraits/

Museums with Collections of Portraiture:

National Portrait Gallery (U.S.)

http://npg.si.edu/
National Portrait Gallery (U.K.)
http://www.npg.org.uk/
Los Angeles County Museum of Art
http://www.lacma.org/
The Huntington
http://www.huntington.org/
The Getty
http://www.getty.edu/

Help with Photography and Photo-Editing

Cambridge in Colour
http://www.cambridgeincolour.com/tutorials.htm
Photoshop Online
http://www.photoshop.com/tools/get_flash