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Ritchey Unit Plan- Global Self Portraits

Prepared by: Jill Ritchey School/Location: Shades Valley High School Birmingham, AL
Subject: ART Grade: 9-12 Unit Title: Cultural Self Portrait Time Needed: 4 weeks
Unit Summary: After completing a unit on realistic self portraits using traditional techniques and local culture, students will then
complete a self portrait drawing, painting, or mixed media piece referencing another culture. Students will research how portraits
and depictions of people vary among cultures and different art styles in art history. Students will also research everyday images of
people of the culture they choose which can also be part of their own heritage or different from their own, using various sources
and technology in their research. Students will research traditions, clothing, ornamentation and meaning/context of dress and
adornment and refine or reevaluate their perspectives of this culture through their research. Students will also research
information from the region of culture using google maps and google arts and culture (type of climate, landscape, style of
architecture, trademark buildings of the area). Students should be able to explain their choices and why they are significant to
them, as well as to explain how these traditions and art styles depicted are relevant to the culture they have studied.

Stage 1 Desired Results

GLOBAL COMPETENCY: Investigate the world, Students will be able to independently use their learning to(real world purpose)
recognize perspectives, communicate ideas 1. Students will be able to broaden their knowledge and understanding of art history
(take action component could be to styles. Students will consider and discuss portraits and styles of art in various countries
participate in Memory and how they differ and for what purpose. (For example, the tradition of realistic
National Core Arts Standards Visual Arts: portraiture tracing back to the renaissance times and nobility, compared to portraits by
Responding/Perceive: VA:Re.7.2.8a women in Northern India in colorful, linear folk art style known as madhubani, or
Compare and contrast contexts and media in portraits by Picasso in cubist style, influenced by African sculpture). Students will
which viewers encounter images that reflect and respond to differences between art styles within regions, and realistic
influence ideas, emotions, and actions. compared to symbolic representations of people.
VA:Re.7.2.1a 2. Students will be able to create a self portrait in a similar style to the region and culture
Analyze how ones understanding of the world they are referencing. They should explore similar materials traditionally used in the
is affected by experiencing visual imagery. culture they are referencing, for example referencing painting in folk art style of
VA: Cn11.1.1a Madhubani of Northern India, students would then paint their portrait in a colorful,
Describe how knowledge of culture, illustrative, linear style similar to the madhubani style of art. In the completed project,
traditions, and history may influence personal students should show good handling and control over materials, creativity and
responses to art. originality, and show evidence of ample research of the culture they are referencing.
Common Core Literacy in ELA: Students will receive feedback from teacher and peers in critiques and discussions
CCSS.ELA-LITERACY.RST.9-10.2 before submitting final finished piece online for global peer review.
Determine central ideas or conclusions of a 3. Students will be able to Increase their global awareness, better understand and
text. appreciate customs and traditions of cultures different than their own or share a
deeper appreciation of their own heritage, discover similarities and diminish
CCSS.ELA-LITERACY.RST.9-10.9 stereotypes with thorough research examining multiple perspectives and
Compare/contrast findings in text to other communicating ideas with, collaborating with and/or getting feedback on their work
sources from students from other countries.

Students will understand that E1- How are people represented within art
Portraiture and depiction of people in art styles of different regions, and how does this
styles vary among different cultures, for compare to more realistic portraits?
different purposes. Thorough research is E2-Which culture and traditions can you relate
needed to avoid single story stereotypes. to or are you curious about?
Students are able to explore differences and E3-How are cultural traditions, dress,
similarities among cultures and art history ornamentation, different from my own, and
styles, and increase global competency skills. how are they similar?

Students will know (Content) Students will be able to (Skills)
K1-Apply knowledge of appropriate art styles S1-Research using several sources making
to depict their portrait comparisons between art styles, traditions
K2-Apply knowledge of appropriate S2-Identify culture and traditions to depict
techniques and materials referencing culture your own portrait applying appropriate design
K3-Research portraiture in art history and skills and materials from research
compare with the styles and traditions of S3-Communicate choices to peers locally and
other cultures globally

Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, 1. Student can accurately describe the culture they chose through their analysis of
exit ticket, observation, draft, rehearsal) everyday images images, students are able to investigate multiple
perspectives, students become aware of global concepts such as multilocal, local,
Thinglink exploring different representations and single story perspectives. Students examine how art styles vary in portraiture
of people/portraiture among different and how people are depicted, symbolically or realistically.
cultures and art history; show examples and 2. Student will be able to research the styles of art and portraiture associated with their
discuss compare and contrast country/culture/region and determine the appropriate materials and style to use for
their portrait. (For example, Folk art Madhubani portraits of Northern India in a small
Students will complete a research assignment village of Bihar are very colorful paintings and less realistic with a more linear, flattened
with questions and visual references posted style). Student develops a finished work of art after evidence of thorough research and
to padlet that will be used prior to drawing a series of sketches, experimentation with materials is complete.
their portrait (DRAFT) 3. After creating finished self portrait, students will be able to connect and interact with
students from other countries to seek feedback on their portraits and answer prompts
Students will watch Ted Talk Videos Dont such as how do you see others, and how do they see you? What similarities and
ask me where Im from Taiye Selassi, and differences are there? What do you share in common? What changed your
The Danger of a Single Story then produce perception? What did you learn about this art style, technique, and how it is significant
exit slips explaining concepts of local, to the history of the culture, region you chose to research?
multilocal, single story and identify ways to
avoid the single story.

Possibly use living pictures tableau (arts

integration method) for assessment of art

Assessment OF Learning: (ex: performance 1. Grading Rubric provided to assess the quality and completion of the completed art
task, project, final paper) project in terms of composition, creativity, originality, skill, craftsmanship, level of
completion, and thoroughness and thoughtfulness of research. Students may choose a
Completed research assignments showing variety of approaches that best match or fit the style of art/tradition of the country and
adequate research and identification of art culture/region that they researched.
styles 2. Student is able to reflect, explain, defend, present their choices in critique of work with
peers in class and apply feedback to improve work before a final critique for final
Completed developed preliminary sketches grade. Student will complete a written reflection or artists statement upon
and practice with materials of choice completion about what they have learned, challenges, and self evaluation of work.
Students can compare and contrast what they learned in each approach with the two
Participation in progress critique with different self portraits.
sufficient work completed at that point; 3. Student will be able to receive feedback from classmates and global peers in an
participation in feedback for peer written and exchange of art through blog posts skype, or epals. (How do others see or interpret
oral feedback; application of suggestions to your work both locally with peers and globally?) Students can post their realistic local
work for improvement self portrait beside their globalized self portrait.

Final Completed Portrait embodying creative,

original interpretation of research and skills;
choice of materials aligns with cultural
traditions; project is aligned with rubric
requirements; thoughtful completion of self
evaluation, thoughtful peer evaluation
offering insights and suggestions.

Participation in art shows locally and online

exchange globally.
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One (and prior): After students complete a realistic self portrait referencing their local culture and study the history and traditions of
realistic portraiture in western art history in previous unit, then introduce cultural self portrait assignment, activities, examples, videos and
topics for discussion. Provide examples of art that depict portraits in an abstract, symbolic style or using an alternative technique or material
other than realistic drawing or painting. Computer lab for research of ideas and images that will be used. Explore using thinglink and padlet for
research. VIsual art skills overview for realistic portraits, or further exploration and experimentation with techniques that reflect their cultures
art history traditions. Possibly use tableau arts integration method to reinforce and assess understanding of skills and concepts.

Week Two: Development and completion of portraits with in-progress critique receiving informal feedback and applying suggestions for
improvement. This includes research, preliminary sketches, experimentation with materials, any tutorials or demonstrations needed for skill

Week Three: Respond to the completed works by critique of art by classmates, presenting ideas and receiving feedback (in-progress critique).
Overview of rubric with peer comments and rubric score, self reflection, and graded rubric with feedback and comments from teacher (final
critique). Student will be given time to apply suggestions before final grade is given and before posting online to share with global peers.

Week Four: Connect with another classroom globally via skype, posting artwork on classroom blog and have students comment on the
local and global portraits presented side by side, or collaborate on project with another class doing a similar project (using epals),
students then exchange with each other. Exchange interpretations, realizations about their work. Global peers can give feedback on the
works of art. Find more venues or platforms where students can post and share examples of their work to receive feedback.

A virtual and local art show displaying works of art in school and /or local community venue (Irondale Arts Council, Irondale Public Library,
Birmingham International Center?) *Students may create QR codes to further comment on and explain their projects to viewers at the local
art show!

*adapted from Understanding by Design Model

Ritchey Lesson Plan-Cultural Self Portraits in Visual Art

Lesson Title: Cultural Self Portraits Subject: Visual Art Prepared by: Jill Ritchey

Materials Needed: Digital media, internet, assorted drawing materials or mixed media appropriate for chosen style, paper or other appropriate

Global Competency: Investigate the world, recognize perspectives, communicate ideas (take action component can be added by participating in
collaborative Memory or art exchange)

Where is the lesson going? After creating a detailed, realistic portrait depicting their local culture, students will create a globalized
(Learning Target or SWBAT) self portrait referencing the art styles and traditions of dress, clothing, hairstyle, ornamentation, architecture
and climate of a culture/country other than their own.

Hook: Tailored Differentiation:

Students will research portraits, dress, customs and traditions of

people from a culture other than their own. Students will look at a Variations:
variety of images and investigate the location, circumstances or Reference your own cultural heritage, ancestry, stories, art
tradition of dress and adornment (is it a wedding, ritual, ceremony, history and traditions
casual, functional?) Students may also consider realistic portraiture,
its origins, and how this style may differ in other regions. How is Invent a new look: draw a blended portrait by referencing
portraiture similar, different, or is another medium preferred like traditional and modern style changes within a culture, a blend of
sculpture, or a more abstract or symbolic art style? Why? Students traditional and contemporary or western influences. Identify
examine art history styles specific to the country or region. Students artists who also work in this way, referencing traditional art
will discuss and consider options, and which culture they identify styles and blending with modern/contemporary approaches.
with and are curious to learn more about. Students will complete a
self portrait in a similar style and using a preferred medium of the
culture they are referencing. After their art project is complete,
students may exchange ideas with other students locally and
globally, and display their work locally and online.
After discussion and consideration of images and videos in class,
students will conduct their own research using google maps, google
arts and culture, and reflect on specific research questions and
compare/ contrasting artwork using a variety of technology tools
such as padlet and thinglink.
Rethink and revise:
Students will pull from their research and assemble practice sketch
and notes in sketchbook. Brainstorm ideas, complete several
sketches, explore and practice with materials that are relevant to
the art style of the region. Students should consider the preferred
art traditions of their region, such as folk art, geometric pattern, or
relevant symbols. In realistic portraits, handling of shading,
proportion, and depth in background should be well developed.

1. Grading Rubric is provided to assess quality of work,
research completion and reflection, participation and
applying feedback from peers.
2. Progress critique: Students present their work in progress,
choice of materials, choice of style and details of the country
they are referencing. Provide feedback to student before
completion of work and to allow changes and
improvements; teacher also provides suggestions
3. Final Peer Critique-Students will present final project, self
evaluation, peer evaluations
4. Students will photograph their completed art portraits and
post them to online classroom blog. Students will
participate in global critique exchanging with peers of
another class in another country who will comment on their
work, as well as exchange examples of their own work (if
possible to coordinate with another art teacher). Students
may also vlog or skype to discuss art, portraits, art styles,
and influences in their country.
5. Final grade is received with graded rubric and comments.
Access to internet, chromebooks, padlet, thinglink, art materials needed
for assignments or students may have to provide some of their own