Expressing Yourself Task 1

Gustave Courbet (1819-1877)

The Desperate Man 1843-1845 Oil on Canvas 45x54 cm

http://www.musee-orsay.fr/en/events/exhibitions/extramural/exhibitions.html?
zoom=1&tx_damzoom_pi1%5BshowUid%5D=108107&cHash=79957a575b

Statement of Inquiry:

The use of different media changes the expressive content of an artwork.

Inquiry Questions: How does the use of different media change a self-portrait?

How have self-portraits changed over time?

Is one form of media better than another?

Vocabulary:
*Self-portrait - a representation of the artist by the artist
*Value/tone -the light or dark quality of a color; in neutral colours: black the darkest, white the lightest
Colour scheme – a combination of colours that have been selected by the artist to create a specific
effect
*Monochromatic - the use of shades and tints of one color in an artwork.
*Positive and negative shape/space
*Grid - a guide used to enlarge drawings

TASK 1 : Deadline: 20th March 2023

Research an artist that does a traditional (usually pre-Modern) and one that does non-traditional
(Modern) self-portraits. Some examples of traditional are: Rembrandt van Rijn, Gustav Courbet,
Albrecht Durer, Judith Leyster, Artemisia Gentileschi. Non-traditional are: Vincent Van Gogh, Alice
Neal, Frida Kahlo, Milton Avery, Chuck Close and Francis Bacon. You may also choose other artists
but please consult me first! Present a case for why each of your artists should be considered
traditional or non-traditional (some of the artists in the list could fit into either category!) You should
present at least two examples from each artist. You should cite all images and information and each
image you use in your presentation should have beside it the Artist’s Name, title of work, date made,
medium used and size.
You may select the format through which you wish to present your research. (Word, PowerPoint,
Prezzie, Poster, video or other). Your text should be in a format that can be submitted through
Managebac and Turnitin.

Your presentation should be 1,000 – 1,500 words or if video no more than 5 minutes long

Please cite all images (Title, Date, Medium, Size and where located)and information. Any evidence of
plagiarism will result in a mark of zero and a referral to the HS office.

Some questions and prompts that you should cover in your presentation:

What is the difference between a traditional (pre-Modern) and non-traditional (Modern) self-portrait?
(Make specific reference to the artworks you chose.)

How does each artist embody this change in the examples you provide?

For each artist’s work make a formal description and analysis. (How has the artist used line? How has
the artist used tone/value in the self-portrait? How has colour been used? How has shape been
used? How has texture been used? How has space been used? Has form been considered or not in
the work: in what ways?)

How do these contribute to the feeling you get from the work?

What do you think the artist was trying to communicate about themselves through the portrait?

What other things might the artist have been considering when making the piece?

What can you learn from each artist to use in your own self-portrait?

 Please use Wikipedia in an informed manner! USE THE REFERENCES/SOURCES

SECTION but do not use Wikipedia as a cited source.
 You should cite all images and information and each image you use in your presentation
should have beside it the Artist’s Name, title of work, date made, medium used and size.

Assessment Criteria overview:

Criteria: Achievement Level:

A: Investigating Demonstrates awareness of
the art form studied, including
the use of appropriate
language. Critiques the artwork
0-8
Demonstrates awareness of
modern and pre-modern
portraiture, including the use of
appropriate language. Critiques
 of others
B: Developing Demonstrates the acquisition
and development of the skills
and techniques of the art form
studied
C: Creating/Performing Demonstrates a range and
depth of skills and techniques
to create an artwork
D: Evaluating Critiques the artwork of self
portraiture work of others
Demonstrates the acquisition
and development of the skills
and techniques of portraiture
and self-portraiture
Demonstrates a range and
depth of skills and techniques
to create a portfolio of portrait
artworks
Critiques the portrait artwork of
self

Criterion A: Investigating

Maximum: 8

At the end of year 5/Competent stage, students should be able to:

i. investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry

ii. critique an artwork or performance from the chosen movement or genre.

Criteria for assessment Criteria A

Achievement Level Descriptors Possible Characteristics
Level
0 The student does not reach a standard
described by any of the descriptors below.

1–2 The student:

i. provides limited information that is Basic

not always related to the statement Incomplete
of inquiry
ii. outlines features of an artwork or
performance including two from
elements, techniques and context.

3–4 The student:

i. provides mostly relevant information Adequate
that is related to the statement of Acceptable
inquiry

i. describes features of an artwork or

performance including two from
elements, techniques and context.
 5–6 The student:
i. provides relevant information
that is related to the statement of Focused
inquiry Detailed
ii. analyses features of an artwork
or performance including
elements, techniques and
context.

7–8 The student:

i. provides comprehensive, Thorough

relevant information that is Perceptive
related to the statement of
inquiry
ii. critiques an artwork or
performance including
elements, techniques and
context.

Analyse Break down in order to bring out the essential elements or structure. (To identify parts and
relationships, and interpret information to reach conclusions.)

Critique Provide a critical review or commentary, especially when dealing with works of art or
literature.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Outline Give a brief account or summary.

Criterion B: Developing
Maximum: 8
At the end of year 5, students should be able to:

i. practically explore ideas to inform development of a final artwork or performance

 ii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Achievement
Criterion B: Developing Skills Possible Characteristics
Level
 The student does not reach a standard described by any
0
of the descriptors below.
The student:
Basic
i. demonstrates limited practical exploration of
an idea or ideas Underdeveloped
1-2
ii. presents a clear artistic intention in line with
the statement of inquiry and states artistic
choices.

The student:
Adequate
i. demonstrates sufficient practical exploration Reasonable
of an idea or ideas
3-4
ii. presents a clear artistic intention in line with
the statement of inquiry and describes
artistic choices.

The student:
Focused
i. demonstrates substantial practical exploration Thoughtful
of an idea or ideas
5-6
ii. presents a clear artistic intention in line with
the statement of inquiry and explains artistic
choices.

The student:

i. demonstrates extensive and varied Imaginative

practical exploration of an idea or ideas
7-8 Sophisticated
ii. presents a clear artistic intention in line
with the statement of inquiry and
justifies artistic choices.

Command term Definition

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Explain Give a detailed account including reasons or causes.

Justify Give valid reasons or evidence to support an answer or conclusion.

Present Offer for display, observation, examination or consideration.

State Give a specific name, value or other brief answer without explanation or calculation.

Criterion C: Creating/Performing
Maximum: 8
At the end of year 5, students should be able to:

i. create or perform an artwork. (Please see the note below regarding progression of skills for this criterion.)

Achievement
Criterion C: Cresting/Performing Task Specific Clarification
Level
 The student does not reach a standard described by any of
0
the descriptors below.
The student: Basic
1-2 Underdeveloped
i. demonstrates limited skills and techniques through the
creation or performance of a finalized work.
The student: Adequate
3-4 Reasonable
i. demonstrates satisfactory use of skills and techniques
through the creation or performance of a finalized work.
The student: Substantial

5-6 Assured
i. demonstrates mostly effective use of skills and
techniques through the creation or performance of a
finalized work.
The student: Honed
Accomplished.
7-8 i. demonstrates consistently effective use of skills and
techniques through the creation or performance of a
finalized work.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.

Note: The MYP arts objective and assessment criterion C (creating/performing) is the same for all year groups/stages.
The increase in sophistication of skills is determined by the skill set developed through each unit, over the years of study.
 It is expected that teachers plan carefully the skills they expect students to master over each year of the programme in the
MYP arts.

Criterion D: Evaluating
Maximum: 8
At the end of year 5, students should be able to:

i. appraise their own artwork or performance

ii. reflect on their development as an artist.

Achievement
Criterion D: Responding Task Specific Clarification
Level
 The student does not reach a standard described by any of
0
the descriptors below.
The student: Basic

1-2 i. describes their own artwork or performance Superficial.

ii. outlines their development as an artist.

The student: Adequate

Reasonable
3-4 i. analyses their own artwork or performance
ii. describes their development as an artist.

The student: Thoughtful

5-6 i. evaluates their own artwork or performance Balanced

ii. analyses their development as an artist.

The student: Insightful

i. thoroughly and perceptively evaluates their Comprehensive

7-8
own artwork or performance
ii. discusses their development as an artist.

Command term Definition

Analyse Break down in order to bring out the essential elements or structure. (To identify parts and
relationships, and interpret information to reach conclusions.)

Describe Give a detailed account or picture of a situation, event, pattern or process.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.
Evaluate Make an appraisal by weighing up the strengths and limitations.
Outline Give a brief account or summary.