2D Portraiture Unit
VISUAL ART WEEK PLAN
National Visual Arts Standard(s)
Common Core State Standard(s)
Focus / Theme
Assessments (Form & Sum)
Modifications / Accommodations
a. Engage in making a work of art or design without having a preconceived plan.
a. Analyze how one’s understanding of the world is affected by experiencing visual imagery.
a. Document process of developing ideas from early stages to fully elaborated ideas.
b. Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established
conventions, to plan the making of a series of works of art and design based on a theme, idea, or concept.
a. Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making.
CCSS.ELA-LITERACY.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
1. Students will research body imagery on the Internet and save at least 3 examples of men and women to show in class. VA:Cn10-II a,
2. Students will research images of collage portraits on the Internet and save at least 3 examples to show in class. VA:Cn10-II a, VA:Re7-I.
3. Students will create a self-portrait demonstrating correct use of facial proportions. VA:Cr2-I a, VA:Cn10-I.
4. Students will create a collage portrait demonstrating correct use of facial value. VA:Cr2-I a, VA:Cn10-I, VA:Cr1-III.
Formative Assessments: Daily participation, research examples. Checklist.
Summative Assessment: Pre and post testing using a matching format where students match terms with definitions. Scantron. Completion of
Throughout the lessons I will ask each student with an IEP individually to summarize the information to check for understanding.
I will provide frequent verbal positive feedback on each students work throughout the lessons.
I will provide students with an IEP with extended time to complete their paintings.
I will provide students with an IEP with extended time to complete their computer-based research.
Students with gaps in prior knowledge will be provided with visual and verbal information to build their new knowledge base on.
Students will be allowed water breaks during class as needed.
Egon Sheile, Lucian Freud, Allison Bechdel, John Morse, Henri Matisse, Giuseppe Archimboldo, Hannah Hoch
Venus of Willendorf, (Made between about 28,000 and 25,000 BCE).
Henri Matisse, Green Stripe, 1905
Lady bug projector
Pre and post tests
Newsprint to paint on
Research assignment on class
Key Critical Questions
Language Tasks & Activities
1. How has the ideal man and woman changed throughout history?
2. What did you find the most challenging part of drawing a portrait and why?
3. How can swatches of color, value, and texture be used to define facial features?
4. What was the most challenging part of creating a collage portrait?
Analyze, compare/contrast, describe, discuss.
1. The students will participate in a discussion about their research on body image throughout history, portraiture and collage.
2. The students will participate in a group discussion to determine how they created facial features.
1. Photo examples portraiture and collage will be projected on the front board to help the students understand the language functions and demands of this unit.
2. Visual aids of the vocabulary terms will be posted around the room to help students understand the language functions and demands throughout this unit.
Venus of Willendorf
Set Induction: How would you describe the ideal man or woman today?
1. A projected image of the Venus of Willendorf to pair with a verbal
introduction of the concept of body image. Discuss her historical
2. Assign students to work on computer-based research imagery of 3
men and 3 women examples from different time periods.
3. Using the imagery you find. Compare and contrast the ideal man
and woman throughout the ages up to present day.
Closure: Based on your research, how has the ideal man and woman
changed throughout history?
Set Induction: What do you think would be the most challenging part of
drawing a portrait?
1. Vocabulary pre-test.
2. Draw at least 4-10 minute portraits of other students.
3. Discuss standard proportions and relationships and facial forms and
4. Choose one of the 4 portrait sketches. Draw another portrait of that
person, working on correct facial proportions and modeling.
Closure: What did you find the most challenging part of drawing a portrait
Set Induction: Have you ever thought of your face in terms of different
shapes of value?
1. A projected image of a collage of Albert Einstein by John Morse will
pair with a verbal question.
2. Assign students to work on computer-based research to find at least
3 different artists that use collage to create portraits.
3. Use the program Paint to combine imported imagery from the web
to create a self-portrait.
Closure: What the most challenging part of creating a collage portrait in
the Paint program?
Set Induction: What are the most important things to consider when
creating a portrait?
1. The process of breaking the face into shapes of value explained.
2. Explain collage portrait project requirements.
3. Student work time
Closure: What was the most challenging part of creating a collage