Dual Abstract Self Portraits

Dual Abstract Self Reflections

Grade Level or Age of Participant: Adults

School, Teacher, and Classroom: Avivo Artworks with Jes Reyes

MCAD Teaching Artist:  Emily Bigus

Number of Students: N/A

Overview of Project

Take a drawing or painting surface of your choosing and divide it in half using tape. On one half of the surface, paint or draw your outer self or what others see. On the other half of the surface, portray your inner self or what you feel like inside. Focus on portraying yourself with the colors you choose rather than your portrait looking like you physically.

“Big Ideas”/ Essential Question(s)

How can color be used to represent yourself?

How do you represent your inner self differently from your outer self?

Student Outcome Objectives 

Students will:

1. Visually portray their inner and outer selves using color to represent aspects of how they identify themselves

2. Compare how they present themselves to others to how they see themselves

3. Reflect on why they are choosing the colors they do 

Assessment

• How do the two sections compare? How are they different?

• What colors make you feel certain ways? 

• What colors do you feel fit with certain personality traits?

Materials

Drawing/Painting Surface: i.e. Stretched Canvas, Canvas Board, Paper

Acrylic Paint

Water Cup

Palette

Brushes

Artist Tape

Paper Towel

TEACHING ARTIST DEMO

LEARNING ACTIVITES

1. Introduction to Dual Abstract Self-Reflections

   1. Explain that this involves painting your outer and inner selves

   2. Go over materials

2. Paint or draw on one half of the surface depicting how you allow others to see you. If using paint, allow to dry and remove the tape. 

3. Tape the edge of the first half off and on the second half of your surface, paint or draw what you feel like on the inside. Allow to dry and remove the tape.

4. Reflection

   1. Group Reflection

      1. Use Descriptive review protocol  ( support statements with content form the paintings)

      2. Describe what you see or notice?

      3. How does the work make you feel? Why? 

   2. Personal reflection in sketchbooks

      1. What do you notice about the work?

      2. What is similar

      3. What is different

      4. What is a surprise to you?

Teaching Artist Reflection

• Problem wise, I am worried people will be thrown off by the word “portrait” and get too caught up in trying to make something that physically looks like them.

Therapeutic Painting Project

Name of Project: Therapeutic Painting Project

Grade Level or Age of Participants: Middle School to High School Age, Applicable for All Ages

School and Teacher: Children’s Residential Treatment Center with Carmen Elate

MCAD Teaching Artist: Emily Bigus

Number of Students: 10

Visual Arts Content and Standards:

5.A.1.1  Use foundational knowledge and skills while responding to, creating, and presenting artistic work

5.8.2.3.1   Create original artistic work. Apply visual literacy strategies to create artwork that communicates ideas

Overview of Project:

Students will learn how to identify what makes them feel happy and supported and then use color to express those things in relation to themselves. This encourages self-reflection by encouraging students to think about how and why the things they chose make them feel the way they do and ways to express that through painting.

“Big Ideas” and Essential Question(s):

How can you use paint to show the importance of something?

How can feelings and emotions be expressed through artmaking?

Student Outcome Objectives:

Students will:

1. Identify the things in their life that make them feel happy and supported.

2. Use color, shape, and texture in painting to express personal feelings of happiness.

Lesson Preparation Timeline:

1. Pick a Day to teach

2. Meet with Lynda (2/20)

3. Friday before teaching (3/6): Cut paper for assignment

4. Thursday (3/12): Have students identify the things in their life that make them feel happy and supported. Have them assign a color to themselves and each of the items on their list. Also, trace the outlines for the next class.

5. Friday (3/13): Painting Day! Start by having the students take the color they chose for themselves and paint a circle in the center of the outline. Then, have the students take the color for each item on their list and paint on the outline where they feel that item resonates with them. If there is more time at the end of class, have students share their paintings and ask how the experience made them feel.

Additional Resources:

https://www.youtube.com/watch?v=BN2rTaFUlxs

Assessment:

This project is about self-reflection and encouraging the students to think about what is important to them. During the reflection at the end of the project, students should be able to verbalize why they picked the things they did and why these things feel like they resonate where they do. Students are asked to reflect on why they chose the colors they did and what inspired them to paint these importances the way they did.

Materials:

Sketchbook or paper for brainstorming 

Pencil or pen

Drawing Paper, cut to fit students full body outline

Acrylic Paint in a variety of colors

Brushes of a variety of sizes

Markers to trace the outline

Water cups

Paper towel

Colored Pencils

Learning Activities and Timing:

Day 1: 15-30 minutes in total (Class Period)

1. Have students make a list of 5 to 7 things in their life that make them feel happy and supported. Have them leave a space at the top for themselves; this is in addition to the 5 to 7 items the students have selected.

2. Have students assign themselves a color, as well as each item on their list. Have students use colored pencils to map out what shades they want to paint with the next day.

3. Have another teacher or aid take students one at a time to trace their outlines on the large sheet of paper.

Day 2:

1. Begin painting by having the students paint a circle in the center of the figure in the color they chose for themselves. 

2. Next, have students paint the items on their list in the colors they’ve chosen. Have them paint them on the figure where they feel these things resonate the most for them.

3. When students finish, hang the projects and have a final reflection. Ask students how this project made them feel and what things they were thinking about while doing it. Ask students to share why they chose the colors they did and why they chose to depict their lists in the way they chose to.

Teaching Artist Reflection:

• Students may be confused about how to represent their list on the figure in an abstract way. 

• Projects will be hung in the hallways of the residency center or possibly up in the units.

• Feedback on teaching will come from the group reflection at the end.