DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.

Digital Self-Portrait   

Grade Level: Early Secondary – Digital I

Timeline: 10 Class Periods - 50min

Artists in Focus: Alessandro Pautasso, Ed Paschke

 

Traditionally, self-portraits range from straight photography to manipulated digital images, from paintings to collaged images.  Students will examine contemporary portraits from artists Ed Paschke and Alessandro Pautasso.  Students will demonstrate techniques from the artist’s work in a digital form using Photoshop and Illustrator.  The self-portrait will be separated into shapes that are transformed using color, texture and pattern, exemplifying aspects of their identity within the portrait.  Each shape within the portrait will be saved into a separate layer that will be printed on minimum of two, overlapping sheets of acetate.

 

Objectives:

Students will:

 

1. Examine the work of Ed Paschke and digitally construct a portrait that is divided into shapes, of high-key & complementary color with personal patterns, printed on a minimum two layers of acetate 25.A.4

2. Employ a variety of Photoshop techniques to build a contemporary self-portrait that is divided into shapes 26.B.4d

3. Utilize Ed Paschke’s color style to develop a contemporary self-portrait that draws personal connections to their own life using color and pattern 27.B.4b

 

State Goals:

25.A.4: Analyze and evaluate the effective use of elements, principles and expressive qualities in a composition/performance in dance, drama, music and visual arts.

26.B.4d Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research, and problem solving.

27.B.4b: Understand how the arts change in response to changes in society.

 

Motivational Prior Knowledge:

Discuss self-portraits traditional form that ranges from straight photography to manipulated digital images, from paintings to collaged images.  Ask questions directed around Paschke’s works that will help draw out ideas to visual express personal interests within their portrait.

 

Steps:

-Work Session One:

  1. Pass out lesson introduction handout to students. (Attached – Introduction Handout)
  2. Students will fill out think-sheet having them question their identity within a culture identity. (Attached – Think Sheet)

-Work Session Two:

  1. Open a power point; students will look at traditional & contemporary images of self-portraits, universal meanings of color and color harmonies.  Focus of presentation on artists Ed Paschke and Alessandro Pautasso with examples of separating their artwork into layered imagery (Attached – annotated images)
  2. Students will begin working on their self-portrait by making two global changes to their portrait, one of which must be the removal of the background.
  3. (Have camera available for students who are not prepared with self-portrait.)

-Work Session Three:

6. Open power point and Adobe Photoshop. Demonstrate marquee selection tools and how to adjust the color balance of the selected area of face. (Attached – illustrated steps)

  1. Students will follow the demonstration steps within their own portrait.

-Work Session Four:

  1. Open power point and Adobe Photoshop. Demonstration of adding patterns and texture within the individual layers within their face. (Attached – illustrated steps)
  2. Students will follow the demonstration steps within their own portrait.

-Work Session Five:

10. Visual demonstration of tissue paper collage either as a background layer for portrait, as colors to digitally scan into computer or to collage directly on top of printed acetate layers.

  1. Display exemplar and work employing

-Work Session Six:

11. Working studio day, portraits should be separated into layers with color changes. Students should finish adding patterns to layers with a minimum of one hand created pattern.

 

-Work Session Seven:

12. Mid-critique.  Students will pull up the current progress of their portrait on the computer and class will rotate around the classroom viewing their peers’ work, writing improvements (minimum of 3) for the work.

13. With critique comments and any ideas from viewing their peers’ work, students will make any suggested changes and continue progressing their work, preparing to the printing stages of the project (attached – mid-project assessment checklist)

 

-Work Session Eight:

14. Demonstrate printing process.  How to print specific layers within Photoshop (by hiding specific layers)

15. With layers printed, visually demonstrate how to separate sheets by gluing strips of foam core board as spacers in between layers.

16. Students will concentrate on printing and assembling portrait layers, separate by strips of foam core board.

 

-Work Session Nine:

17. Students will finish self-portrait to present for critique by matting the top layer of portrait.

 

-Work Session Ten:

18. Self-Assessment of student work.

  1. Students fill out a self-assessment (attached – assessment)

Materials:

-       Photoshop CS5                                              - Illustrator CS5 (optional)

-       Colored Tissue Paper                                   - Glue (Acrylic Mediums with brushes)

-       Printable Acetate Sheets 8.5x11 (Laber)   - Mat Cutter / X-Acto Knives

-       Mat board (cut & sized by students)                 

-       Black Foam Core Board (cut & sized by students)

 

Additional Material:

Alessandro Pautasso website

www.nosurprises.it

 

Ed Paschke website

www.edpaschke.com

 

Differentiated Learning Activities:

Learning

Style

Description

Activity Description

Visual / Creative

Seeing

Observing

Creating

 

View and discuss PowerPoint.

Photoshop Technique Demonstrations (dividing portrait into layers, color balance, designing pattern)

Students will develop a contemporary self-portrait exemplifying aspects of their identity through color and pattern

Auditory

Seeing

Observing

Creating

Discussions (Vocabulary / PowerPoint / Photoshop & Tissue Paper Collage Demonstrations / Mid-critique)

Linguistic / Verbal

Reading

Writing

Daily objectives in written form. Illustrated steps and think-sheet

Tactile / Kinesthetic

Moving

Doing

Touching

Feeling

Transforming a self-portrait into individual layers of high-key colors and patterns.

Collage techniques to emphasize aspects of students’ portrait.

 

Assessment Rubric:   

Excellent 90-100, Good 80-89, Fair 70-79, Poor 60-69

 

Criteria

Excel

Good

Fair

Poor

Technical

Software tools/methods are explored effective. Process high quality

Software tools have been explored.

The quality of the exploration is good.

Few tools have been explored. Revision or practice is needed.

Few tools have been explored but not effectively.

Composition

Principles are used to enhance the art form. Ideas are communicated in a highly effective way.

Principles are applied in the art form to some degree.

The idea is communicated.

Principles are not used effectively and this hinders the communication.

Principles are not used and no idea (s) were communicated.

Theme/Mood

Multiple ideas are explored effectively. The idea is developed fully.

Some ideas are explored, however, the ideas are less developed.

Limited ideas were explored. Ideas were not developed effectively.

No evidence that ideas were explored in the work.

Craftsmanship

Clear demonstration of neatness & craftsmanship.

Good level of craftsmanship is shown.

Craftsmanship is not consistently shown.

Craftsmanship is poor.

Problem-solving

Improvements were made in the form throughout the process.

Improvements were completed, however, they were not totally successful.

Few changes ere made or were poorly made.

No changes were made to improve the final art form.

Art History

References are made to art work selected by the student as inspirational

Less appreciation and application of selected art work.

Weak or incomplete understanding of art work selected as a reference.

No evidence of an understanding of or use of examples.

 

DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.