Ahhh self portraits! Some kids love em, some kids absolutely hate em.
I start out by teaching basic cartooning. I feel like this loosens kids up a bit, and it also allows them to consider showing emotions. Cartoons have such exaggerated emotions and I feel like it is great practice for students to consider how to show emotions within their own portraits.
After cartooning, we spend some time focusing on each facial feature. We spent a day on eyes, a day on noses, a day on mouths, and a day on ears/hair. I graded these as progress, so I told students that as long as I saw effort, they would get full points. I took off points if they did not consider value or shading, or if they were misusing their cell phones.
I collected the facial features sketches and we moved on to proportion. To switch things up a bit, I decided to have my students do group drawings. Each group started with a face outline. They set up all of the proportions- we looked at an example on the board of where the lines should be. Where the eyes sit on, the noses, how far apart the eyes go, and where the ears go, etc. These can be found online.
I had students set up the face and then draw one realistic eye. After drawing, they were asked to switch with someone else. The second student drew the second realistic eye. Each time they switched, the student had to consider where each facial feature would go. These ending up looking like really creepy mugshots and my kids absolutely loved them!
This took about two days, because we wanted to make them look realistic and shade well. At the end, we did a critique. Students were asked to go around and identify anything that looked proportionally “off”. Comments included things such as “eyes are too far apart,” “ears are too high”, “mouth is too close to nose” etc. Students got the sketch that they had originally started with and they held onto it for reference.
Lastly, I introduced the final assessment. Students drew a realistic photo of themselves. I asked them to bring in a picture of themselves. I opted to do it this way rather than looking at mirrors because I wanted them to be able to compare and contrast the values and progress of their drawings with the actual picture.
Students had two options for this- they could choose to freehand their portrait or use a grid. We had used a grid earlier in the year for realistic animal eyes, the link for that lesson can be found here. http://www.makemesanguine.com/index.php/2016/12/12/animal-eye-value-drawings/
If students wanted to grid, they could either do an outline first, or go square by square and shade everything completely. As a beginning Drawing & Painting and class, I felt that this approach really helped my students understand and be able to take their time throughout this assignment.
Here are the results!
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