•;Why;is;this;statement;important;to
you and how do you visualize it?
After students brainstorm and
respond to these questions, ask them
to consider their approach to this piece
with a choice of technique, style, and
color scheme:
•;What;style;or;technique;would
you like to use to emphasize your
expression?
•;Would;you;like;to;exaggerate;your
features or a physical characteristic
such as a long neck or large eyes?
How does this relate to your statement?
•;What;color;scheme;will;you;use?
Monochromatic, analogous, warm
colors, cool colors, etc? How does
this choice of color or scheme relate
to your statement?
•;What;story;will;you;tell;with;your
selection of background, details, and
symbols? How do these items communicate your message?
After this preparation, students
draw sketches of ideas and bring in
materials, accessories, and clothing.
They plan a digital photo taken by the
teacher and edit it on a computer program for scale and color. Finally, they
draw their chosen composition and
paint it with acrylic paints.
Debra Lott is art department chair at
Assumption High School in Louisville,
Kentucky. www.debralott.com
NATIONAL STANDARD
Students evaluate and defend the
validity of sources for content and the
manner in which subject matter, symbols, and images are used in the students’ works and in significant works
by others.
WEB LINK
www.the-artists.org/artist/john_cur-
rin.html
www.mystudios.com/women/klmno/
kollwitz.html
Objectives
Students will:
create a portrait that tells a •
use a technique that empha- •
sizes personal expression.
use a color scheme that relates •
to the personal statement.
Materials
24 x 36" (61 x 91 cm) black foam •
board, gray mat board, canvas
board, or similar painting sur-
face
acrylic paint •
brushes •
digital photos of student •
sketches of composition •
