Department of Arts Administration, Education and Policy

Abbreviated Lesson Plan

NAME Finnick Vest

UNIT TITLE #moodyselfies
GRADE LEVEL Beginning High School
DURATION 3-4 weeks

SAMPLE

Understanding selfies as an artistic expression of identity as well as a form of portraiture, and

presenting this knowledge by creating selfies and text utilizing aspects of portraiture, artist
influences, mood, and color through traditional and digital mediums.
CENTRAL
FOCUS Students will be able to connect contemporary selfies to historical portraits, and be able to
connect more personally to art and explore how selfies give more people an opportunity to
capture and share their identities through photographs.

5PE Describe the role of technology as a visual art medium.

1PR Demonstrate basic technical skill and craftsmanship with various art media when creating
STANDARD(S) images from observation, memory and imagination.

2RE Apply assessment practices to revise and improve their artworks and to document their
learning.
Students will be able to apply technology and ​use digital tools​ to edit and filter their selfies in
order to finalize a mood for their artwork.

Students will be able to utilize​ observation​ in order to draw a self portrait, as well as apply their
OBJECTIVE(S) personal experiences​ to collage their portraits in an ​imaginative​ way.

Students will be able to ​assess​ two aspects of their art that they have improved on, and one area
they want to ​progress ​in.

Vocabulary:
ACADEMIC
Syllables: ​a unit of pronunciation having one vowel sound, with or without surrounding
LANGUAGE
consonants, forming the whole or a part of a word; e.g., there are two syllables in ​water​ and three
in ​inferno​.
 Department of Arts Administration, Education and Policy
Abbreviated Lesson Plan

Collage: ​a piece of art made by sticking various different materials such as photographs and
pieces of paper or fabric onto a backing.

portrait: ​a painting, drawing, photograph, or engraving of a person, especially one depicting only
the face or head and shoulders.

filter: ​a particular effect that can be applied to an image or part of an image. Filters can be fairly
simple effects used to mimic traditional photographic filters (which are pieces of colored glass or
gelatine placed over the lens to absorb specific wavelengths of light) or they can be complex
programs used to create painterly effects.

cropping: ​the removal of the outer parts of an image to improve framing, accentuate subject
matter or change aspect ratio. Depending on the application, this may be performed on a physical
photograph, artwork or film footage, or achieved digitally using image editing software

mood: ​inducing or suggestive of a particular feeling or state of mind

manipulation: ​to manage or utilize skillfully

Tracing: ​copy (a drawing, map, or design) by drawing over its lines on a superimposed piece of
transparent paper.

Layering: Overlapping mediums, or subjects in an artwork.

Traditional art: ​On an online art archive, any art created through the use of real media.

Digital art: ​Art created or modified using a computer or other digital medium.

*****
Rhetoric: Student will take part in small group and large group discussion where they will be
expected to listen and speak to one another. Students will also be responsible for responding to
essential question prompts in their sketchbook, and sharing their thoughts with their peers.

Creative Writing: In the students’ collages they will incorporate poetry. ​Students will need to be
able learn how to count syllables, and gather appropriate words from books and magazines to
create poems.
RESOURCES Projector, sketchbooks, laptops, photoshop, Lunapic, duralar, heavyweight paper, glue,
MATERIALS magazines, scrap fabric, scrap wallpaper, markers, pencils, pens, google classroom, phones,
EQUIPMENT cameras, lighting, worksheets, rubrics, mirrors, poetry examples
I layed out the procedures per day, but there are no strict time guidelines, so lessons will
definitely spill into other days, so in reality this lesson will probably last longer than I
have planned.
PROCEDURES Lesson 1:
Day 1
Stretching+introduce self (8)
https://www.youtube.com/watch?v=ontgK-_zBfQ&t=328s​ (9 min)
 Department of Arts Administration, Education and Policy
Abbreviated Lesson Plan

I turn the light on, and write essential questions on the board. I instruct students to discuss these
questions among their tables and answer them in their sketchbooks.
(4 min)
● What is a portrait?

● What makes a good selfie?

● How are selfies like artistic portraits?

● Who in the past has not had the ability to have a portrait?

Prompt questions to a few groups to share (2 min)

https://youtu.be/hIrnTCtMRQk (3 min)
Do selfies empower you? (Write answer and why in sketchbooks) I ask 3 people to share (4 min)
I explain the first lesson of the project/ write on board for student to copy (3 min)
Prompt student to start taking selfies with different moods in mind. Need a minimum of four.
Upload by tomorrow. (10 min)
Get ready, lineup for next class. (2)

Day 2:
Students enter classroom, grab sketchbooks, sit down, stretching activity/upload. (5)
I pass out rubric, have then tape it inside sketchbook. (3)
Ask why mood is important in art. Write examples of moods on board. (3 min)
Inform students we will use photoshop and Lunapic, two selfies edited with photoshop, two with
Lunapic. (1)
Students get laptops, have them experiment with editing on photoshop (15 min)
Students edit on Lunapic (15)
Students will use all the allotted time to make multiple versions with multiple moods.
Students put laptops away and line up for next class. (2)

Day 3:
Students enter, stretching activity. (5)
Students have 15 min to continue editing and upload, make multiples, and choose top 4. (15)

LESSON 2:

Pass out paper and have students draw a large picture of themselves with options of drawing
tools. (20)

Day 4: students enter, stretching activity (5)

I demo proportions of face, and pull up a drawing Youtube tutorial.(15)
I pass out print outs of students’ portraits and duralar. (3)
Students will work on tracing their face multiple times, focusing on the shapes and features they
usually overlook. (12)
Students will write 3 things they learned from the exercise in sketchbooks (2)
Students will work on self portrait sketches from looking at a mirror using different
angles/expressions (35 min)
Clean up materials, and get ready for next class (5 min)

Day 5: (week 2)
 Department of Arts Administration, Education and Policy
Abbreviated Lesson Plan

Students enter, stretching activity, upload sketches from last class (6)
Students will work on one large Portraits using mirrors, and photographs in pencil, focusing on
realism (34 min)
Students will clean up materials and turn in artwork and get ready for next class (5)

Day 6:
Stretching (5)
Students will work on 2nd large portrait focusing on showing expression and emotion (35)
cleanup (5)

Lesson 3
Day 7:
Stretching (5)
Students will upload their portraits to Google Classroom. (5 min)
I will show the poetry video https://www.youtube.com/watch?v=JwhouCNq-Fc (5)
Students will go into small groups and talk about the similarities between poetry and visual art,
write responses in sketchbooks (3 min)
I will ask three groups about what they talked about (2)
I will introduce that we are creating either a digital or traditional collage, and I will put the
expectations on the board for students to record in their sketchbooks. I will show my examples to
the students (5 min)
I will have students decide on the mood they want to focus on, and begin finding text, digitally or
from magazines, to collect to create a poem that will inspire their collage. (20)
Cleanup (5)

Day 8:
Stretching (5)
Students will continue to gather text and write their poems. (30)
Once students finish their poems, I will put out collage supplies for them. Remind them they will
collage elements from their 2 large portraits, duralar portrait, and selfies to create a unique piece
of art. They may also use their practice portraits. Their poem should match the mood of the
collage. Their poem will be part of the collage. (40)
Cleanup (5)

Week 3:

Students will work to finish their collages, and for students who finish, they will be allowed to
make more collages with less limitations.

We will have a sticky note critique, where students will interpret the mood of each other’s
artwork.
ASSESSMENT 1st lesson
 Department of Arts Administration, Education and Policy
Abbreviated Lesson Plan

CATEGORY 4 3 2 1 0

Critique Student can Student can Student only Student has Student is
provide solid somewhat vaguely thought very disrespectful
reasons for editing describe why explains little about the during critique.
and digital they edited reasoning project. Student
manipulation of parts of their behind details does not
their image. image. Students of the piece, participate in
Student is vocal is respectful and critique.
and respectful during critique, participation
during critique. and during critique
participates. is lacking.

Technical Choice and Choice and Choice and Color, lighting, No color,
Skills application of application of application of cropping, lighting,
color, lighting, color, lighting, color, lighting, angles, and cropping, and/or
cropping, angles cropping, cropping, filters were filters were
and filters help angles and angles, and haphazardly edited or
express the mood filters show an filters are used and mood utilized.
of the piece and attempt at apparent, but was not taken
are purposeful capturing the do NOT match into
and deliberate. mood. the mood. consideration.

On Task Class time was Class time was Class time was Class time was Class time was
used wisely. used wisely. not always not used wisely used in a
Student was Student was used wisely, and the student disruptive
completely on mostly on task but effort was put in no manner, and
task throughout throughout apparent. additional effort. little to nothing
class while using class while was completed
the camera as using the during class
well as the editing camera as well time.
software. the editing
software.

Creativity The student's The student's There is little Student has not Student did not
personality/voice personality evidence of made much meet ANY of
comes through. comes through creativity, but attempt to meet the
in parts of the the student has the requirements of
selfie. done the requirements of the assignment.
assignment. the assignment.

2nd Lesson: Compare 1st portrait and final portrait as assessment.

3rd Lesson: I will make another rubric to include.