Unit Study: All About Me

Grade Level: 3rd-5th Grade Scholars
Project Title: “Abstract Self-Portrait”

Objective:

Scholars will create an abstract self-portrait that represents their personality, interests, and unique characteristics. The project encourages self-expression, creativity, and reflection on personal identity.

Duration:

2-3 class periods (approximately 45 minutes each)

Materials Needed:

  • Large drawing paper or canvas
  • Pencils and erasers
  • Crayons, markers, colored pencils, or paint
  • Magazines for collage materials
  • Glue sticks and scissors
  • Various textured materials (fabric scraps, foil, etc.)
  • Rulers and stencils
  • Reference examples of abstract art (printouts or digital display)

Instructions:

Day 1: Introduction and Planning (45 minutes)

1. Introduction to Abstract Art (10 minutes)

  • Begin with a brief explanation of abstract art. Explain that unlike realistic portraits, abstract art does not try to represent an exact likeness but instead uses shapes, colors, and textures to express ideas or emotions.
  • Show examples of famous abstract self-portraits, such as works by Pablo Picasso or Wassily Kandinsky, and discuss how they use color, shape, and line to convey personality and emotion.

2. Brainstorming Session (15 minutes)

  • Activity: Have scholars brainstorm ideas for their abstract self-portrait. Ask them to think about:
  • What colors represent their personality?
  • What shapes or symbols reflect their interests?
  • How they can use lines and textures to show their unique traits.
  • Examples:
  • A scholar who loves nature might use green tones and leaf shapes.
  • A scholar who enjoys music might include musical notes or instruments in their design.
  • A scholar who feels energetic might use bold, dynamic lines and bright colors.

3. Planning Your Portrait (20 minutes)

  • Provide each scholar with a planning sheet to sketch out their ideas. Encourage them to think about how they can represent themselves using abstract elements.
  • Planning Sheet Prompts:
  • What are three words that describe you?
  • What colors do you think show your personality?
  • Draw some shapes and symbols that represent your interests.

Day 2: Creating the Abstract Self-Portrait (45 minutes)

4. Drawing and Coloring (45 minutes)

  • Activity: Distribute large drawing paper or canvases and art supplies. Scholars will start creating their abstract self-portraits based on their plans.
  • Encourage them to:
  • Use a variety of colors and shapes.
  • Experiment with different textures and materials.
  • Feel free to make changes from their original plan as they work.
  • Examples:
  • A scholar might draw swirling lines in their favorite colors to show their imaginative nature.
  • Another might create a collage using magazine cutouts of animals, books, or sports equipment that represent their hobbies.
  • Circulate to offer guidance and encouragement as scholars work on their portraits.

Day 3: Finishing Touches and Presentation (45 minutes)

5. Finalizing the Portraits (20 minutes)

  • Allow time for scholars to add final touches, such as detailing or additional elements. They can also add a title to their artwork if they choose.
  • Activity: Once finished, have scholars write a short description of their self-portrait, explaining the choices they made and what their portrait represents about them.

6. Presentation (25 minutes)

  • Activity: Arrange a “gallery walk” where scholars can display their portraits around the room.
  • Instructions:
  • Each scholar will take a turn presenting their portrait to the class.
  • They should explain the elements they included and how these reflect their personality and interests.
  • Example Presentation:
  • “In my abstract self-portrait, I used bright yellow and orange because I’m an energetic and happy person. The zigzag lines show my love for adventures, and I added a collage of stars because I’m fascinated by space.”

7. Reflection and Feedback (Optional)

  • Activity: After presentations, have a group discussion about what they learned from the project.
  • Prompt: Ask scholars to reflect on how they used abstract elements to represent themselves and what they discovered about their classmates through their portraits.

Assessment Criteria:

  • Creativity: Use of abstract elements to represent personality and interests.
  • Effort: Engagement and thoughtfulness in creating the portrait.
  • Presentation: Clarity in explaining the choices and meaning behind the portrait.
  • Reflection: Ability to reflect on the process and learn from the activity.

This project plan encourages scholars to think creatively and express themselves through art, helping them build a sense of identity and connection to the classroom community.

Tips for Differentiating the Abstract Self-Portrait Project for 6th-8th Graders

To adapt the abstract self-portrait project for gifted 6th-8th graders, you can enhance complexity, integrate deeper self-reflection, and offer opportunities for advanced artistic and critical thinking skills. Here are five tips for differentiation:

1. Incorporate Advanced Art Techniques and Mediums

Modification: Challenge scholars to use more sophisticated art techniques and a wider variety of mediums. Introduce them to advanced abstract art concepts such as cubism, surrealism, or digital art.

Example:

  • Encourage scholars to experiment with mixed media, such as combining paint with digital elements or incorporating unconventional materials like metal or clay.
  • Provide examples of works by abstract artists such as Wassily Kandinsky, Georgia O’Keeffe, or contemporary digital artists, and discuss their techniques.

Instruction:

  • Scholars can choose to create a 3D self-portrait or use digital tools for their artwork.
  • Offer resources like online tutorials or access to art software for those interested in digital art.

Materials:

  • Advanced art supplies (acrylics, pastels, 3D materials, or digital tools).

2. Deepen the Self-Reflection Component

Modification: Integrate a more profound self-reflection component by having scholars explore and articulate their personal growth, challenges, and aspirations in a detailed artist statement.

Example:

  • Scholars might write about how their abstract self-portrait reflects their personal journey, including significant events, personal values, and future goals.
  • Prompt them to think about how their self-portrait might evolve in the future based on their aspirations.

Instruction:

  • Include reflective questions such as:
  • What major life events or experiences influenced the design of your self-portrait?
  • How does your artwork represent your personal growth over the past year?

Materials:

  • Journals or digital platforms for extended writing.

3. Connect with Abstract Art Movements

Modification: Link the project to historical and contemporary abstract art movements, encouraging scholars to study and draw inspiration from these styles.

Example:

  • Assign research on specific movements like cubism, expressionism, or minimalism. Scholars can choose a movement that resonates with them and incorporate its techniques into their portraits.
  • Have scholars analyze how these movements reflect societal changes or philosophical ideas.

Instruction:

  • Provide resources on abstract art history and movements.
  • Encourage presentations or discussions on how they incorporated elements of these movements into their work.

Materials:

  • Art history resources, books, and online articles.

4. Advanced Presentation Formats

Modification: Offer advanced presentation options, such as creating a video explanation of their process, hosting a virtual art exhibit, or presenting to a broader audience.

Example:

  • Scholars can create a short video or multimedia presentation that explains their artistic choices and the meaning behind their portrait.
  • Host a virtual gallery using platforms like Google Slides or Padlet where scholars can display their work and provide commentary.

Instruction:

  • Teach basic video editing or multimedia presentation skills if needed.
  • Set up an online gallery and guide scholars on how to upload their work.

Materials:

  • Digital tools for video creation and online presentation platforms.

5. Introduce a Peer Review Component

Modification: Implement a structured peer review process where scholars provide and receive constructive feedback on their work, focusing on artistic expression and self-reflection.

Example:

  • Create a rubric for peer feedback that includes criteria such as creativity, use of abstract techniques, and depth of self-expression.
  • Organize peer review sessions where scholars discuss each other’s work and offer suggestions for improvement.

Instruction:

  • Provide training on giving constructive feedback and emphasize respectful communication.
  • Use a feedback template to guide scholars in their reviews.

Materials:

  • Peer review rubrics and feedback forms.

By incorporating these differentiation strategies, you can challenge middle school scholars to engage more deeply with the abstract self-portrait project, fostering advanced artistic skills, critical self-reflection, and a broader understanding of abstract art and its significance.