Learning Goals
Students will be able to analyze how facial features, pose, line, and color communicate emotion in portrait artworks and reference those choices in their own expressive self-portraits.
Students will be able to create mirror gesture sketches and quick self-portrait studies that capture one specific feeling about their current school experience.
Students will be able to describe how color choices can strengthen mood in an expressive portrait and justify the colors they use in their own work.
Students will be able to gather and use peer and teacher feedback from a mini-galleria to revise a self-portrait so it communicates emotion more clearly.
Students will be able to discuss their artistic decisions using portrait vocabulary such as expression, mood, line, and symbolism during critique and oral sharing.
Students will be able to reflect on their identity, strengths, challenges, and sense of belonging by connecting personal experience to their expressive portrait and artist statement.
Products
Expressive Self-Portrait Research and Prototype Packet
Each student creates a simple user-centered portrait research packet with mirror sketches, emotion observation notes, a color-mood practice study, and one low-tech prototype self-portrait. The packet shows how firsthand observation and feedback shaped a portrait idea that communicates one clear feeling about school life.
Mood Gallery Walk Exhibit Panel and Revised Self-Portrait
Student teams assemble a shared problem statement about how school experiences affect feelings, then curate and present revised self-portraits with brief artist statements for a gallery walk. The team product shows how individual insights and feedback-informed revisions came together in a public-facing display for families, teachers, and the museum partner.
No rubric has been generated yet.