The College of New Rochelle

Graduate Art Education Lesson Plan Format

Unit Concept Title:
Lesson Plan #/Title:
Name:
Grade:
Date:
Time Frame:

Portraiture
Lesson 3: Portrait Collage

Sarah Fedorchick
9th-10th Grade
August 8, 2016
10, 45 minute classes

Lesson Plan
Title

Monochromatic Self Portrait Collage

Central
Focus/Concept

Students will learn about Pop Art and portraiture. They

will use mixed media processes to create a value collage
self-portrait with monochromatic colored paper.

(1 2 sentences)

SubjectRelated
Standards

NYS Art Standards

(NYS; Blueprint)
(list 2)

Standard 1: Creating, Performing, and Participating in the Art.

Students will actively engage in the processes that constitute
creation and performances in the arts (dance, music, theatre,
and visual arts) and participate in various roles in the arts.
Standard 4: Understanding the Cultural Dimensions and
Contributions of the Arts. Students will develop an
understanding of the personal and cultural forces that shape
artistic communication and how the arts in turn shape the
diverse cultures of past and present society.

Learning
Objectives

Students will:

Demonstrate an increasing level of competence in using

(associated
the elements and principles of art to create artwork for
with CCSS and
NYS Standards) public exhibition. (Standard 1)
(list 3)

Academic
Language

Create art work that reflect cultural influences.

(Standard 4)

(list 3)

Value, contrast, monochromatic, Pop Art

Instructional
Materials/Res

ources

(list technology, art

tools and materials)

Digital Camera
Computer
Projector
Printer
Photoshop
Colored Paper
Newspaper
White paper/Illustration board for background
Scissors
Pencil
Kneaded Eraser
X-Acto Knife
X-Acto self healing mat
Rubber Cement

Initial Phase
Instructional
Strategies/Lea
rning Tasks
(procedures)

Activating Prior Knowledge

What art movements depicted a lot of portraiture? (Pop Art)
In Pop Art-how and who were depicted in the portraits?
(monochromatically and celebrities)
What artists used this technique? (ie: Andy Warhol, Roy
Lichtenstein, Peter Max, etc.)
Guided Instruction/Demonstration
Show a presentation about Pop Art, Portraiture, and Andy
Warhols work.
Pop Art made celebrity photographs works of art (ie: Marilyn
Monroes image by Warhol)
Explain the project to the students: Today we are going to use
the ideas shown in Pop Art and in Andy Warhols work to create
out own Pop Art Portraits. Instead of using a celebrity's face, we
will use our own.

Middle Phase

Independent Practice
Students will follow these steps to create their own Pop Art self
portraits:
Step 1: Students will take the class camera or their smartphone
to take a photo of himself independently (or ask a classmate to
take the photo for them).
Step 2: Students will upload their photo via phone cord or
emailing it to himself, opening it on the computer, and saving
it.
Step 3: They will then open Photoshop and start a new file.
Step 5: Drag or upload the image onto the canvas in the top
layer.
Step 6: Click on the image, choose resize, drag corners to fit
canvas.
Step 7: Click on the image again, choose adjustments, choose
posterize. Also under adjustments is Gaussian Blur. Student will
experiment with numbers and attempt to get 5 values and a
smooth differentiation between values.
Step 8: Once desired look is achieved, save image to file (in
students own folder).
Step 9: Print to printer.
Step 10: Student will then take the printed image and use
transfer paper to trace each value shape onto the
corresponding colored paper they choose.
Step 11: Each value will be traced on the different valued
papers, cut out, and glued with rubber cement on top of one
another.
Concluding Phase/Collaborative Learning
Clean Up Process & Procedures
Each day: Students will save their work on the computer, close
applications correctly, log off computer and push in chair. As
they are working on their paper collage, students will make
sure that all extra materials are thrown away or put back where
they belong. Also pertains to glue, scissors, pencils, erasers, Xacto knives and mats (and any other materials used).
Clean up will happen 5 minutes prior to the class period ending.
Time will be used by each student wisely.
Critique
Students will critique each others work and evaluate each

piece (1, 45 minute class period).

They will verbalize the concepts learned and relevance to what
they learned about Pop Art.
Follow-up (includes enrichment/extension activities)
If student finishes project early, they can create a smaller
portrait with the same steps and directions but with another
color/value scale (for extra credit).
Differentiated Instruction (corresponds to students
identified in prior Task)
Students will have both verbal and visual instructions for the project
(oral step-by-step instructions, visuals from demonstration and
slideshow, and handout with steps and Photoshop toolbox cheat sheet
to refer to).

Assessment

NYS Standard # 1: The project will be graded with a rubric.

(corresponds
exactly to each
Standard and
Learning Objective)

NYS Standard # 4: Student created a portrait using the style

of an artist taught at the beginning of the assignment.

Product

Attachments
Completed product

Grading Rubric
Criteria/Grade

Computer Workfollowed steps

to adjusting
portrait properly
Portrait used 5
values of one
color
Background
color chosen
with the proper
value scales and
effective
contrast
CraftsmanshipCollage is neat,

Excelle
nt

Good

Averag
e

Needs
Improveme
nt

clean, and
complete. No
glue is visible
and paper was
cut well.
Did not rush
through
assignment and
used time
wisely in class.
Cleaned up
each day.
Total Possible:
20

YOUR TOTAL