The Different Hats I Wear

By Kristie Keenon

Overview:

Introduction
In this lesson, students reflect on how self-portraits can give a
viewer insight into the artist’s life and self-perception. After
examining several Lucian Freud self-portraits, students will
create their own painted self-portrait that reflects an aspect of
their identity only using the primary colors.
"I paint people, not because of what they are like, not exactly
in spite of what they are like, but how they happen to be." -
Lucian Freud

Grade Level
Art 1 (9th -- 12th)

Subject Area
Visual Art

Essential question
What is a self-portrait? How do artists represent who they are?
Who are you?

Learning Standards and Objectives:

National Art Standards

NAEA.VA.9- CONTENT STANDARD: Choosing and evaluating a range

12.3 of subject matter, symbols, and ideas
Illinois Art Standards

STANDARD: Understand the sensory elements,

IL.25.A organizational principles and expressive qualities
of the arts.

> Analyze and evaluate student and professional

IL.25.A.5 works for how aesthetic qualities are used to convey
intent, expressive ideas and/or meaning.

STANDARD: Apply skills and knowledge necessary to

IL.26.B
create and perform in one or more of the arts.

> Visual Arts: Demonstrate knowledge and skills that

IL.26.B.4d communicate clear and focused ideas based on
planning, research and problem solving.
 STANDARD: Understand how the arts shape and reflect
IL.27.B
history, society and everyday life.

> Understand how the arts change in response to

IL.27.B.4b
changes in society.

Objective(s)

Students will know:

How artists represent themselves and use objects that are
meaningful to them in self-portraits by reading the article
"Getting a Better Look at the Young Lucian Freud," from the NY
Times, looking at several self-portraits of Lucian Freud and
having a class and small group discussion.
Students will be able to:
Reflect on different roles in which they find themselves and
object(s) they identify with through doing brainstorming
activities and creating a painted self-portrait that employs a
role and an object(s) within the painting.
Students will know:
The color wheel, primary colors, secondary colors, tertiary
colors, complimentary colors and colors mixed to achieve skin
tone.
Students will be able to:
Closely duplicate their own skin tone by mixing the primary
colors.

Assessment:

Pre-assessment

1. Name and label each color

2. Name the primary colors

3. Name the secondary colors

4. Name the tertiary colors

5. Give an example of complimentary colors

6. Circle 3 colors you would use to make your skin tone.

Post-assessment
Post-assessment
Acceptable (2 pts) Unacceptable (1 pt)
Role of Artist Student shows clear Student does not
(1, 20%) indication of a role indicate any role they
IL.25.A IL.26.B they play in their play in their self-
IL.27.B self-portrait and shows portrait and/or does not
NAEA.VA.9-12.3 work with their have/show work with
brainstorming activity. their brainstorming
activity.
Objects of Student adds 1 or more Student does not include
Artist (1, 20%) object(s) to their any object within their
IL.25.A IL.26.B self-portrait and shows self-portrait and/or
IL.27.B work with their does not include their
NAEA.VA.9-12.3 brainstorming activity. brainstorming activity.
Knowledge of Student uses an array Student does not mix the
color wheel (1, of colors, not just primary colors to
20%) red, blue and yellow. achieve other colors.
IL.25.A IL.26.B
IL.27.B
NAEA.VA.9-12.3
Skin tone (1, Student achieves a skin Student does not achieve
20%) tone with paint that is a skin tone with paint
IL.25.A IL.26.B close to their own. that resembles their
IL.27.B own.
NAEA.VA.9-12.3
Craftsmanship Student presents clean Student's work is sloppy
(1, 20%) painting. Paint is dry, and/or the paint isn't
IL.25.A IL.26.B concise and clear. dry, the image isn't
IL.27.B clear.
NAEA.VA.9-12.3

Materials and Technology:

Materials
- Copy paper
- Pen/Pencil
- 15 Freud self-portrait cards for sharing in small groups/pairs
- "Getting a Better Look at a Young Lucian Freud" NY Times
article (1/student)
- Mirrors (1/student)
- Acrylic paints/tempura paints
- Cardboard or other large surface for final self-portrait

Resources
"Getting a Better Look at a Young Lucian Freud"
http://www.nytimes.com/2005/05/27/arts/design/27voge.html

NY Times article about Lucian Freud.

Lucian Freud Self-portraits

http://www.geocities.com/pantherprousa/freud_slideshow/freud-
slides_self.htm

Link to Lucian Freud self-portrait web page.

Procedures:

Preparation
- Print out each Freud self-portrait and adhere it to a heave
piece of black paper.
- Print enough articles for the class.
- Make sure the mirrors are out and assessable.
- Have painting station ready with enough red, blue and yellow
paints for each student.
(30 minutes)

Vocabulary
- Surrealism
- Primary colors
- Secondary colors
- Tertiary colors
- Complimentary colors

Methodology
Whole class ___x____
Cooperative groups______
Pairs___x___
Small group(s)___x___

Hook
Ask the students to get out a blank sheet of paper and fold it in
half, in one half they will write their name in the center and
circle it; for about 2 minutes have them brainstorm what roles
they play in their life (e.g. sister, student, etc.). In the
other half of the piece of paper have the students write and
circle their name again except this time they will brainstorm
about objects they associate themselves with (e.g. ipod, books,
etc.). Have the students share if they wish. There may also be
a conversation about any correlations the students notice between
the two brainstorms, for instance if a student plays a role as a
writer and identifies with books.
Anticipated Time: 6 -- 8 minutes

Explanation/Modeling
1. As a class, we will read "Getting a Better Look at a Young
Lucian Freud" and then answer some questions:
• What are some objects Freud used in his painting?
• What was the significance of these objects?
• What are some roles he identifies with that are portrayed
in the painting?
• What art movement does Freud reference?
• What is Surrealism?
• How does Freud associate one of his roles with certain
objects in his painting?
(10 minutes)

2. The students will be broken into 4-5 small groups and each
will be given a Lucian Freud self-portrait. The students will
attempt to answer the following questions:
• What role does Freud seem to be playing in the portrait?
• What objects are in the portrait?
• Do the objects help identify what role Freud is trying to
portray?
• Name reasons why you have chosen a particular role for
Freud in his self-portrait.
(7 minutes)

3. After about five minutes of group discussion have the students

choose a spokesperson and reconvene. Have each groups'
spokesperson present what they discussed.
(5 minutes)

4. Now explain to the class that they will be painting their own
self-portrait using one role and one or more objects from their
brainstorming activity. They will also only be using red, yellow
and blue paints, any other colors desired will have to be mixed.

5. Do a demonstration on mixing paints to get different colors

focusing on skin tone.
(10 minutes)

6. After the demonstration ask if there are any questions and

then have students quickly and orderly go get a mirror and begin
doing a self-portrait. The students can practice on copy paper
as much as they want, but they only have the rest of this class
period and the next class period to complete a finished painting.

7. Have the students work until 5 minutes before the bell and
then clean up.
8. If the students do not finish, it will be homework.

Anticipated Time: 35 -- 40 minutes

Guided Practice
Allow the students to practice on copy paper before they begin on
their painting.
As the students are working, walk around the room to see that
each student is on task and has a full comprehension of the
assignment. Ask each student what role they have chosen from
their brainstorming and what object(s) they will incorporate.
Does the object(s) have any correlation to their role? Are they
using too many or too few objects in their portrait? Is their
portrait proportionately correct, did they understand the demo?
Are the eyes one eye length apart? Do the corners of the mouth
line up with the center of each eye? Does the portrait resemble
the student?
If there seems to be a recurring instance where the students are
failing to grasp the idea i.e. they are using too many objects or
not enough, the eyes are to close to each other, the role isn't
obvious, etc. then the class will have to regroup as a whole and
redirect. If there are just 1 or 2 students with some
misunderstanding, they can be redirected individually. Make sure
the students are using appropriate images.
If the students are spending too long at the drawing stage
refocus them by reminding them of time constraints; ask them if
they have any questions, if it seems they are struggling with
what to include ask guiding questions like what sports do thy
play? do you write poetry? do you sing?, get them to choose
something.
When the students are beginning to paint, keep an eye out to make
sure they are achieving complimenting skin tone. Again, if the
students seem to be having difficulty mixing the colors to
achieve skin tone, get the students' attention and go over the
painting demo again. Also be sure that the students are using
secondary and tertiary colors as well.
Since the students are incorporating aspects of themselves into
this project, try to make sure to acknowledge each of their
differences and offer encouragement.
Anticipated Time: 15 -- 20 minutes, the length of time that they
are working.

Plan for Interpretive Creative Learning

1. The students could include multiple views of him/herself e.g.

profile or 3/4 view; this would be added to the frontal view.
2. For the object, students could use collage since they have
learned collaging techniques.
Closure
After the students have completed their self-portrait, they will
include a covered card that reveals their role beneath the
picture. The portraits will be displayed in the room and
numbered from 1 to however many students there are, we will have
a "gallery walk" where all the students go from picture to
picture and write on a numbered piece of paper what they think
the role in each one is. When everyone is finished, the students
will go to their seats and, as a class, we will go through each
portrait and reveal what role was portrayed. During this time,
we will have a conversation to see who guessed right and if they
didn't what led them to the answer they wrote down; the artist
will also have a chance to speak.