The College of New Rochelle

Graduate Art Education Lesson Plan Format

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

Portraiture
Lesson 2: iPad Self Portrait

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

Lesson Plan
Title

iPad Self Portrait

Central
Focus/Concept

Students will learn how to create a portrait by using the

Sketchbook Express app to create a three layer self
portrait on an iPad. Student will then create one
additional portrait with the same iPad app that is
modeled after an artistic style of their choosing (ie. pop
art, surrealism, expressionism, cubism).

(1 2 sentences)

SubjectRelated
Standards

NYS Art Standards

(NYS; Blueprint)
(list 2)

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

Students will actively engage in the processes that constitute
creation and performance in the arts (dance, music, theatre
and visual arts) and participate in various roles in the arts.
Standard 4: 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:

Produce an iPad generated artwork in which they use

(associated
their understanding of composition, color, and line.
with CCSS and
NYS Standards) (Standard 1)
(list 3)

Academic

Select a style of art, study the characteristics of that

style, and make a portrait using that style with the
Sketchbook Express app on the iPad. (Standard 4)

Portraiture, expression, contour, color, value

Language
(list 3)

Instructional
Materials/Res

ources

(list technology, art

tools and materials)

Slideshow presentation
Handout
Projector or Smartboard
iPad (one for each student)
Sketchbook Pro/Sketchbook Express app
Stylus pen for iPad (or any pen used with the product)
Color printer
Paper (white, 8.5 x 11)

Initial Phase
Instructional
Strategies/Lea
rning Tasks
(procedures)

Activating Prior Knowledge

What do we know about drawing a portrait?
What are some typical techniques? Ie: what do we see from
art history references?
Guided Instruction/Demonstration
On the slideshow (projection or Smartboard) show well known
portraits from art history that the students most definitely have
seen before (either in class or prior)--of paintings, photographs,
Pop Art portraits, etc.
Ask students what methods and techniques can be used to
create a portrait.
Introduce the iPad and say that portraits can be made with iPad
apps!
-Show students the app that will be used for this project and a
short demonstration.

Middle Phase
Independent Practice
Students will each get an iPad to use for this project.
Step 1: Student will open the camera on the iPad and take a
selfie/photo.
Step 2: Open Sketchbook Express app and start new project.
Step 3: On the first layer, open the photo that they wish to

recreate.
Step 4: Make a new layer, use the pencil/pen tool to outline the
features of the face.
Step 5: Create a new layer and start painting the face with
figuring out what skin tone to use. Student will play around
until skin tone has highlights, contours, and shadows to create
a realistic appearance.
Step 6: Create a new layer for each: eyes, mouth, hair,
clothing, etc. Using their judgement on whether or not each
layer should be under or above on another.
Step 7: Save project along the way until desired result is
reached.
Concluding Phase/Collaborative Learning
Clean Up Process & Procedures
Clean up each day consists of students making sure that their
work is saved, app is closed, iPads and iPad stylus pens are
returned to their charging station.
Clean up will be announced 5 minutes prior to the period
ending and students will then pack up their things and make
sure that their work area is cleaned up.
Critique
Students will print out their iPad projects on paper and critique
each others work during the critique period (1, 45 minute class
period).
They will verbalize the concepts learned and relevance to what
they learned about the iPad software and talk about what style
they chose to model in their second portrait.
Students will give constructive criticism towards each others
work. What they did well in this assignment, what they can do
differently the next time, etc.
Follow-up (includes enrichment/extension activities)
If student finishes early, they can create another portrait with
another artistic style of their choosing (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 directions with visual demonstration

and slideshow)
Access to slideshow will be available and short handout with
project guidelines and rubric will be handed out as well.

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

artistic style of an art movement mentioned at the beginning of
the assignment.

Product

Attachments
In-process product

Completed product

Grading Rubric
Criteria/Gra
de

Exemplary

Proficient

Marginal

Failing

Technical
Skill

Work is
executed well
and meets
above
expectations
in
understanding
how portraits
are made.

End result
looks good
and meets
expectations
of
assignment.

End result
could have
been better.
Student did
not try to
learn about
creating
portraits.

End result
does not look
finished.

Creative or
Imaginative
Response

Explores
several
different
options and
took creative
risks.

Explores some
different
options and
takes some
creative risks.

Shows
minimal risks
taken.

Work shows no
original ideas
or risks taken.

Follows
directions

All directions
are followed to

Many
directions are

Not all
directions are

Directions are
not followed.

fullest extent.

followed.

followed.

Time-on-Task

Student
worked for the
entire period
with superior
focus and did
not need to be
reminded to
stay on task.

Student
worked for the
most period
and needed a
few reminders
to stay on
task.

Student
worked for
part of the
period and
needed
several
reminders to
stay on task.

Student did
not work
during the
period even
with several
reminders to
stay on task.

Clean-Up

Student cleans
up at an
appropriate
time before
the period
ends(not
leaving too
early and
wastes time)
and closes the
applications/p
uts iPad back
where it
belongs.

Student cleans
up most of the
time at an
appropriate
time before
the period
ends and puts
iPad back.

Student cleans
up too early,
wastes time,
and does not
always close
applications
before the
period ends.

Student does
not clean up
and does not
use their time
wisely before
the period
ends.