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Self Portrait Curriculum Planning Guide

by: Victoria Sanchez

Self Portrait Curriculum Planning Guide EDU 123

Marketplace > Greenfield Community College > Education > EDU 123 > Self Portrait Curriculum Planning Guide
Victoria Sanchez
Greenfield Community College

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About this Document

Planning guides for Preschool Curriculum Inviting children to create self-portraits by offering mirrors, and encouraging long sustained study of their faces from an unfamiliar perspective.
Creative Experiences in Art, Music, and Drama
Class Notes
Education, preschool
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This 3 page Class Notes was uploaded by Victoria Sanchez on Sunday September 11, 2016. The Class Notes belongs to EDU 123 at Greenfield Community College taught by Martalock in Fall 2016. Since its upload, it has received 2 views. For similar materials see Creative Experiences in Art, Music, and Drama in Education at Greenfield Community College.

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Date Created: 09/11/16
Victoria Sanchez Planning Guide AGE OF CHILDREN: 4­5 years of age   BRIEF DESCRIPTION:  Inviting children to create self-portraits by offering mirrors, and encouraging long sustained study of their faces from an unfamiliar perspective. GENERAL DOMAIN OF LEARNING Domain ­ area of focus for growth and developmThe area of focus in growth and development we are focusing on is social, emotional, technology, social science, and math. ­ Some skills that will be supported are observational, paying close attention to details, and holding the  tools and using them proficiently  Area(s) of the classroom to be used: Art Area   PROCEDURE Detailed procedure of the plan or act(Include preparation and set­up, materials, prepared questions, provocation,  small groups, large group, individual, what is teacher­led, what is child­led, etc.) Materials:   Different shades of “skin color” markers  Different Shades of “eye color” markers  Different Shades of “hair color” markers  Different shades of “lip color” markers  Plenty of drawing paper  A mirror for each child: Procedure:  step one: Invite the children to study how they look in the mirror. I will let them call out to each other about what they notice in themselves. I’ll ask the children to make all sorts of silly, scary, sad, and mad faces in the mirrors. Make sure you have plenty of time for the exploration. Step Two: I will ask open-ended questions and observations like: “Look at that Goofy face your making! Look at your friend right next to you, she is smiling! That silly face made her smile.” “What do you notice about your eyes, and mouth? What color are they? What color is your hair? Do you have hair on the top of your head or the bottom? Where are your eyes located? Nose? Mouth? You have freckles or you have dimples!” “Did you notice your eyebrows change when your face moves from happy to sad.” As I am asking these questions, I will have an assistant teacher take pictures of the children looking in the mirror, and take notes on what the children observe. I also wanna invite the children to focus more specifically on details of the their faces. “Did you notice the shape of your face? Is it round? Oval? If your face thing? Long? What is the shape of your face?” “What about your eyes! What shape are they? Do you see the circle of black inside your eyes? What color are your eyes?” “What shape is your hair? Is your hair curly? Straight? Do you have bangs? Is your hair pulled back so you can see a line above your forehead where it grow on your head? Does your hair cover your ears? Reach your shoulders? Step Three: After exploring our reflection, I will invite the children to capture what they saw on paper. “We saw our faces in the mirror and now its time to draw what we saw!” I offer the students bunk of “skin color” markers, “Let try and find a similar shade of our skin!” While choosing a pen, I will help the student arrange his/her work place, the paper will be in front of him with a mirror that capture the reflection of the child. Ill remind the kids to at their reflection then draw, and to keep repeating the processes. “Look closely in the mirror and draw what you see.” Step four: “Lets try and find a similar shade of our hair! What color is your hair? Mine is dark brown.” Ill pass a bucket of pens with different shades of “hair color.” “Where is your hair located? On the bottom of your head!” When they choose a color and start shading one of the assistant teachers take pictures and write notes. I will help and guide the children, while also making my own portrait, Step five: “Look in the mirror, what color are your eyes?” I bring markers in a bucket filled with different “eye color” markers. I also want to remind the students to look back in the mirror. I want to remind the kids to look at the mirror through out the processes. Step six: Through out the processes, the assistant teachers and I want to look for cues that child is done. I want to make sure they are not going to keep drawing and doodle through out there drawing. I will allow kids to draw several self-portraits if we have time. Ones they are done with the drawing; I will have the students right their name on the back of the picture on the bottom if they know home. Teachers are allowed to help students who might be struggling. Step seven: Cleaning up! I will clean up by putting all the materials back in its designated area. I will place all of our images through out the class room, inviting the children to interact with their reflections. INTENTION What big ideas, children’s interests, strengths, capabilities, and competencies does this activity build on? The big idea of the self-portrait is how they child sees themselves. A self- portrait is an opportunity for the child to be a subject and an artist. When we look at it, we see a story of who they are. Some strengths we might notice are how they hold the pen, and how focused and determined they are. We might notice interactions between each other with their images. What I am curious about.   What kind of details do the children obtain right away when drawing their reflection? How do they encourage each other in their work? What are some challenge they faced while they sketch? How do they solve these conflicts? ACCOMMODATION/DIFFERENTIATION What accommodations do I need to make for children with specific rights (Dual language learners, IEP, physical or emotional support, etc.) Dual language learns: We have student from China, who doesn’t know a lot of words in English. I would have the student watch what I do, and give her a pen and the mirror while speaking to her. “Can you draw you in this paper?” If possible have the parents explain to the child the activity before school starts. How can the activity be modified for children at various levels of development?  ­ for children ‘not yet’ at the level of the activity:  Maybe only use one color pen. Allow them to have breaks in between. Have a lesson on how to hold a pen.  ­ for children ready for ‘more challenge’ than the activity: Allow the children to go back as many  times to their and drawing and add more details. Give them the opportunity to color in and use different colors if possible.  OBSERVATION, REFLECTION, ASSESSMENT How will I document what happens?  Pickone  strategy anexplain why . (Photographs, Video, Notes, or Children’s Work) I believe the best way to document is the child’s work. Through the child’s work we can see how much she/he has accomplished. Connection to Massachusetts Early Childhood Guidelines (use Preschool Learning Experiences and Social and Emotional Learning, and Approaches to Play and Learning) Include 3 guidelines supported by this  planning guide. Social & Emotional Health: 16. Recognize and describe or represent emotions such as happiness, surprise, anger, fear, sadness. Visual Arts: 24. Use basic shapes and forms of different sizes to create artwork. Earth and Space Science: 7. Identify the characteristics of local weather based on first- hand observations .


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