In part two students will begin their self-portrait by drawing themselves from observation. Students will learn how to notice and use a combination of lines, shapes, and proportions (Step by step handout included to guide students).
In part three students will be reminded that there is more to who we are beyond our appearance. They will review the many complex and intersecting pieces that make up who we are and begin to visually represent the inner layers of their identity.
In part four students will begin to add color, texture, value, and form to their self-portraits. This begins with a conversation about skin color (Recommended Read Aloud: ‘All the Colors We Are’ by Katie Kissinger). They will then learn how they can blend together different colors and use value to match their own skin color. In my example I use crayons, but colored pencils, markers, or paint can be used as well.
In part five students will prepare and present their work to one another. Before sharing, the term prejudice is introduced. Students are reminded that our identities are complex and that we can not prejudge others based on any aspect of their identity. Students will then articulate (verbally and/or through writing) how they represented the different layers of their identity within their self-portrait. An artist statement template/handout is included that can be printed and displayed with their self-portraits.