Lesson Plan 3

Lesson Plan Title: _Hybrid Self-Portraits______ Grade: _10-12___ Time: 45 minutes (3)__
Teacher: ___Nicole Arencibia_________________ Date: __10/16/14___
Learners Characteristics: Lowenfelds stage of The Period of Decision, ages 14-17. Students at
this stage begin to create artwork with an adult perspective. The subject of these young artists work
depends on what they are interested in, and their style can vary greatly. Artists in this stage generally
produce work that is focused on social issues, emotions, or they have a desire to improve their own
techniques.
Students w. Learning Disabilities Characteristics: ADD AND ADHD: Students within this
disability group may have trouble focusing for long periods of time. They may also be hyperactive or
impulsive. Some examples of this may be that students cannot create detailed work, have trouble
organizing tasks or materials, difficulty with short-term memory, or easily distracted by other students
or noises. Autism: Students with autism are on a spectrum, which means that they range in their
ability and skill levels. Some students have trouble with verbal or nonverbal communication, and
social interactions. A common characteristic is that some are stuck in a routine with their daily
activities, and do not want to try new experiences. Sometimes students are very sensitive to certain
sensory experiences, such as textures, sounds, or smells. Behavioral, emotional and social: students
with behavioral disabilities can be aggressive and unwilling to participate with others. This can be
because of familial issues, medication changes, health problems, etc. Students with emotional
disabilities may be depressed and have low self-esteem. Students with a social disorder may have
trouble making and keeping friends, and trouble in everyday social interactions. All three of these
learning disabilities may give these students problems with maintaining healthy relationships, exhibit
inappropriate behaviors, passive-aggressive behavior, or depression-like symptoms. ELL and ESL:
ELL students may have trouble in classrooms where English is the main language. They are not
proficient in English, but speak their native language. These students have difficulty communicating
with their teachers and classmates. ESL students speak little or no English. They are often very quiet
in the classroom while adjusting to a new culture and language. It is difficult for them because they
must decipher verbal and non-verbal communication, as well as cultural barriers.
Non-Art Discipline Concept:
Theme Concept: When we daydream, we have the ability to decide which components will create the most pleasant
situation to doze off about. Being in the two states of reality and the dream world, or subconscious allows us to do so.
Many other situations in life have interesting results when bordering between two domains as well. That is because we
have the ability to select aspects of both sides that we think are the most ideal. This relates to the term, hybridity, which
allows us to combine multiple elements together. In science this happens between different animals, plants, or types of cells
to create medicine is an example of this. More specifically, selective breeding or artificial selection allows people to decide
which traits are the most important for animals, plants, etc. Hybridity occurs in many other areas of life as well, such as
cultural hybridity or material hybridity. Because products from two or more elements are combined together, the results
seem unnatural to some people. On the opposing side, people embrace these new products because they believe that they
greatly benefit society. Do you think that trying to find this type of balance between two varying spheres of life helps us or
confuses us? Do the final products from hybridity allow us to see multiple sides of something? Does it create nuance and
bridge a gap between members of society?
Non-Art Discipline Concept: Social Sciences World History: -Transculturation is a term coined by Cuban
anthropologist Fernando Ortiz in 1947 to describe the phenomenon of merging and converging cultures one example of
transculturation is the first encounter between Europeans and slaves from Africa.
-Cultural hybridity is a cross between two separate cultures. More specifically, it is a term that describes societies whom
have emerged from cultural contacts of European "explorers" and those "explored".
-Hybridity is a result of globalization; which is a process of interaction and integration among the people, companies, and
governments of different nations, a process driven by international trade and investment and aided by information
technology.

D. Heard, MSU c. 2000

D. Heard,MSUc 2000

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Concepts in Art Disciplines

Art Production (Art Making):
A. One Element or Principle of Design: : Shapes. By simplifying an object to its basic shapes,
artists can abstract an image. Repeating these flattened, simplified shapes helps to create a
soothing, or hypnotic dreamlike state.
B. One Technique/Process: Stylized artwork. When an artist stylizes a work, he or she is
representing the object in a non-naturalistic way; it is simplified to its basic shape and essence.
Aesthetics: Students will work in groups of 3-4. I will give them a work of art done in the Realist
style (Albrecht Durer, Young Hare, 1502, watercolour and bodycolor on a cream wash, 9.88 in
8.90 inches) and a stylized work (Constantin Brancusi, Sleeping Muse, 1910, bronze sculpture, 6 3/4
x 9 1/2 x 6 in. (17.1 x 24.1 x 15.2 cm) Weight: 12 lbs). They will answer the following questions:
1. What feeling(s) do you get from looking at the Realist work compared to the stylized, PostImpressionistic work?
2. Do you think it is better or worse that a viewer does not always know what an artists intent
is?
3. Do you think that there is a better way to depict a feeling? Are certain types of mediums a
better choice depending on the concept? (i.e. Brancusis sculpture vs. Durers drawing).
Art Criticism: The Sleeping Gypsy, Henri Rousseau, 1897
(Select one work of art by a master artist for whole-class art criticism discussion.)
A. Description: 1. What figures do you see in the painting? 2. What objects do you see? 3. What
shapes do you see? 4. What colors are used?
B. Formal Analysis: 1. Where do you see the repetition of shapes? 2. Are there areas that have
more simplified shapes than others? Which areas have the most detail? 3. Where are the cooler
colors or tones located? The warmer colors?
C. Interpretation: 1. How does the repetition of shapes in the painting make you feel? 2. Do you
think you have these feelings because there are more simplified shapes in this piece? Why/not?
3. What does this style of work Rousseau made remind you of?
D. Judgment: 1. Is this a good painting? Why/not? 2. Do you think that this painting would have
been more successful if it was more realistic or detailed, like Durers artwork?
Art History:
(Write 4-5 facts or pieces of information about a master artist or an art period.)
1. Henri Rousseau was born on May 21, 1844, in Laval, France.
2. Henri Rousseau is most known for his jungle themes.
3. His work had vivid colors, ambiguous spaces, non-realistic scale and a dramatic intensity, which
gave them a dreamlike quality.
4. His portraits and landscapes often had a childlike or "nave" qualityhe did not have traditional art
classes and because of that, had not learned anatomy or perspective.
5. He was a driving force for the Surrealist Art movement because of his ability to depict
objects/figures beyond their natural form.

D. Heard, MSU c. 2000

D. Heard,MSUc 2000

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Learning Objectives
Art Disciplines: 1. Students will create a self-portrait by using simplified, and stylized shapes to
capture the most important aspects of themselves.
2. Students will reflect on their persona to decide which animal relates to themit will be used in their
hybrid self-portrait.
3. Students will decide which materials create the most interesting composition by combining them to
create self-portraits; this will introduce them to multimedia artwork.
4. Students will examine the accuracy of their drawings by comparing it to their reflection in a mirror.
5. Students will critically respond to a painting by Henri Rousseau by answering questions about
description, formal analysis, interpretation, and judgment.
Adaptations/Modifications for Students w. Learning Disabilities: Change the format for verbal
responses (allow drawings, typed responses, or other assistive technology). Develop differentiated
instruction and task analysis when introducing art making steps. Present the introduction, art history
information about Henri Rousseau, or any other presentation material in a more visually engaging
manner. Change materials if necessary; provide other options for materials theyre more interested in
or like the texture of better.
Non-Art Discipline: Social Sciences - World History:
1. Students will examine the similarities between their own culture to others in their class by
comparing their answers to the question, what defines your culture?
2. Students will demonstrate their understanding of transculturation, and the wonderful results of
combining several cultures by filling in a venn-diagram chart (one culture will be on either circle. The
overlapped area will be what both cultures have contributed to society together).
3. Students will define what cultural hybridity is by answering the Culture Chart Activity worksheet
(Cultural hybridity is defined as a cultural contact, transfer and exchange, or a mixture of traditions)
Adaptations/Modifications for Students w. Learning Disabilities: Carefully select my language and
word choices to make points clearer. Remind students of behavioral expectations. Change the format
for written responses (students may type, draw, or use other assistive technology). Provide students
with graphic organizers to form their thoughts.
Democratic Skills:
1. Students will use respectful and attentive listening skills while the teacher and their peers are talking,
and expressing their opinions.
2. Students will share and respect all of the materials they are using by putting them away in the correct
locations in the classroom, and politely asking their peers for supplies.
3. Students will make a conscious effort to reflect on their on-task or off-task behavior by using a selfmonitoring log (they will set goals for themselves each class and mark what time it was completed).
4. Students will only use positive and constructive feedback on other students artwork or assignments.
Adaptations/Modifications for Students w. Learning Disabilities: Praise students when they engage
in on-task behavior. This will increase the likelihood of its occurrence. I will allow students to go to a
quiet area if they feel that they are starting to engage in off-task behavior. Students will not be isolated
or segregated in the classroom; they will be a part of the group. They will be assigned specific roles in
the classroom.
D. Heard, MSU c. 2000
D. Heard,MSUc 2000

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Sequence of Classroom Activities:

1. Discussion of how hybridity exists in many forms in our lives; it is an idea where both sides
reinforce and at the same time, contradict each other to create a mixture, or finished product. Creating
artwork allows us to achieve a balance between these two sides.
2. Stimulation activity I will assign students a type of activity (ex: taking a walk, singing, yelling,
etc.) and ask students to capture the essence of the object or experience by making a list of words that
relate to it.
3. I want you to art making activity and art history
4. Discussion of finished hybrid self-portraits
5. Art criticism
6. Aesthetics activity
7. Conclusion
Materials & Equipment:
Drawing paper 11 x 17
Colored paper, newspaper, textured paper, collage paper
Glue
Charcoal
Pencil
Mirrors to create self-portrait
Magazines or computers to look for animal reference pictures
Scissors
Resources (books, magazines, articles, websites):
Rousseau biography handout http://www.henrirousseau.net/
Brancusi biography handout http://pastexhibitions.guggenheim.org/brancusi/highlights.html
hybridity in culture and art making http://schools.walkerart.org/arttoday/index.wac?id=2377
List of Art Works:
1. Henri Rousseau, The Sleeping Gypsy, 1897
2. Franz Marc, The Large Blue Horses, 1911
3. Albrecht Durer, Hare, 1502
4. Constantin Brancusi, Sleeping Muse, 1910
5. Constantin Brancusi, Bird in Space, 1922
6. Rousseau, Avenue in the Park at Saint Cloud, 1908
7. Rousseau, The Equatorial Jungle, 1909
8. Rousseau, Surprised!, 1891
Supporting Materials (vocabulary list, artists biographies, historical information, student self-assessments, rubric):
Student self-assessment sheet
Henri Rousseau hand-out
Vocabulary words:
Realism
Post-Impressionism
Stylized artwork
Multi-media
Cultural hybridity
Transculturation
Culture Chart Activity worksheet
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Narrative of Classroom Procedures:

Introduction/Discussion/Questions (about theme concept, concepts in art disciplines, non-art discipline concepts, art
works, democratic behaviors):
Does anyone know what the term, hybrid means? What do you first think of? Do you think of a car? Or
your biology class? Is it something that seems natural to you? Hybridity exists in many forms in our
lives actually! Can you think of other examples from your other classes or personal experience?
Multiple cultures throughout history have been affected by each other. From this, mixed cultures and
traditions were formed. Do you all consider yourselves hybrids?
Hybridity, even involving the mixing of certain cultures seemed extremely strange to most
people when globalization happened. This was because combinations that come from hybridity often
seem beyond reality. For most, creating artwork is an escape from this reality. It is a chance for us to
work through and reside in our dreams. Do you think creating artwork helps us to make foreign or
unnatural ideas seem more common? How? Is there a way to depict all sides of yourself in your
artwork?
Stimulation Activity:
Ask students to get into groups of 3. I will be assigning each group a type of activity, like taking a
walk, singing, yelling, sitting, sleeping, etc. You will need to capture the essence of the experience
by listing words that relate to it. For example, if I got the phrase, running in the rain, I would list
words such as, discomfort, invigorating, blood pumping. I would then go on to describe what
exactly capturing the essence of an experience is like, everyone think of the feeling you get when
you listen to certain songs. Youre not thinking of what instruments are used, or what the lyrics are;
you are simply living in that feeling of happiness, sadness, anger, etc. The same can be done with
artwork! For example, certain colors make you feel a certain way, or a shape, or hectic, fast-paced
lines. So now it is your turn to try! After I give your group the activity, brainstorm with each other to
make a list of words that capture its purest essence.
I Want You To (Problematized instructions for individualized and/or small group artmaking):
Has anyone here made a self-portrait before? Have you created artwork that is multi-media?
First, you are going to combine different kinds of papers to draw on. By using different kinds of media,
we are creating material hybridity. This is a way to create a multimedia piece of art. Place them in an
interesting and creative way. After that, pick an animal that you think relates to you somehowyour
personality, ethnicity, interests, etc. You will be using this animal in your self-portrait! You will be
working with charcoal for this project. Incorporate parts of the animal that you think are the most
important. Once you are done with that, you are going to use the mirrors in front of you to make your
own self-portraits. Keep in mind the composition of how your papers are placed when creating your
drawing.
When making your drawing, you must stylize your self-portrait. Do this by utilizing the repetition of
simplified shapes.
**Remember that we are trying to capture the essence of who you are by expressing your multiple
sides!**
D. Heard, MSU c. 2000

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More Questions, Statements, Positive Verbal Reinforcements, Suggestions and Clarification of

Tasks (related to theme concept, concepts in art disciplines, non-art concept, democratic skills ):
After all the social movements and changes that have happened in our country, do you think that people
still feel uncomfortable when they meet new cultures? Have you ever felt this way? Is it possible for
people to live in the same place but in different cultures?
Have you ever created a work of art that empowered you? What was the reaction it received? If you
have not, would you consider sharing another side of yourself to your peers? How would you do so?

Concluding the Lesson (Discussion, Questions, Sharing of Productions, Recapping):

1. Review the type of artwork Henri Rousseau made. How did he create a dream-like atmosphere?
Recap that it is from the repetition of stylized shapesdepicting an object or figures essence.
2. Ask the students what they learned about Rousseaus artwork.
3. Ask the students how creating artwork empowers us and how they think it gives a physical form to
their dreams.
4. Ask the students ways they think they can feel more welcoming or accepting of cultures that may
seem foreign or strange to them.
Lesson Extensions/Connections:
1. Students reflect on their own culture/community and how accepting they are of foreign peoples or
ideas.
2. Students recognize that everyone does not fall into a single categorywe are not stereotypes;
everyone has multiple aspects to their character.
NJCCS:
A. One Visual Arts Standard and Indicator :Standard 1.4 Aesthetic Responses & Critique
Methodologies: All students will demonstrate and apply an understanding of arts philosophies,
judgment, and analysis to works of art in dance, music, theatre, and visual art. Content
Statement: Awareness of basic elements of style and design in dance, music, theatre, and visual
art inform the creation of criteria for judging originality. CPI#: 1.4.8.A.6 Cumulative Process
Indicator (CPI): Differentiate between traditional works of art and those that do not use
conventional elements of style to express new ideas.
B.One Non-Art Discipline Standard and Indicator: Standard 6.3: World History: All
students will demonstrate knowledge of world history in order to understand life and events in
the past and how they relate to the present and future. Strand C: Expanding Zones of
Exchange and Interaction to 1400 CE: Reinforce indicators from previous grade levels. CPI#
6.3.12: Cumulative Process Indicator (CPI): Discuss how millions of Africans, brought against
their will from Central Africa to the Americas, including Brazil, Caribbean nations, North
America and other destinations, retained their humanity, their families, and their cultures during
enslavement.

D. Heard, MSU c. 2000

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Assessments
A. Teacher Evaluation of Lesson/Teaching/Overall Student Outcomes
Lesson Plan:
1. Are the activities lesson age-appropriate?
2. Are there parts of the lesson that took too long? Or were there parts that didnt allow students to
understand all of the concepts?
3. Were the students interested in the lesson?
4. Does the lesson conceptually link art with another subject area in an integrated way?
5. Were the learning activities presented in the best sequence for student understanding?
Teaching of Lesson:
1. Did I allow enough wait-time?
2. Did I circulate throughout all areas of the classroom when speaking to the class?
3. Did I make eye contact with students?
4. Was my language clear and explicit?
5. Did I periodically check for student understanding?
Student Outcomes:
1. Aesthetics
a. Did the student understand that artists do not always share their intent on purpose?
b. Did the student understand that certain materials are better to use in order to express an
artists concept?
2. Art History
a. Does the student understand that during Henri Rousseaus time, realistic depictions of the
body were appreciated? Because of that, he was not popular during his time because the figures in his
paintings did not present the body this way.
b. Does the student know that Henri Rousseau was one of the driving forces of the
Surrealist movement, even though he is not always given credit?
3. Art Criticism
a. Was the student able to find stylized shapes, as well as more detailed shapes in the
artwork presented?
b. Was the student able to compare and contrast representative artwork to nonrepresentative?
4. Art Making
a. Did the student depict stylized shapes in their self-portrait?
b. Did the student choose an animal that clearly represented their persona?
5. Non-art Concept
a. Did the student understand that the term hybridity applies to several areas in life?
b. Did the student find similarities between their culture and a classmates?
6. Democratic Skills
a. Did the student provide positive, constructive feedback to their peers?
b. Did the student use respectful and attentive listening skills?
7. Outcomes for Students with Learning Disabilities
a. Did the student engage in on-task behavior?
b. Did the student interact with their peers?
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B. Student Self-Assessment Sheet

Student-Self Assessment Sheet

Hybrid Self-Portrait
Student Name:_________________
Teachers Name: Ms. Arencibia

Date:____________
Period:__________

1. What was your favorite part of this project? Why?

2. How did you use the element of shape in your self-portrait? Do you think it was
successful?

3. After completing this project, do you like to create art that is more realistic or stylized?
Both? Explain.

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Teacher Assessment of Individual Student Performance: Hybrid self-portraits

Teacher: Nicole Arencibia
Date: October 31, 2014
Period:_______
Grade:_______
4
Student finished
project: they,
created a selfportrait from reallife studies, and
incorporated an
animal into their
image. They also
created their work
by using the
stylizing shapes.

3
Student attempted
to finish project:
they created a selfportrait from reallife studies, and
incorporated an
animal into their
image. They forgot
to stylize their
shapes however.

2
Student completed
some of the
project: they
created a selfportrait, but it was
not from real-life
studies. They also
forgot to stylize
their shapes and
did not incorporate
an animal into their
drawing.

Craftsmanship

Excellent, carefully
chosen materials to
create multimedia
artwork great
placement as well.
Excellent markings
and lines when
using the charcoal.

Good use and

selection of
materials to create
multimedia
artwork--Good
placement as well.
Student had good
markings for lines
when using the
charcoal.

Creativity

The composition is
highly original.
Student went above
just experimenting
with the materials;
they made deep
reflections on the
chosen animal, and
stylized it in an
interesting way.
Student fully
understood the
purpose of the
assignment (how to
create a selfportrait and
expressing
hybridity/multiple
components of
themselves), the
steps involved, and
how to use the
materials.

The composition is
original. Student
made an attempt to
experiment with
the materials, but
mainly borrowed
ideas from the
artists presented.

Okay use of
materials to create
multimedia
artwork; they did
not place them very
carefully or
thoughtfully.
Students markings
with the charcoal
were somewhat
sloppy and
smudged.
The composition is
basic. Student
made no attempt to
experiment with
the materials, and
borrowed ideas
from the artists
presented.

Met project
criteria

Understanding

Student had good

understanding of
the purpose of the
assignment (how to
create a selfportrait and
expressing
hybridity/multiple
components of
themselves), the
steps involved,
how to use
materials.

Student had basic

understanding of
the purpose of the
assignment (how to
create a selfportrait and
expressing
hybridity/multiple
components of
themselves), the
steps involved,
how to use
materials, but had
some trouble.

1
Student barely
completed any of
the project; half the
page was left
blank. They did
not make their selfportrait from reallife studies. They
also forgot to
stylize their shapes
and did not
incorporate an
animal into their
drawing.
Basic use of
materials, with no
careful
consideration. The
lines created with
the charcoal were
very messy and
smudged.

The composition
lacks creativity.
Student made no
effort to
experiment with
the
materials/process.
Copied ideas from
their peers.
Student had no
understanding of
the purpose of the
assignment (how to
create a selfportrait and
expressing
hybridity/multiple
components of
themselves), the
steps involved, and
how to use
materials.

Score

Juan Gris, a mixed media painting upon a collage of coloured papers. The shapes of the
pieces of paper are very deliberate, mimicking the angular table edges and table cloth
forms. example for how to place different types of paper

Henri Rousseau, The Sleeping Gypsy, 1897

2. Franz Marc, The Large Blue Horses, 1911

3. Albrecht Durer, Hare, 1502

4. Constantin Brancusi, Sleeping Muse, 1910

5. Constantin Brancusi, Bird in Space, 1922

6. Rousseau, Avenue in the Park at Saint Cloud, 1908

7. Rousseau, The Equatorial Jungle, 1909

8. Rousseau, Surprised!, 1891

What defines a culture? (people, places, activities, and ideas)

Students should write their answers to this question, then share with the group. Write the
students responses on the board or a flip chart.
Make a bubble chart of the things that make up your own culture.
Include:
People who are famous or significant to your culture.
Cities, countries and specific places, such as important buildings or natural sites that are
important.
Activities, such as things people do for work and play.
Types of music, art, and media that are important to your culture.
Religious, historical, or philosophical ideas that are important to your culture.
Have you ever experienced another culture? Have you lived someplace besides where
you live now? Have you visited other parts of the United States or the world? Is it
possible for people to live in the same place but in different cultures? Think of
examples.
Make additional bubble charts for other cultures you have experienced.
Draw or cut out images that represents or symbolizes each of the bubbles on your culture
bubble charts.
Create a drawing or collage using these images and words.

Part of: Elements and Principles of Today's Art > Hybridity

Culture Chart Activity

D.
D.Heard,
Heard,MSUc
MSU c.2000
2000

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