Students learn about artist Hanoch Piven, who uses real objects to make symbolic portraits, and make a mixed media self portrait with symbolic images to create the facial features.
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THE PLAN
3 sessions; 40 minutes per session
1. The students will learn about artist Hanoch Piven's artwork and discuss his use of symbolism.
2. The students will create a mixed media self-portrait that utilizes symbolism.
3. The students will write an artist statement reflecting on their work and use of symbolism
1. 9x12 inch Construction Paper
2. Pencils
3. Tempera Paint
4. Brushes
5. Magazines
6. Scissors
7. Glue
1. Introduction
-Show images of Piven's work from www.pivenworld.com
-Discuss caricature and symbolism
-Explain assignment: create self portrait with symbolic magazine images forming the face
2. Sketch line drawing of portrait (head and shoulders with blank face) onto construction paper
3. Paint large areas with tempera- skin, hair, shirt, background optional
4. Cut images from magazines that represent the student and can be used to form the face
5. Arrange and glue cut images to complete the portrait
Student artist statements reflecting on work and explaining use of symbolism.
I also have a "Piven Box" for choice days. I filled a tub with random found objects and the students love to arrange them on top of construction paper to make faces and other images. I photograph the results and the objects go back in the box for another day.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students know the differences between materials, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
[K-4] Students describe how different expressive features and organizational principles cause different responses
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
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