The Arts · Foundation

Active learning ideas

Self-Portraits and Identity

Active learning builds confidence by letting students test materials and ideas hands-on, which is essential for self-portraits where identity and expression matter more than perfection. When students move, discuss, and create together, they see how choices in color, shape, and symbol shape meaning in art.

• ACARA Content Descriptions
• AC9AVAFE02
• AC9AVAFR01

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 25 min · Pairs

Pairs: Material Swap Self-Portraits

Partners create a quick self-portrait using crayons, then swap materials to paint over it. They note changes in mood or energy from the material switch. Pairs share one key difference with the class.

Explain what choices an artist makes to represent themselves in a portrait.

Facilitation Tip

During the Material Swap activity, have partners trade papers halfway through so both feel ownership of the final piece.

What to look for

As students work, ask them: 'What color did you choose for your hair and why?' or 'What symbol are you adding to show something you like?' Listen for their justifications connecting choices to personality.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 35 min · Small Groups

Small Groups: Identity Symbol Hunt

Groups brainstorm personal symbols like hearts for kindness or stars for dreams, then draw self-portraits including three symbols. Each member explains a symbol's meaning. Display on a class wall for ongoing reference.

Compare how different materials (e.g., crayon vs. paint) change the feeling of a self-portrait.

Facilitation Tip

In the Identity Symbol Hunt, assign each small group one portrait to analyze before sharing symbols with the class.

What to look for

After viewing a few self-portraits, ask the class: 'What did [student's name] use to show they are happy?' or 'How is [student's name]'s portrait different from [another student's name]'s portrait, and what materials made it look that way?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 30 min · Whole Class

Whole Class: Mirror Observation Draw

Students sit with hand mirrors to observe and sketch facial features, adding one identity detail like a pet or favorite color. Teacher models first, then facilitates a show-and-tell circle.

Justify the inclusion of specific details in your self-portrait to convey personality.

Facilitation Tip

For the Mirror Observation Draw, model looking closely for 30 seconds before starting, then circulate with guiding questions like 'What shape is your chin?'

What to look for

Students pair up and show their self-portraits. Prompt: 'Point to one detail in your partner's portrait and say one thing it tells you about them.' Encourage specific observations about chosen details or colors.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 20 min · Individual

Individual: Detail Choice Reflection

Each student draws a self-portrait and lists three details with reasons on a template, such as 'big smile shows I'm happy.' They present to a partner for feedback.

Explain what choices an artist makes to represent themselves in a portrait.

Facilitation Tip

During the Detail Choice Reflection, ask students to write one sentence explaining why they chose a color or symbol before turning in their work.

What to look for

As students work, ask them: 'What color did you choose for your hair and why?' or 'What symbol are you adding to show something you like?' Listen for their justifications connecting choices to personality.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach self-portraits by balancing structure with freedom. Provide clear examples of how artists use symbols, not just realism, to show personality. Avoid over-correcting; instead, ask open questions that guide students to articulate their own intentions. Research shows that when students explain their choices aloud, their understanding deepens and their work improves.

Successful learning shows when students connect their materials to personal traits, explain their choices with reasons, and compare portraits using visual evidence. They should show pride in their work, pointing to specific details that reveal identity.

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Watch Out for These Misconceptions

• During the Mirror Observation Draw, watch for students who erase or start over frequently, believing their drawing must look like a photo.

  Remind students during the activity that the goal is to capture what they notice about themselves, not to make a perfect copy. Ask, 'What part of your face do you want to remember best?' to refocus their attention.

• During the Material Swap Self-Portraits, watch for students who assume all materials feel the same.

  Pause the activity and have groups discuss how crayons feel different from paint. Ask, 'Which material made your lines bolder? Why might that matter for your portrait?'

• During the Identity Symbol Hunt, watch for students who only choose physical traits like 'blue eyes' as identity markers.

  Prompt groups to look for symbols that reveal interests or feelings, such as a soccer ball or a heart. Ask, 'What does this symbol tell us about who this person is beyond how they look?'

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Methods used in this brief

• Stations Rotation