The Arts · Grade 7 · Visual Narratives and Studio Practice · Term 1

Art and Identity: Self-Portraiture

Creating self-portraits using various media to explore personal identity and representation.

• Ontario Curriculum Expectations
• VA:Cr2.1.7a

About This Topic

Self-portraiture allows Grade 7 students to examine personal identity through visual representation. They study artists such as Frida Kahlo, who layered symbols of pain and heritage, or Jean-Michel Basquiat, who blended text and bold lines to assert cultural identity. Students select media like charcoal, collage, or acrylics to craft portraits that reveal narratives, such as dreams or family influences, without relying on words.

This topic supports Ontario's Grade 7 Arts curriculum in Visual Arts by integrating creation, presentation, and reflection. Students justify choices in proportion, color, and symbolism, building skills in critique and artistic intent. It connects to broader themes of visual narratives, encouraging students to view art as a tool for self-expression and cultural storytelling.

Active learning benefits this topic because students engage in iterative sketching, media experiments, and peer feedback sessions. These approaches make identity exploration concrete and collaborative, as students defend choices and refine work based on class input. Hands-on processes deepen emotional investment and skill application.

Key Questions

1. Analyze how artists use self-portraiture to explore their identity.
2. Justify the artistic choices made in a self-portrait to convey a specific aspect of self.
3. Construct a self-portrait that communicates a personal narrative without words.

Learning Objectives

• Analyze how specific visual elements, such as line, color, and composition, are used by artists to convey aspects of identity in self-portraits.
• Justify the selection of media and techniques in a self-portrait to communicate a chosen personal narrative or characteristic.
• Create a self-portrait that uses symbolic representation to communicate a personal narrative without relying on written text.
• Compare and contrast the approaches to self-representation in two different artists' self-portraits, identifying common themes or techniques.
• Evaluate the effectiveness of a peer's self-portrait in communicating their intended personal narrative, providing constructive feedback.

Before You Start

Elements and Principles of Design

Why: Students need a foundational understanding of elements like line, color, and shape, and principles like composition, to make informed artistic choices in their self-portraits.

Introduction to Visual Arts Media

Why: Familiarity with various art materials and techniques is necessary for students to select appropriate media for their self-portrait project.

Key Vocabulary

Self-Portraiture	An artwork created by the artist that depicts themselves. It is a way for artists to explore their own identity, emotions, and experiences.
Symbolism	The use of images, objects, or colors to represent abstract ideas or qualities. In self-portraits, symbols can communicate deeper meanings about the artist's identity or story.
Composition	The arrangement of visual elements within an artwork. How elements like line, shape, color, and space are organized affects the overall message and impact of the self-portrait.
Representation	The way in which something is depicted or portrayed in art. In self-portraits, representation involves choices about how to show oneself, including physical likeness and symbolic elements.
Artistic Intent	The purpose or goal the artist has in mind when creating a piece of art. This includes the message they want to convey and the emotions they wish to evoke.

Watch Out for These Misconceptions

Common Misconception

Self-portraits must be realistic and photographic.

What to Teach Instead

Portraits often use exaggeration or symbols to convey inner qualities. Peer gallery walks expose students to varied professional examples, prompting them to experiment confidently and justify abstract choices.

Common Misconception

Identity in art focuses only on physical features.

What to Teach Instead

Artists include objects, colors, and backgrounds to show culture or emotions. Group discussions during critiques help students identify these layers in peers' work, expanding their own symbolic vocabulary.

Common Misconception

All faces are drawn the same way in portraits.

What to Teach Instead

Proportions and styles vary by intent and media. Hands-on station rotations let students test approaches, building flexibility through trial and shared observations.

Active Learning Ideas

Stations Rotation: Media Exploration Stations

Prepare stations with sketching pencils, magazine clippings for collage, watercolours, and markers. Students create 5-minute self-sketches at each, recording how media influences mood or identity expression. Groups rotate three times, then select one medium for deeper practice.

45 min·Small Groups

Pairs: Expressive Pose Challenges

Partners use hand mirrors to practice five facial expressions tied to emotions like joy or determination. Each sketches the partner in that pose, adding one symbolic object. Pairs discuss and trade sketches for feedback.

30 min·Pairs

Whole Class: Artist Inspiration Gallery Walk

Display 8-10 famous self-portrait reproductions around the room. Students walk the gallery, jotting notes on techniques and identity clues. Reconvene for a class chart comparing artist choices to personal ideas.

40 min·Whole Class

Small Groups: Symbolic Layering Builds

Groups share draft portraits and suggest symbols like keys for opportunity. Each adds one layer to their own work based on input. Reflect together on how additions strengthen the narrative.

35 min·Small Groups

Real-World Connections

• Photographers specializing in portraiture, like Annie Leibovitz, create iconic images of celebrities and public figures that often explore themes of identity and persona, influencing public perception.
• Graphic designers use self-representation in branding and personal portfolios to showcase their skills and unique style, aiming to attract clients and communicate their professional identity.
• Forensic artists create composite sketches or 3D models based on witness descriptions, demonstrating how visual representation can reconstruct identity for identification purposes.

Assessment Ideas

Exit Ticket

Students will receive a card with an image of a famous self-portrait. They must write two sentences identifying one symbol used by the artist and explaining what it might represent about the artist's identity. They will also write one sentence about the overall mood of the portrait.

Peer Assessment

Students will display their works-in-progress. Each student will use a checklist to assess a peer's self-portrait, focusing on: 1. Is there at least one clear symbol? 2. Does the composition help tell a story? 3. What is one aspect of the artist's identity that seems to be communicated? Students will then verbally share one specific suggestion for improvement.

Quick Check

The teacher will present a series of self-portrait details (e.g., a specific color choice, a particular object included, an unusual angle). Students will hold up cards labeled 'Identity,' 'Emotion,' or 'Narrative' to indicate what they believe that element is intended to represent. The teacher will then ask for verbal justifications.

Frequently Asked Questions

How do Grade 7 students analyze self-portraits by famous artists?

Start with guided questions on color choices, poses, and symbols. Provide reproducibles of works by Kahlo or Warhol. Students annotate details in pairs, then share in whole-class talks. This scaffolds observation skills while linking to personal identities, fostering critical response as per curriculum expectations. Follow with quick sketches mimicking one technique.

What materials suit self-portrait projects in Grade 7?

Offer accessible options like sketch paper, charcoal, acrylic paints, magazines for collage, and markers. Include mirrors and fabric scraps for texture. Rotate materials via stations to match budgets and skills. Emphasize how each affects expression, encouraging justification of choices in reflections.

How can active learning engage students in self-portraiture?

Use stations for media trials, pair mirroring for observation, and gallery walks for critique. These methods make abstract identity tangible through doing and talking. Students iterate based on peer input, boosting ownership and deeper reflection on artistic intent.

How to assess self-portraits in Ontario Grade 7 Arts?

Use rubrics for creative choices, symbolism, and justification tied to VA:Cr2.1.7a. Include self-reflections on narrative success and peer feedback forms. Conference individually to probe thinking. Display work for class vote on most evocative pieces, reinforcing presentation skills.