The Arts · Grade 7

Active learning ideas

Art and Identity: Self-Portraiture

Active learning works for this topic because self-portraiture demands experimentation with materials and ideas to reveal identity, not just technical skill. When students rotate through media stations or collaborate on symbolic layers, they build confidence through low-stakes trials and shared discoveries.

• Ontario Curriculum Expectations
• VA:Cr2.1.7a

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

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.

Analyze how artists use self-portraiture to explore their identity.

Facilitation Tip

During Media Exploration Stations, ask students to spend at least three minutes with each material before deciding which to use for their final piece.

What to look for

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.

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

Activity 02

• Project-Based Learning
• 30 min · Pairs

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.

Justify the artistic choices made in a self-portrait to convey a specific aspect of self.

Facilitation Tip

In Expressive Pose Challenges, model how posture and facial expression can shift the mood of a portrait before pairing students for practice.

What to look for

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.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 40 min · Whole Class

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.

Construct a self-portrait that communicates a personal narrative without words.

Facilitation Tip

For the Artist Inspiration Gallery Walk, place artist statements next to each work so students can connect visual choices to intended meanings.

What to look for

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.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 35 min · Small Groups

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.

Analyze how artists use self-portraiture to explore their identity.

Facilitation Tip

In Symbolic Layering Builds, circulate with a checklist to note which groups are hesitating to add personal symbols, prompting them with questions like 'What object feels most like you?'

What to look for

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.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Approach this topic by emphasizing process over perfection. Students often feel pressure to create 'accurate' self-portraits, so start with low-stakes explorations at stations to normalize mistakes as part of discovery. Research shows that when students see peers take creative risks, they are more likely to do the same. Avoid rushing critiques; let students lead discussions about symbolism before offering your own interpretations.

Successful learning looks like students taking risks with their portraits, using symbols and expressive choices to communicate identity beyond physical traits. They should discuss their work with peers, explaining how their choices reflect personal narratives or cultural influences.

---

Watch Out for These Misconceptions

• During Media Exploration Stations, students may assume self-portraits must look realistic and photographic.

  Circulate with examples of abstract self-portraits and ask students to identify what visual choices make the artwork feel authentic despite its style. Have them sketch two exaggerated features that still feel like 'them' before committing to a final approach.

• During Symbolic Layering Builds, students might think identity in art focuses only on physical features.

  Ask each small group to present their current layers and explain how each symbol connects to culture, emotion, or personal history. If a group struggles, provide sentence stems like 'This color represents... because...' to guide their discussion.

• During Expressive Pose Challenges, students may believe all faces are drawn the same way in portraits.

  Demonstrate how altering the angle of the head or the position of the shoulders changes the portrait's mood. Have students practice sketching the same face in three different poses, then vote as a class on which feels most expressive for their own work.

---

Methods used in this brief

• Stations Rotation
• Project-Based Learning