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Teaching and Learning Sequence - Teacher Copy

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Learning Experience: Research and paint a self-portrait that demonstrates an understanding of the Rita Angus self-portrait 'Rutu'.

Investigation (UC, CI) - Approx: 4 Periods

  1. In small groups students investigate one asset per group using SCAMPS .
  2. As a class the 'traditional' style portraits (Captain James Cook 1776-80 ; 'Darby and Joan', Ina Te Papatahi, Ngā Puhi ; 'Elizabeth Solomon' ) with 'Rutu' using a Double Bubble . The aim of this task is for students to become aware of the ways that artists use combinations of art-making traditions to produce new art works, and the way that portraiture has changed over time.
  3. In pairs, students produce an A3 Presentation that compares one of the 'traditional' style portraits with one of the more contemporary ones (Portrait of Katherine Mansfield ; 'Rutu' ; Self-portrait of Grace Cossington Smith; 'Te Puhi o te tai Haruru' ). Using a Double Bubble may help students with this task. The aim of this task is for students to reinforce the learning from task 2, and to transfer it to a new, but similar, setting. Working with portraits that they are unfamiliar with will provide students with more of a challenge, while working with 'Rutu' may be more suitable for less able students.
  4. Teacher-led whole class discussion re-capping key elements of 'Rutu'
    • About the artist's spiritual and cultural identity
    • Uses a range of symbols and references
      • Combines Polynesian and European characteristics (dark skin, blond hair)
      • Fish reference the artist's birth sign; they have also been a symbol of Christ since early Christian times
      • Lotus blossom is an important symbol of re-birth and creation in Oriental religions
      • Lush vegetation suggests regeneration
       
    • Shows the influence of a range of artistic styles
      • Colours and linear forms reflect Japanese art
      • Choice of domestic subject matter shows influence of Jan Vermeer
      • Also shows influence from Piero della Francesca

Producing a portrait (PK, DI) - Approx 12 - 14 Periods

  1. Working in pairs, students brainstorm possible symbols and references that they could include in their own portraits.
    • Physical characteristics relating to their ethnic backgrounds
    • Personal symbols and religious symbols
    • References to landscape where they live
     
  2. Individually, students draw symbols and collect (from magazines, photocopies etc) source material for their portraits. Teacher may need to assist in sourcing relevant imagery.
  3. If students are not already familiar with portraiture, teacher leads workshop introducing students to basic elements of portrait drawing. Students produce self-portrait sketch
  4. Students incorporate selected symbols from task 2 into their self-portrait and place references to the landscape where they live into the background. Colours are chosen and painting style is considered, making reference to the artist model's work.
  5. When students are satisfied with their sketch they critique it with the other member of their pair (from task 1) using LAPS.
  6. Suggested changes are made, then it is transferred onto a prepared ground (primed re-cycled folio card, or canvas).
  7. Using a palette of intense colours, students paint their self-portrait in the style of 'Rutu'.
  8. Students complete the peer assessment sheet and hand in work.

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