Self Portrait Collages
Term: 3 Year: 2010
Studying an artist: Guiseppe Archimboldo
1. What is our purpose?
To inquire into the following:
How We Express Ourselves
We can express our ideas and what we see in different ways
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence,
including student-initiated actions, will we look for?
•Art appreciation: Guiseppe Archimboldo – Spring, Summer, Autumn, Winter
works, answering the questions: what, who, how, why – verbal, written responses
•Drawing: self portrait using mirrors & graphite pencil at an easel
•Collage: self portrait using images of food & (including food packaging & food producing
plants) employing the compositional style used by Archimboldo
•Materials: graphite pencils, cartridge paper, magazines, food packaging, PVA glue, glue sticks, paper
2. What do we want to learn?
What are the key concepts to be emphasized within this inquiry?
•Form: What is it like?
•Causation: Why is it like it is?
•Connection: How is it connected to other things?
What are the Art elements & principles to be emphasized within this inquiry?
•Elements of Art: line, shape/form ( drawing = texture/pattern, colour, tone, shape/form (collage)
•Principles of Art = contrast, cropping
•What are the Art elements & principles to be emphasized within
this inquiry? = Drawing ,
What lines of inquiry will define the scope of the inquiry into the central idea?
•Life drawing: the proportions of the human face
•Drawing what we see
•Employing elements of Art in a collage composition
•Creating an optical illusion
What teacher questions/provocations will drive these inquiries?
•What is proportion and how do we employ it when drawing a portrait?
•What is an optical illusion?
•How has Archimboldo created the optical illusion
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we
•Appreciation & discussion relating to works of Archimboldo answering questions: what who how why
•Pre drawing exercises & discussions using sketching techniques prior to self portrait drawing
•Experimentation with selected media
What are the possible ways of assessing student learning in the context of the lines of inquiry? What
evidence will we look for?
•Writing about their observations of the artist’s works & relating it back to the central
•Creating a recognizable portrait within 2D compositions
•Employment of drawing & collage media to express forms & concepts
•Management of selected 2D media
•Application of elements & principles in compositions
•Application of imaginative solutions within compositions
4. How best might we learn?
What are the learning experiences suggested by the teacher and/or students to encourage the students to
engage with the inquiries and address the driving questions?
•Direct observation & discussion of the artist’s works
•Personal research about the artist & his work
•Hands on development of the compositions through the application of the elements & principles of
•Students create a personal collection of relevant media for their compositions.
Proposed duration: 1 hour per week = 6 weeks
St Leonards College Bangholme
Suitable for Year 3 and 4