Georgia O'Keeffe, Ghost Ranch, New Mexico Arnold Newman		Portrait of a Family of Five William Southgate Porter		Edison's Light Robert ParkeHarrison
Explore Art page (kid-friendly)				Explore Art page (kid-friendly)
Vanishing Race – Navaho Edward Sheriff Curtis
Explore Art page (kid-friendly)

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• Familiarize yourself with Visual Thinking Strategies (VTS). Read this overview of Visual Thinking Strategies (PDF 16KB) written by Abigail Housen and Philip Yenawine at Visual Understanding in Education.
• Print the images listed on overhead transparencies.
• Set up cameras and printer for use.

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Session One
1. Begin a discussion with the students about portraits: What is a portrait? Where have you seen portraits? Have you ever had your portrait taken? What is a self-portrait? Why might a photographer take a self-portrait? Define the terms and write them on the board.

2. Engage the class in a discussion about portraiture. Throughout history people have sought to record images of themselves or of others. In this medium artists are able to not only depict what they see, but also what they believe or desire to portray. Until the 18th Century, portraiture was regarded as a symbol of the wealthy, thus a privilege. The invention of Photography marked a turning point in the availability and exposure of the general masses to portraits. Portraits usually depict what a person looks like as well as revealing something about his or her personality.

3. Introduce the term vantage point and write the definition on the board. Explain that vantage point is all about where the photographer stands. Introduce the term framing. Have all the students make a frame to imitate the camera viewfinder, using their thumbs and index fingers to create a square. Using volunteers from the class, two at a time, ask the students to stand in the front of the class and demonstrate each vantage point. Start with the bird's and worm's eye vantage points. Begin a discussion about how a worm might look at the world, from a lower level, or perspective, looking up at the world. Have one student be the photographer and one the subject while demonstrating how one would take the worm's eye view. Discuss how a bird might view the world, from above, and act out that vantage point with the same two volunteers, switching the photographer and subject roles. Do the same with the close-up, far view, angle, side, and front view vantage points. Have the students interact with each other while practicing framing and vantage points. Reinforce throughout the activity that the vantage point is all about where the photographer is standing. (An option to further emphasize vantage points is to download and print out the images of the Yellow Truck from the Photography and vantage points (PDF 248KB) lesson plan, which contain all seven vantage point examples. These can be held up in front of the class while engaging in a discussion about each perspective and the reasons behind them.

4. Show the students the image Georgia O'Keeffe, Ghost Ranch, New Mexico 1968 by Arnold Newman. Ask the students the following questions: What's going on in this picture? What do you see that makes you say that? What more can you find? Does this look like a portrait? Why or why not? What vantage point is this taken from? What emotion does the subject convey? After each student provides a response, acknowledge his/her response by pointing to the image and paraphrasing what he/she said. Continue this questioning for several minutes.

5. Show the students another image, using the same questions from Procedure #4.

6. Tell the students that they will be creating their own portraits. They will have to consider the elements of composition and vantage points while making their images. The image content must include something that reveals an aspect of their personalities or something that is important to them, which they will be required to later write about. They can have a partner help them or if the cameras have the capability and you have the time, use the internal timer to make a self-portrait.

7. Encourage the students to photograph a feature of their body which they will be later asked to write about, such as their eyes or hands, and not something material like a necklace or shirt. Assist them in brainstorming ideas for their images. Reinstate the seven vantage points and how each one might contribute to the content and success of their image. Allow each student to make only one image.

8. While the students are waiting for their photographs to be printed, have them write an accompanying story or poem about themselves or the photographed body part. Also, tell the students their image must have a caption, encouraging them to be as creative as possible. When each student is done with his/her rough copy, correct for grammar and spelling mistakes and give back his/her photograph.

9. Using cardstock or construction paper, allow students to compose the image and text in any creative means with markers and glue.

Session Two
A critique at the end is encouraged. Display the final works so all can see. Explain to the students that they will be talking about their images, stating their intentions and the process, while commenting on how successful they felt the final work to be. Encourage the students to lead themselves in the critique and open it up for all to participate. Reinforce that when making art, nothing can be considered right or wrong, good or bad, but that it is an exploration by creative means, often a commentary of the self and the world we live in.

Extensions
There are no extensions for this lesson plan.

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Using The Visual Classroom Curriculum will help introduce students to looking and talking about imagery. The curriculum also contains examples of portraits and self-portraits.

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CA Content Standards
Fourth Grade Visual Arts
3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).

4.1 Describe how using the language of the visual arts helps to clarify personal responses to works of art.

Fifth Grade Visual Arts
1.1 Identify and describe the principles of design in visual compositions, emphasizing unity and harmony.

2.4 Create an expressive abstract composition based on real objects.

3.3 Identify and compare works of art from various regions of the United States.

4.1 Identify how selected principles of design are used in a work of art and how they affect personal responses to and evaluation of the work of art.

Sixth Grade Visual Arts
1.2 Discuss works of art as to theme, genre, style, idea, and differences in media.

4.1 Construct and describe plausible interpretations of what they perceive in works of art.

Fourth Grade English-Language Arts
2.1 Write narratives.

1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence.

1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.

2.1 Make narrative presentations.

Fifth Grade English-Language Arts
1.1 Ask questions that seek information not already discussed.

1.5 Clarify and support spoken ideas with evidence and examples.

2.1 Make narrative presentations.

Sixth Grade English-Language Arts
1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.

1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.

2.1 Make narrative presentations.

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Teachers
Ewald, Wendy. I Wanna Take Me a Picture: Teaching Photography and Writing to Children. Boston: Beacon Press, 2002.

Jones, Frederic H. Digital Photography Just the Steps for Dummies. Hoboken, NJ: John Wiley, 2005.

Sandler, Martin A. Photography, An Illustrated History. (Oxford Illustrated History). New York: Oxford University Press, Inc, 2002

The Visual Classroom: Integrating Photography into the School Curriculum. Education Department: Museum of Photographic Arts, 2000. To order, call 619-238-7559x236 or E-mail edudept@mopa.org to order. It is $45. Additional shipping charges may apply.

The Museum of Photographic Arts
Permanent collections and current exhibits at the Museum of Photographic Arts, Balboa Park, San Diego, CA.

Visual Thinking Strategies Vue: A Solution to Education's Challenges
Visual Understanding in Education (VUE) conducts educational research focused on aesthetic and cognitive development that results from interaction with art. Based on its findings, VUE develops programs for schools and museums, principally Visual Thinking Strategies (VTS).

Students

Bidner, Jenni. The Kids' Guide to Digital Photography: How to Shoot, Save, Play With & Print Your Digital Photos. New York: Lark Books, 2004.

Buckingham, Alan. Photography, DK Eyewitness Books. New York: Dorling Kindersley, 2004.

Ewald, Wendy. The Best Part of Me: Children Talk About Their Bodies in Pictures and Words. Boston: Little, Brown, 2002.

Friedman, Debra. Picture This, Fun Photography and Craft (Kids Can Do It). Toronto: Tonawanda, NY: Kids Can Press. 2003.

Ford, Carin T. George Eastman, The Kodak Camera Man (Famous Inventors). Berkeley Heights, NJ: Enslow, 2004

Haslam, Andrew. Photography! Make it Work! Chicago, IL: World Book/Two-Can Publishers, May 2000.

BetterPhoto for Kids and Teens
A site dedicated to kids and young adults interested in the art of taking pictures. Includes sections on pets, friends and family, vacations, and more.

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