Grade 5 self-portraits about conflict via drawing, color, and abstraction

In the homeroom classes the Grade 5 students inquired into the central idea that “finding peaceful solutions to conflict leads to a better quality of human life” by looking at how each student manages situations of conflict and interpersonal problems. And so in art class, we were taking this opportunity to create self-portraits that communicate each person’s experience with or feelings about this theme. Our main lens through which we viewed conflict and each person’s approach to the artwork was the concept of PERSPECTIVE.

These young artists initially identified a personal situation of conflict and used this event as a catalyst for their art project. They have spent time reflecting on their perspective on these conflicts, learning different approaches to drawing realistic facial features, and exploring and practicing geometric and organic abstraction in paint. They have now finished putting their new learning together in creating their final self-portraits — attempting to convey their ideas both in a realistic and in an abstract manner. These self-portraits are each made up of:

  • foreground: a pencil and ink image of themselves — drawn from life using a mirror, showing a facial expression indicating the feelings aroused by this situation of conflict, delineated with traditional ink pens, nibs, and ink.
  • background: an abstract painting — either geometric, organic, or both — utilizing specific colors as symbols of the student’s feelings about this situation of conflict

Soon after completion, the students evaluated their ideas and the execution of their work by responding to these questions:

  • How does my abstract painting communicate my perspective about conflict?
  • What feeing or message is my facial expression meant to convey?
  • What was new or unusual about the process of creating this self-portrait?

The finished self-portraits and written reflections are now on display upstairs in the Kirin Building. Please come see the students’ amazing work and efforts.

Grade 5 self-portraits about conflict via drawing, color, and abstraction

In their homeroom classes and in drama class, the 5th graders have been addressing the central idea that “differences in beliefs and values are factors leading to conflict” by looking at how each student manages situations of conflict and interpersonal problems. And so in art class, we were taking this opportunity to create self-portraits that communicate each person’s experience with or feelings about this theme.

These young artists initially identified a personal situation of conflict (during a drama class lesson) and used this event as a catalyst for their art project. These young artists have spent time discussing and reflecting on these conflicts, learning different approaches to drawing realistic facial features, and exploring and practicing geometric and organic abstraction in paint. Now they are in the final stages of putting their new learning together to create their final self-portrait — attempting to convey their ideas both in a realistic and in an abstract manner. These self-portraits are each made up of:

  • in the foreground: a pencil and ink image of themselves — drawn from life using a mirror, showing a facial expression indicating the feelings aroused by this situation of conflict
  • a background: an abstract painting — either geometric, organic, or both — utilizing specific colors as symbols of the student’s feelings about this situation of conflict

Soon after completion, the students will evaluate their ideas and the execution of their work:

  • How did you communicate in both realistic and abstract manners?
  • What did you learn during this project which was new to you?
  • What could you have done better? What would you do differently if you made this self-portrait again?

The finished self-portraits will be displayed here on this blog upon completion. Come back and look for them!