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You Are What You Eat: Digital Painting

 

Grade/s: High school Level 1

Time Required: 8 periods of 45 minutes

Enduring Idea: Food

Unit Title: You Are What You Eat: Digital Painting

Key Concept: Sustainment

Unit Designer: Jillian Keyes

Essential Question: What foods do you consider to be necessary for sustaining life?

 

Unit Description: During this lesson, the students will create a digital self-portrait made up of different foods that represent the parts of their faces. The students will use Wacom tablets and Photoshop to digitally draw the food items on a layer on top of a photo of themselves.

 

Outline of Class Meetings:

Day 1: Introduction with visual exemplars, student photos taken & uploaded, Photoshop demo

Day 2: Photoshop & Wacom tablet demos, Student research

Day 3: Studio

Day 4: Studio

Day 5: Studio

Day 6: Studio

Day 7: Studio

Day 8: Studio, submittion, review

 

NCCAS Art:           

  • VAH1-1.4 Apply materials, techniques, and processes with skill, confidence, and sensitivity sufficient to make his or her intentions observable in the artwork that he or she creates.

  • VAH1-2.2 Create works of visual art that use the elements and principles of design and other compositional strategies.

  • VAH1-3.3 Select and effectively use subject matter, symbols, and ideas to communicate meaning through his or her artworks.

 

Learning Outcomes:

  1. The students will create a digital self-portrait in Photoshop comprised of drawn pictures of different foods.

  2. The students will use Wacom tablets to draw the food in at least 5 different layers in Photoshop.

  3. The students will have their photos taken and use them for the base layer for their image.

  4. The students will select foods based on the shapes and colors in their faces and their own personal interests.

 

Artists: The artists I have chosen for this key concept are Giuseppe Arcimboldo and Sandy Skoglund. The first artist, Giuseppe Arcimboldo, is an Italian painter who was born in Milan in 1527. His most known works are his portraits made entirely of vegetables, fruits, and other natural materials. His vegetable portrait paintings are the main inspiration for this lesson. The pieces I chose to show in this lesson from Arcimboldo are Vortumnus and Spring. The second artist, Sandy Skoglund, is an American photographer and installation artist, born in 1946 in Quincy, Massachusetts. She is most known for her installation photographs of various scenes made up of multiples of the same object or subject matter and bright, contrasting colors. The artworks that I chose for this lesson by Skoglund are The Cocktail Party and Remaining Popcorn. I chose Sandy Skoglund for this lesson because in the pieces I chose, she took objects and covered them in a separate skin and in these particular pieces, she used food.

 

Images:

 

 

Materials:

  • Computers

  • Photoshop

  • Wacom tablets

  • Internet

  • Digital camera

  • Memory card

 

Day Breakdown:

Day One:

  1. The teacher will introduce the lesson with a PowerPoint that includes the description of the lesson, the objectives, and visual exemplars.

  2. The teacher will take portrait photos of each student.

  3. The students will open their portrait in Photoshop and save it as a new Photoshop file.

  4. The teacher will begin to demonstrate how to use the tools in Photoshop needed to complete this project.

Day Two:

  1. The teacher will continue and finish up demonstrating how to use the necessary Photoshop tools and show how to use the Wacom tablet in a new Photoshop layer.

  2. The students will begin by making a list of foods that associate with shapes and colors in the face. (circular or almond shaped foods for eyes, pink or red foods for lips, long shaped foods for jaw line, etc.)

  3. The students will find images of the foods they want to use, open them into their Photoshop file with their portrait, and start editing them to fit in their faces.

  4. The students will create a new layer for their drawing.

Day Three:

  1. The students will start drawing their food self-portraits.

Days Four and Five:

  1. The students will continue drawing.

Day Six:

  1. The students will start adding color and shading using the paintbrush tool.

Day Seven:

  1. The students will continue adding color and shading.

Day Eight:

  1. The students will finish adding color and shading.

  2. The students will submit their digital self-portraits.

 

Motivator: Music playing during class

 

Vocabulary:           

  • Photoshop

  • Wacom tablet

  • Layers

  • Pencil tool

  • Paintbrush tool

  • Lasso tool

 

Resources:

 

Assessment: Formative checklist (for teacher observation only), Summative Rubric

 

Formative Checklist (Each day):

  • The student arrives prepared and promptly start working

  • The student follows classroom and safety guidelines

  • The student works efficiently and stays on task

 

Summative Rubric:

Vortumnus by Giuseppe Arcimboldo

The Cocktail Party by Sandy Skoglund

Remaining Popcorn by Sandy Skoglund

Spring by Giuseppe Arcimboldo

© 2015 by Jillian Keyes.

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