All About Me Self portrait Make a Copy

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Mixtures and Solutions 1 grade art English


Standards/ Quality Indicators/ Skills

Students can ask themselves, what makes them unique and how do they visualize themselves to the world. Grade 1, fine arts, relate artistic ideas and works with societal, cultural and historical context to deepen understanding, page 12, 11-A.

Learning Objectives/Goals

  • Drawing/coloring from an observation of life
  • Drawing/coloring from memory
  • Self-reflection

Assessment (the type(s) of assessments used throughout the lesson)

  • Students will apply proper placement of facial features by using appropriate amount of spacing between eyes, nose, and mouth.
  • Students will draw an appropriate hair style that accurately matches their own.
  • Students will color with appropriate tones that accurately match their hair color, eye color and  skin color.
  • Students will attempt to portray their individuality throughout their portrait.


Lesson Structure and Procedures

  1. I will begin my lesson by briefly discussing what self portraits are and showing the class a few famous examples of self portraits on the projector, like Vincent Van Gogh for example.
  2. Next, I will give my self 10 or 15 minutes to draw myself as an example of a self portrait on a document camera, and or have the students gather around a table so the whole class can see.
  3. Within the ten to fifteen minutes I will quickly show the class how to properly draw a self portrait. First, I’ll draw a large oval for the head, then I will draw a faint horizontal line and vertical line in the middle on the oval. The horizontal and vertical lines help with proper placement of the facial features within the portrait. Second, I will draw the eyes and describe  them as two footballs. Also I will use the correct spacing by using two finger tips in between each eye. Third, I will draw the nose by creating three humps and two lines that connect the three humps. Forth, I will draw the mouth by creating drawing an upwards horizontal curved line across the bottom of the face, then drawing two mountain like structures on top on the curved line. Fifth, I will draw the ears by describing them as the letter “c” on the left side and a backwards “c” on the right. Sixth, I will draw the hair by creating lines. I can show the students how to draw straight, wavy or curly hair. Seventh, after all the facial features are drawn on and are in the correct placement I will show the students how to gently erase the vertical and horizontal lines. Lastly, I will add a neck and shoulders that connect to the head.
  4. After drawing my brief self portrait, I will show the class how to properly use colored pencils on their self portrait by briefly coloring the self portrait I just drew and show them they need to color nicely and inside the lines. I will also show the class how to identify the proper colors for eyes, hair, and skin color. I will not have enough time to color the whole portrait but I will color at lease one eye, some of the hair and some of the skin.
  5. After briefly showing the class an example of a self portrait by drawing and coloring one in front of the students I will then pass around a mirror or two (depending on how many there are) to students sitting at their desk. As the mirror gets passed around, I want the students to focus on their facial features and what they look like to others around them, also I want the students to remember that I want them to draw themselves from memory. As the mirror gets passed around I will hand out the supplies to each student.
  6. When students begin working walk around and seek for students who are struggling or need help. As students are drawing their self portrait remind them of the orderly steps into completing their self portrait.
  7. Students will continue drawing their self portrait for the rest of class but will not color until the next class period.
  8. When students complete their self portrait they can self reflect by seeing the similarities between themselves and the portrait. Also, students reflect from their peers portraits and see how they may have similar or different features from each other.

Instructional Strategies

  1. Showing the class famous self portraits on the projector, for example Vincent Van Gogh.
  2. Engaging students by demonstrating a self portrait by drawing one in front of the whole class.
  3. Using and providing a mirror for students before they begin their self portrait.
  4. Showing and guiding students on drawing/coloring diverse facial features. (Not every child looks the same).
  5. Find different ways to make the project more interactive to students. For example if child wants to add a hair bow to their portrait, let them or if a student wants to add freckles to their face because they have them, let them.

Learning Activities

  1. Students engaged in lecture over self portraits, through observing and listening to the lesson.
  2. Students observe their facial features by looking into a mirror.   
  3. Students draw and color themselves through memory.
  4. When students are finished with their self portrait they will see how well they did by observing the similarities between themselves and their portrait.


Resources and Materials

Planning of the lesson:

  • Drawing Paper
  • Pencils, (no mechanical pencils)
  • Pencil sharpener
  • Erasers
  • Famous examples of self portraits, like Pablo Picasso and Vincent Van Gogh

Students need to provide:

  • Themselves



  • Self portrait online examples are reviewed before class
  • Brief discussion over the lesson is reviewed before class
  • Supplies is stocked up before class

Delivering Lesson:

  • Make sure all students have a clear view of the board when drawing the self portrait example  through document camera.
  • Make sure students can have a clear view of the famous self portrait examples on the projector.



Differentiation/Accommodations/Modifications/Increases in Rigor


  • Providing pencil gips or a jumbo pencil for students who need help properly holding one.
  • Providing extra time to complete project
  • Providing an alternant setting to complete task
  • Give students more one on one time to help finish project
  • Providing extra examples for students
  • Providing alternative projects that are more suitable for students to complete


  • Allowing fewer assignments to be completed
  • Modify grades based on students goals
  • Allowing free hand drawing instead of drawing complex things

Challenging the Students:

  • I can challenge the students by allowing them to at small details to their portrait
  • Provide new ways on how to draw or color facial features, for example if students what to make their portrait more complex they can challenge themselves by the use shading within their coloring.
  • I also challenge the students by drawing themselves from memory.

English Language Learners:

  • English Language Learners can be supported with supplementary materials such as written direction or videos.
  • I can also work with the English Language Learners one on one while other students are busy. This way I can get to know the student and help them feel more comfortable in the class.

Cultural Practices:

  • Make sure every student feels welcomed in my class no matter what ethnicity. For example, providing multicultural posters around the classroom and make sure to provide colors utensils that have different skin colors so everyone can see themselves in the class.
  • Create relationships with all students. It is important to make connections with your students so they can succeed in the classroom.
  • Incorporate different backgrounds into the curriculum. For example, during the lesson plan I demonstrated how to draw curly hair, straight hair and wavy hair.   

Availability of Resources:

  • To help students that may not have access or free time to art.
  • This lesson is completed in class and does not require homework to complete, so students will have access to all materials in class.


Classroom Management

  • The introduction of the lesson grabs students attention through seeing famous examples of self portraits and watch the example I give to the class. Instead of listening to directions, I show the students intrusion to help them visualize their own self portrait.
  • During transition, I pass around materials to each student while the students pass around a mirror so they can start visualizing their ideas for their portrait. I will give each student a few minutes to look over their features before starting their project because I want them to be able to draw themselves from memory.
  • When students begin working I can walk around the room and seek for student who are needing help.
  • This project should take two or three class periods to fully complete.


  • If some students finish before others I will provide coloring sheets for those who are done. Students can also free draw on a blank sheet of paper.
  • The students are free to use colored pencils, crayons or markers on their coloring sheet and will not be for a grade.

Follow-Up to Today’s Lesson

  • During the next class period, students will begin class by continue working on their self portrait. While students are sitting at their desk, I will pass around supplies and their self portrait. Once students have supplies and their self portrait I will encourage them to begin working on their project.
  • Students should complete drawing their self portrait and move on to coloring by the end of the class period.
  • Some students will fully complete their project by the end of the class period.

Additional Information

Prior Lessons/Prerequisite Knowledge:

  • How to draw and color from memory
  • How to properly use color pencils and learning how to match colors with objects
  • How to identify self and others around you

Next Lesson:

  • Practicing to draw shapes
  • Practicing to identify objects around them
  • Practicing how to identify colors around them.