Egyptian Inspired Self Portraits

STUDENT EXAMPLES: Click to enlarge

OUTCOME:

Students will gain an understanding of Ancient Egyptian portrait paintings and hieroglyphics. Students will successfully draw and paint a self portrait using inspiration from Ancient Egyptian artwork. Students also be able to successfully write their name using hieroglyphics.

OBJECTIVES:

The Learner Will:

• Describe what hieroglypics are and be able to demonstrate how they are used by writing their name.
• Identify where Egypt is located on a map.
• Know the characteristics of Egyptian portraits.
• Compare and contrast their self portrait with Egyptain portraits.
• Develop ideas from imagination, their everday lives, and other visual inspiration discussed in class.

STANDARDS: Click to enlarge

AUDIENCE: Upper Elementary - 6th grade

TIME ALLOTMENT: Two class periods, 75 minutes each week.

MATERIALS:

• 11x14" white paper
• Tempera paints
• Paintbrushes
• Pencil
• Examples of Egyptian portraits
• Powerpoint (Laptop, projector)

WEEK ONE

• Anticipatory Set - Write my name on the white board using hieroglyphics, after students sit down greet them and ask the following questions:
  • Does anyone know what word I wrote on the white board?
  • What language do you think this is?
  • Has anyone ever heard of "hieroglyphics" before?
  • What are "hieroglyphics"?
• Present power point on Egyptian hieroglyphics. (For visual learners.)
  • Ask for a volunteer to point out Egypt on the map.
  • Explain "hieroglyphics" and show examples.
• Pass out hand-out on hieroglyphics.
• Select a student and do a demonstration on the white board writing their name in hieroglyphics. Ask students to follow along on their hand-out.
• Pass out paper and pencils for students to practice writing their names with hieroglyphics.
  • Give students 10-12 minutes to practice writing their name.
  • Walk around room and assist students as needed.
• Continue with the power point on Egyptian portraits.
• Show examples of the project: Egyptian self portraits.
• Discuss traits of Egyptian portraits. (Opportunity for verbal/linguistic learners to participate in discussion and later on in critique, interpersonal learners will be able to learn as a group.)
  • The head and legs are in profile. The body is is front view. Why do you think that is? Why?
  • Explain how Egyptian artists wanted to show the width of the chest.
  • Foreshortening (show examples) - when an object appears compressed when it is seen from a certain viewpoint.
  • Did the artists of the Egyptian portraits use foreshortening? Why or why not?
  • Explain that Egyptian artists didn't know about foreshortening, which is why they went from profile view to front view and returned to profile view.
  • What colors did the artists use in the portraits?
    • Reddish-brown was used for men.
    • Yellowish-buff was used for the women.
    • These colors were used to distinguish the two sexes, not because they were actually those colors.
    • Many of the portraits appeared flat due to their use of color and lack of foreshortening.
• Demonstrate how to draw a self portrait in Egyptian style.
  • Ask students to imagine that they are Egyptian and are going to paint a self portrait.
  • Demonstrate how to draw a face in profile view.
  • From there demonstrate how to draw a body and arms in front view.
  • Finish by returning to profile view and draw the legs and feet.
  • Go over how the Egyptians adorned their heads with wigs and crowns.
  • Remind students to add Egyptian elements.
    • Clothing
    • Hairstyles
    • Jewelry
    • Footwear, etc.
• Pass out paper for students to begin drawing their portraits. (Intrapersonal learners will be able to work alone during this time.)
  • Walk around the room and assist students with their drawings as needed.
• Before students leave remind them that next week they will paint their portraits with tempera paint.

WEEK TWO

• Anticipatory Set - Have your name written on the white board again as students enter the classroom.
  • Does anyone remember what this is called? (Hieroglyphics)
  • What country do they use hieroglyphics in? (Egypt)
  • Pass out self portraits from Week One.
  • Pass out the hand-out on hieroglyphics from Week One.
• Allow students to finish drawing their portraits if needed.
• Pass out tempera paints, brushes, and water to students.
• Remind students to think about Egyptian elements in their drawings.
  • How can the viewer tell if the person in your portrait is Egyptian or not?
  • What kinds of clothes are they wearing? Jewelry?
  • What's in your background? How can the viewer tell if you are in Egypt.
  • Is your name in hieroglyphics included in your drawing?
• Before students begin painting remind them:
  • Reddish-brown was used for men, so if you are a boy use reddish-brown.
  • Yellowish-buff was used for women, so if you are a girl use yellowish-buff.
• Demonstrate briefly on how to mix colors to make reddish-brown and yellowish-buff.
• Allow students to begin painting, walking around the room and assisting them as needed.
• When students are finished ask for volunteers to show their paintings to the rest of the class.
• What makes this portrait Egyptian? How is it similar or different to the portraits we looked at in class?
• Did you include your name in hieroglyphics?
• What colors did you use to paint the skin?

RUBRIC: Click to enlarge