Art and Design - Madame Tussauds

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Art and Design resource Developing a self-portrait Learning objectives Students should learn: to record and analyse first hand observations to apply and extend their experience of a range of materials, tools and processes to explore composition, style and technique to expand their understanding of style through analysis of other artists’ work. Resources required: Worksheets 5 and 6 Paper or sketchbooks Mirrors Section notes on worksheets Drawing media (pencils, pens or charcoal) Paints if desired Supports the National Curriculum for students aged 11 – 14 Students make and record a selection of observational studies to inform their work. Following this, students work with paint or drawing media to create an expressive image of themselves that conveys mood and emotion. Emphasis is on techniques and processes, including the use of line, tone, colour, marks and texture. Some consideration is also given to the use of symbols in portraiture to convey mood, emotion and life-experience. Both worksheets encourage peer assessment of work. Discussion points How can you show your personality in a self-portrait? How could you use colour, texture or position of the face to show emotion most effectively in a self-portrait? What makes a self-portrait powerful? Do you think the materials used make any difference? What about the combining of different materials? Do you think words or an explanation would add to the portrait or does it speak for itself? Extension activities Ask students to take photocopies of their drawings and photographs (from different angles) of themselves. They should then cut and reorganise this material, combining it with other images or text to create an image of self. They could also make a personal statement and insert it into the picture. Students could work in pairs, experimenting with digital photography to create images of themselves. They may like to create a silhouette (using a strong, directional light to create the silhouette). They can then fill that silhouette in with collage items. Brief students to create a digital self-portrait using Adobe Photoshop (or a similar programme) to manipulate a digital image of themselves. They may like to look at creating a Warhol influenced piece. Teacher notes 4
Art and Design resource Investigating portraits Learning objectives Students should learn: to apply and extend their experience of a range of materials to analyse and evaluate the work of others. Resources required: Worksheet 7 Section notes on worksheets Students learn about the process behind the creation of Madame Tussauds wax figures and begin to gather information to inform their own sculptures, including details of the materials they will use. Discussion points Suggest three materials that an artist might use to make a sculptural portrait. What tools do you think they might use to form a 3D shape from each material? What materials do the sculptors at Madame Tussauds use to make their portraits? Can you remember what is used to create the face and the eyes of the wax figures in Madame Tussauds? Madame Tussauds sculptures use real clothes and props. How does this add to the sculptures and what does it tell us about the sitters? Supports the National Curriculum for students aged 11 – 14 Extension activities As a homework activity, ask students to research sculptures on the Tate Modern website www.tate.org.uk/modern They should choose their two favourite sculptures and do a sketch of each one in their sketchbooks, shading their sketches and writing two lines about the artist that made each of them. Students could also take photographs of any sculptural works that there might be in the vicinity of their home or the school and keep these for future inspiration. Teacher notes 5
Page 1 and 2: Introduction The Madame Tussauds Ar
Page 3: Self-portraits Art and Design resou

Art and Design - Madame Tussauds

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