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Rethinking Portrait Projects Creative ways to tackle portraiture in secondary art LAUREN ROBLES Visual Art Teacher Chadwick International Songdo, South Korea laurenerobles@gmail.com www.lerobles.com I paint self portraits because I am so

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Rethinking Portrait Projects

Creative ways to tackle portraiture in secondary art

LAUREN ROBLES Visual Art Teacher Chadwick International Songdo, South Korea laurenerobles@gmail.com www.lerobles.com

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“I paint self portraits because I am so often alone, because I am the person I know best.”

Frida Kahlo

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Grade 6

Realism to Abstraction Portrait Unit

Through the creation of a series of self-portraits in a variety of media, students will learn that a representation

f self can be portrayed realistically,

abstractly, or a combination of the two.

Observational Self-Portrait (Pencil & Charcoal) Emotions Self-Portrait (Glue Resist & Pastel) Emphasis Self-Portrait (3D Collage Materials)

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Grade 6: Realism to Abstraction Portrait Unit

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Grade 6: Realism to Abstraction Portrait Unit

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Grade 6: Realism to Abstraction Portrait Unit

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Grade 6: Realism to Abstraction Portrait Unit

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Grade 6: Realism to Abstraction Portrait Unit

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Grade 8

The Artist’s Story MYP Unit

Stories are told for a variety of reasons and for a variety of audiences.

Blackout Poetry Drawing (2D Mixed Media) ABC Book Illustration (Watercolor and Pen) Future Self-Portrait (Student Choice 2D Materials)

SLIDE 11 The date for this portrait is in at least a hundred years, after I’m long dead. If you look at the woman with the back to you, you can see that she is standing on a pedestal. It’s my stature, in a park in the far future. I wanted to somehow symbolize that I left my mark on the world, that I did something so great that someone decided to make a statue of me. I decided to draw myself in symbolically, when I am in my

20s. That is because it is the age
f youth and beginning, where

I’ll be trying out whatever I want to try out throughout my

life. For example, I colored my

face in green and black, which are colors used in the military to hide their faces when they are in a battle. Starting from when I was young, I’ve had an unusual craving to serve my country in the military. The piercings and tattoos represent the fact that I am not trying to show myself as a typical woman on the street, all girly, but I want to be seen as powerful, strong, and tough. However I cannot hide the fact that one side of me certainly wants to be girly, the long hair, at times. On the bottom of the body, there is more hair, but in different colors. This shows how these ideas lead to something even more amazing, a result developed on amazing, new ideas.

Grade 8: The Artist’s Story MYP Unit

SLIDE 12 This drawing is when I am in college, as I always wanted to be a designer. My portrait represents 2015 September 20th, when I am a sophomore. This is my 16th birthday. I used diverse colors to represent my bright future and range of my talents. This shows my future because the flowers on my head represents the warmer days I would get after I graduate high school. White paint falling down on the top represents how work was a lot. My face looks kind of worried because I have no idea what will happen to me in the future.

Grade 8: The Artist’s Story MYP Unit

SLIDE 13 For the portrait in this art piece, I drew myself who graduated the university and looking for work. This is because I thought that this future moment would be one of the biggest turning points of my life. I didn’t want to draw the future moment that is later than this moment because I still have no idea what I want to be after the graduation. The date for when this portrait is represented is on January 30, 2015, which is my 15th birthday... I chose this date because I wanted to be someone new on my 15th birthday. My hands are slowly opening up as it barely shows my eyes. Since I am shy and quiet, I wanted to draw myself trying to be active and participate as I am getting into a new world.

Grade 8: The Artist’s Story MYP Unit

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“It’s one thing to make a picture of what a person looks like, it’s another thing to make a portrait of who they are.”

Paul Caponigro

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Grade 9

Perceptions of Beauty MYP Unit

Perceptions of beauty vary.

Organic & Geometric Contrast Drawing (2D Mixed Media) Still Life Explorations (Watercolor and Pen) Portrait Planning & Research (Sketchbook) Beauty Portrait (Student Choice 2D Materials) Unit Reflection (Sketchbook)

SLIDE 16 My cousin being very energetic and confident, I drew the portrait of her in her hanbok dress, holding out a peace sign...My cousin has an interest in more “coloring book” style, with big and small ink outlines

f drawings, like a pop comic.

This artwork represents my sister. The face was based on the pictures I took for her. The background was about the sunset because that is a location that we both like to watch and in the interview she expressed her complicated feelings before her Korean SAT. While there were lots of favorites, I chose the sunset because it could represent the complicated emotion she felt and made it a successful combination of colors like red, orange, and yellow. This artwork represents my sitter as an ambitious young man who will strive to accomplish his ambition

f becoming a world

famous soccer player who plays in the professional football club. His determination and hard work of training himself to be a world famous soccer player and getting himself ready to go to a good college in the US as a senior is an extremely tough job. This path my brother Eugene is running is filled with hardships, and this is represented with the thornbush of roses that entangle his arm, with only

ne rose as a symbol of

hope.

Grade 9: Perception of Beauty MYP Unit

SLIDE 17 This artwork was supposed to represent lightheartedness and humor of the sitter, because I’ve always found him to be hilarious. I feel like I’ve always been superficial when I define beauty in art, and I see beauty in confidence. I feel the sitter is one

f the most confident people I know.

The pony represents my sister’s visuals, she is cute and small, same as the pony. But it also represents my sister’s childhood. She is too small for school, so her mind is just covered with ponies. This artwork represents my sister in her favorite place, her room...She thinks a beautiful person has a beautiful mind and the real beauty is inside of them. My definition of beauty is kind of similar but slightly different. A person with innocent and honest mind is truly beautiful in my opinion. These kinds

f people make very strong and positive relationships in my

experience.

Grade 9: Perception of Beauty MYP Unit

SLIDE 18 From looking at my artwork, the strength is that I created a chubby and soft texture of the sitter with slight difference of the colors. I believe that this makes the audience recognize lifelike human skin. The common beauty that most people prefer is the beauty inside, and to express the sitter’s beauty I tried to connect the modern society by showing his strong mind, his outgoing personality, and his love for outdoor

activities. Nowadays, people often

indulge in technology, prefer to stay comfy at home, and love to live in a modern society, but this sitter is more related to a person who loves nature and more activity...Even though he is related more to old century, he is the kind of person who can confidently stay in modern society and do what he truly

wants. The use of black and white

symbolizes that he is more of a person who likes to belong to a long period of time -- from past until present.

Grade 9: Perception of Beauty MYP Unit

SLIDE 19 My portrait’s background represents my sitter’s

ptimistic personality and passion towards art

in an abstract way. Furthermore, the idea of adding color in only the eyes and lips came from my sitter’s thought of real beauty: “you can identity one’s real beauty when you listen to their words and look in their eyes.” My mom influenced this work a lot. It is because she is the subject of my drawing, and she wanted me to make the picture as she wanted. Sometimes she gave me good advice when I felt off track. By seeing my completed piece now, I can see that I was influenced by my mom’s drawing style. If I remember correctly, I’ve done a lot of things for my mom for the past 13 years or so, but nothing for my dad. I always thought, “I should really get my dad a tie for his birthday and write him a birthday card for once,” but I never ended up doing it. I felt bad for him, which is why I decided to draw my dad for the first time.

Grade 9: Perception of Beauty MYP Unit

SLIDE 20 The purpose behind this work is to convey the concept of beauty - at it’s most natural

state. My mom is drawn with

mellow, subtle colors using watercolor’s translucency, so that there isn’t any especially showy or extravagant feature

n her portrait. But that

subdued simplicity is the very beauty of it!. My mom’s portrayal may be unpretentious as the hidden roots of a pretty vine, but likewise, is as essential and beautiful as the flowers. That is, because I believe that beauty is beyond what is conceived with the yes, and like roots, is concealed yet packed with raw beauty and

potential. This artwork

represents me as an artist who likes finding beauty in the

rdinary, overlooked, and

even flawed. Since the beginning of the project, I knew I would choose my mom as my sitter because she is the most influential person in my life. I was surprised to learn more facts about her through the interview, such as her high school memory and the dream of being an English teacher in kindergarten...In my standard, beautiful artwork should have movement and should have interesting composition for audiences to view. Reflecting on my preference, the symbols were arranged in a floating motion with the tree branches guiding through the movement. Also, I placed my sitter on the left corner to create an interesting composition - my sitter’s shoulders and the watch go outside the frame and intrigues audiences to imagine outside of the frame.

Grade 9: Perception of Beauty MYP Unit

SLIDE 21 In this portrait, I used bright colors to emphasize the youth that still exists in my grandfather, despite his old age...This portrait represent the beauty of inner quality… exterior beauty does not last, while inner beauty does. This artwork represents my personal definition of beauty as little is portrayed but much meaning can be sent to the audience. Rather than showing passion, brightness, and happiness clearly by drawing them directly, I tried to make the audience look deeply into the details… Even though my portrait could seem a little too dark, messy, and not typically pretty, I consider my portrait a success in trying to depict the characteristics of my grandmother. This drawing contains moments that my grandmother could never forget. I thought this will be an important part to draw. To draw all the unforgettable memories, I through drawing

ne person’s life is beautiful.

Grade 9: Perception of Beauty MYP Unit

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“Every portrait that is painted with feeling is a portrait of the artist, not of the sitter. The sitter is merely the accident, the occasion. It is not he who is revealed by the painter; it is rather the painter who,

n the coloured canvas, reveals himself.”

Oscar Wilde, The Picture of Dorian Gray

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Grade 11

DP Identity Unit

Concept: Identity

Artist Research (Sketchbook) Media Explorations (Photography & Mixed Media Series) Documenting Process (Sketchbook) Artist Statement & Reflection (Sketchbook)

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Grade 11: DP Identity Series

These photographical mixed media works represent my identity. I’ve asked myself often times about my own identity, since I have countless of them. In the end, I’ve came up with three identities; artist, individual, guitarist. First of all, i consider myself an artist because it is something that I do on a daily basis. Not only do I do it frequently, I also love doing art. In the end, I both physically and mentally love art, therefore I call myself an artist. Second, I consider myself as an individualistic person. I like to be alone because I am raised in such a way. I never had a true friend, which means I didn’t have someone whom I can fully trust. Therefore I consider myself as individualistic person. Lastly, I consider myself as a guitarist. It was one of my given up dreams from the past. Even though I’ve given it up, I still frequently play it, so I consider myself a guitarist.

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Grade 11: DP Identity Series

“Scream” is a series of self-portraits that reflect my

identity. I chose to use various materials with vivid

color schemes to express my passionate curious nature.

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Grade 11: DP Identity Series

“Reflection” is a series of self-portraits that represent aspects of myself, such as my appreciation for nature and my heritage as a Korean.

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Grade 11

Repetition Self Portrait Lesson

Through the creation of a repeated self-portrait with layers of various mixed media materials, students will learn that repetition can inspire pattern and movement within a composition.

Planning (Sketchbook) Repetition Self Portrait (2D & Photography Mixed Media) Reflection (Sketchbook)

SLIDE 28 I was trying to express the different facial expressions in our daily lives. I wanted to show how people have multiple faces, where one may be happy and the other may be sad. I tried to engage the viewer by repeating the hands, face and eyes, and I used very bright colors to gain the attention of the viewer. I also creatively used newspaper to represent the hair of the characters.

Grade 11: Repetition Self Portrait Lesson

For my repetition self-portrait, the following steps helped me to develop my composition: printmaking, taking consecutive photos

f myself, mapping out

my plan on the sketchbook, and translating it into action...I chose to put a huge zoomed-in lace with sharp eyes in order to express a strong desire that is close to ambition, and varying the sizes of myself to show my alternating personality and madness.

SLIDE 29 I learned to make repetition interesting by not just repeating it everywhere like a mess, but balancing it. I was trying to express how I feel when I am in art class. I engaged the viewers by repeating my faces with colorful hairs and with triangles repeating with my faces. In my portrait, I wanted to express the three sides of my personality with three main portrait pictures. In order to engage the viewer, I placed them in a triangular shape to show and interesting composition and used a spider web design background to make the connection between all three portraits.

Grade 11: Repetition Self Portrait Lesson

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Grade 12

Expressive Portrait Lesson

Through the creation of a large-scale portrait in collage and oil pastel, students will learn that a representation

f expression can be portrayed through

color choice, emphasis, and style.

Planning (Sketchbook) Expressive Portrait (Large-Scale Oil Pastel & Collage) Reflection (Sketchbook)

SLIDE 31 My inspiration for my expressive portrait were my suppressed emotions. I tried to express the sadness by using cool tones, like different shades of

blue. I exaggerated the eyes and made them droop down to make the eyes

look sad. I made the portrait smile with teeth to show that the portrait is trying to hide the sad emotions by smiling. To express a more happy atmosphere and surrounding, I used yellow and orange tissue papers for the background. I hope my audience feels shocks and creeped out by my word, even a bit disturbed. In reflecting on my emotions., I discovered that I am not very honest to what I am feeling. When I am sad, I try to convince myself that I am not. I want to emphasize dual emotions coexisting - happy and goofy with vivid colors and concerned with pastel tones. I wanted the theme to represent a machine with rigidness in the paper outline and the sharp facial expressions. I want the audience to feel that sadness on my face, I try to make it like I’m sad, but I’m trying hard not to show it. Like I’m sad but faking it okay...I wish that I didn’t make the hair color so colorful as it is now. I like that it looks like a mermaid, but I think it kind of brings down the sadness.

Grade 12: Expressive Portrait Lesson

SLIDE 32 I wanted to express how, not just myself, but everyone has hidden emotional sides to their faces. To show the double sides, I used the dynamic contrast between right and left sides of the face. I expect my audience to think my artwork as a two-faced woman who has placidity and sorrow at the same time. I wanted my artwork to display my unique artistic style as well as elements that represent my personality. By making the essential parts of the portrait a paper collage, I wanted to emphasize line, shape, and flow. The two main aspects of my personality that I wanted to display were the duality between my outside demeanor and inner thoughts and the tendency to hide what I’m thinking from others. I think I achieve this effect of looking like the paper is “hiding” parts of my face, and between the paper cutouts, the viewer can see the more detailed and softer parts of the portrait. I want to emphasize the side that people usually don’t see - the inside.

Grade 12: Expressive Portrait Lesson

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Grade 12

DP & AP Student Choice

SLIDE 34 One thing you can find everywhere in Korea is the mirror—in classrooms, in restaurants, in subway station, and sometimes even in bathroom stalls. Mirrors are reflective, interactive, and paradoxic. We expect mirrors to reflect us as we are, but really, mirrors, our eyes, and our own biases

ften blind us from seeing things as they are, distorting our
perception. Through my work, I wish to address both

physical and conceptual qualities of mirror, with emphasis on two qualities—reflection and distortion—in context to my personal life and the culture. Reflection is the first word that comes into my mind when I think of mirror. Mirrors reflect ourselves and captures every single moment, unlike photograph. Mirror is about continuity, constant changing, and impermanence. Mirrors let us to be the most honest form of ourselves, and influence our perception of ourselves, both positively and negatively.

Grade 12: DP Student Choice

As much as mirrors can reflect us as we are, it can distort our perception to a great extent. Mirrors can be distorted both physically and mentally, influencing our perception of self and the world. Factors such as time, perspective, and even emotion change the image we get by looking at the mirror. Though we look at the mirror expecting an exact portrayal of ourselves, our perception is often fooled by our own biases. I explored this paradoxical nature of mirror through the use of wide range of medium, from charcoal to digital

media. I wish my work to interact with the viewers and their surroundings— just like how mirrors are interactive.

My work changes according to its surroundings, capture and reflect the moment—where it is, when it is. This exhibition allows the viewers to be able to see themselves through my work, as if they are standing in front of the mirror by themselves. An essayist Anaïs said, “We do not see things as they are, We see things as we are.” my exhibition explore with various themes inspired by the mirror such as self-image, distortion, and moment, through rich exploration.

SLIDE 35 This work is inspired by Andy Warhol’s Marilyn Monroe and Kwang Ho Shin’s techniques. As Andy Warhol did layers using graphic, it inspired me and took me to approach layering by using graphics. This work used solarized and vivid colors like Andy Warhol did. It could be too strong and unharmonized, but by putting the textures of the painting, the contrary colors do not seem unusual but make the contrary colors to harmonize...Since this work is self portrait, the paint textures I put on the photos are also from the parts of my self portrait drawing in Kwang Ho Shin’s style. Since Kwang Ho Shin’s works are expressing many different feelings that people feel by using the textures of mixed paintings, using his techniques helped me to show my inner feelings on my portrait...

Grade 12: DP Student Choice

SLIDE 36 The central idea of my concentration is self portraits. With every piece, I worked under the belief that “I am composed

f various factors.” Only some of my different

temperaments are shown to others, so I explored the hidden sides of me — distinctive emotions, behaviors, and facial expressions — that I do not express outwardly. In addition, I explored the different identities within myself, such as my identity as a Korean, an international student, and a teenage girl. Technically, my goal was to create drawings that emphasize the texture of my face, focus on lighting and contrast, and produce distinctive compositions from different angles.

Grade 12: AP Student Choice

SLIDE 37 The central idea of my concentration is dyslexia. As a dyslexic student, jumbled words and sentences are hard to understand, and I easily lose track in between

paragraphs. I wanted to express the emotional struggle I go through and share

what it feels like to be dyslexic. The artworks manifest the daily pressure and frustration that I feel from words and numbers. As I have been struggling with my dyslexia, I started to let my painful memories pervade my drawings. The cause of my emotion and the desire to share my story became the strongest motivation for my concentration idea. The drawings mainly depict the stress, discouragement, and despair I feel when I have an overwhelming amount of reading or tests. I consistently display distorted letters, give a sense of falling, and convey an

verwhelming mood.

Grade 12: AP Student Choice

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LAUREN ROBLES

EMAIL: laurenerobles@gmail.com WEBSITE: www.lerobles.com FLICKR: l.e.robles INSTAGRAM: l.e.robles LINKEDIN: linkedin.com/in/laurenerobles