Unit 

Community-Building for Middle School Classrooms

Lesson Name 

“Picture” This!

Grade Band 

Middle School (6-8)

Required Materials

• Artwork portrait samples (can be physical or digital)
• Copies of interview questions (May be projected if providing copies is not possible)
• Paper & Pencils

Optional:

• Glue Sticks
• Markers
• Re/upcycled materials to embellish portraits (i.e magazines, junk mail, empty food boxes, used gift cards, tags from clothes, leftover art supplies etc.) 

Standards / Competencies 

SEL Core Competencies: 

• Self-Awareness: identifying emotions, experiencing self-efficacy, linking feelings, values and thoughts, demonstrating honesty and integrity 
• Self-Management: managing one’s emotions, exhibiting self-discipline 
• Social Awareness: taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, identifying diverse social norms, showing concern for the feelings of others 
• Relationship Skills: communicating effectively, developing positive relationships, showing leadership in groups, resolving conflicts constructively, seeking or offering support when needed 

ELA Standards: Listening and Speaking 

Social Studies Theme: Individual Development and Identity 

Recommended Time 

60 mins 

Essential Question 

How can we truly see those around us and become more connected with others?

Learning Objectives 

Students will evaluate how artists capture someone’s personality, values, and/or beliefs by analyzing portraits in a virtual or actual gallery.

Students will respect physical expressions of religious identity (clothing, jewelry, personal space, hair styles, participation in school activities or celebrations) that might be demonstrated in the ways our community members dress, act, or go about their day by observing and interviewing my peer.

Students will apply what they learned about their peers by including results from the interview in their abstract portraits of them.

Students add details to highlight their values and beliefs with paper embellishments including words and images from re/upcycled materials.

Activating Prior Knowledge 

Ask one of the following questions:

• Is there clothing or a piece of jewelry you wear, or something you do every day that is especially important to you? Why? 

OR

• What are the best questions a friend can ask you if they are curious to know more about your clothing or jewelry, or a way you go about your day?

Core Instruction 

Have students interview a partner. If you choose, you can give them the following sample interview questions:

• What are your values/beliefs?
• What is your culture/heritage?
• What is your favorite season and why?
• What is your aesthetic?
• Do you have a nickname?
• What are your favorite shows or movies?
• What are your icks?
• What do you feel most passionate about?
• Are you involved in clubs or activities?
• How do you relax?
• What is your favorite hobby?
• What is your favorite place to shop?
• What is your favorite color?

Have students create an abstract sketch of their partner to include elements about their beliefs and values.

Have students embellish their sketches to design a portrait.

Wrap-up 

Students can share their portraits in a gallery walk to compare and contrast.

Learning Beyond Classroom Walls 

Check out Students Rebuild for their current challenge and create a team page for free.  Photos of the student artwork can be submitted to support the current cause. The Bezos Family Foundation will donate $5 for each piece of art.  

Supplementary Resources 

• Seedfolks By: Paul Fleishman- As the characters build their community garden, they realize that although they do not look the same, they have more in common than they imagined! 
• https://www.getty.edu/museum/ This can serve as a virtual class trip for sample portraits.
• https://shop.ouisi.co/products/ouisi-x-getty-games-of-visual-connection This can be used as game to introduce students to the arts.

Instructional Content Adaptations 

Mini Lesson (15 mins):

Students can interview each other for 5 minutes; do a rough sketch for 5 minutes; and then compare and contrast in discussion for 5 minutes.

Teachable Moment (9 mins):

Students can interview each other for 5 minutes and compare and contrast results in discussion for 4 minutes. 

Diverse Learning Profiles 

• Multiple Modalities- Visual (Art Viewing/Drawing), Auditory (Interviewing), Kinesthetic (Gallery Walk)
• English Language Learners – Provide interview questions translated in applicable language 
• Gifted Learners – Write a reflection on how this activity has helped them to learn more about themselves and others.