3302 Museum Project High School Lesson Plan
3302 Museum Project High School Lesson Plan
Element: VAHSVAPR.5 e: Works to find individual voice (creativity within guidelines); understands that creativity
is problem-solving within given parameters.
VAHSVAAR.1 Makes written and oral critiques of own works of art.
Element: VAHSVAAR.1 d: Sets high standards for craftsmanship and skill mastery in own artwork.
VAHSVAAR.2 Critiques artwork of others individually and in group settings.
Element: VAHSVAAR.2 a: Provides respectful and constructive criticism to peers in formal class critiques.
VAHSVAC.2 Develops 21st century life and work skills and habits of mind for success through the study and
production of art.
Element: VAHSVAC.2 a: Manages goals and time.
How will you experiment with your individual fingerprints to form a level of contrast that
matches that of your photo?
Will you be able to distinguish the parts of your face with the range of values that you are
creating?
How will you utilize and manipulate your fingerprints in order to compose and develop your
work?
In what ways will unity and variety be achieved through your composition?
Procedure and Project Timeline
Day 1: Instructor outlines expectations for final product, reference materials, and tools and
materials needed for completion of project. Students will be made aware of parameters of project
and will observe as instructor models fingerprinting techniques and skills for 2D projection.
Rough draft brainstorming plans in sketchbook begin. Preliminary thumbnails are drawn.
*Homework: Have at least two photos on flash drive, in dropbox, or emailed to begin editing for
day 2.
Day 2: After approval of photo by instructor, students will edit photo in Photoshop to black and
white to use as a reference. Formulations of solid plans continue, in the form of sketches and
visual notes, with commentary to support the emotion and identity expressed in the content of the
photo. Drawing paper is to be cut out in measurements of 9 x 12. Guideline sketches of selfportraits begin. Instructor will answer questions, provide assistance, and discuss plans with each
individual student.
Day 3: Drawing continues and culminates by the end of class period. Instructor approves each
drawing on measured paper, circulates classroom, and checks progress of content and ideas.
Student should identify the best procedures for production and establishment of unity, variety,
and value within composition. Experimentation with and utilization of materials begins:
fingerprint stamping with ink.
Day 4: Final production continues on portrait. A more in-depth layout of fingerprinting develops.
Placement of proper values is discussed. Continued use of technique is applied.
Day 5: Students will continue with progression of portrait while staying mindful of the contrast
and value apparent in original photograph. Representation of accurate values should now be
apparent in final printing.
Day 6: Continuation and wrap-up of self-portrait concludes in this class period.
*Homework: Finish portrait for class critique!
Day 7: Students will participate in class critique and discussion of final projects evaluating and
assessing content, value production and reproduction, technique, craftsmanship, aesthetics, and
adherence to guidelines. Begin answering and completing student project reflection questions.
*Homework: Complete question handout and submit next meeting.
Reflection
Select fingerprint self-portraits for display and return to students after critique and grading. What
adjustments will I make if teaching this lesson in the future classes? Identify and evaluate time
management of project, successful completion, student adherence to guidelines, and quality of
instruction and content.
Evaluation/Assessment:
Students work will be assessed in classroom-wide peer critique, a discussion of their final
collage as it pertains to content, a self-evaluation handout, and an instructor assessment of
composition.
Demonstrations and modeling fingerprint painting technique, materials, and tools
Class-wide critique
Self Evaluation Questions
Instructor assessment rubric
Grade Sheet
Media: Visual Arts
Grade Level: 9-12
Instructor: Madeline Carpenter
Name: _______________________________________________________________
Project: ___ Fingerprint Self Portrait_________________________________________
Unity/Variety: of techniques and values used in image
5
6
Points
Received
Points
Possible
50
COMMENTS:
Name ______________________________
Class _____________
Reflect on this project and answer the questions below. Give thoughtful and meaningful
responses!
1. What emotions did you portray through your photograph of choice that relate to your own
identity?
2. In what ways does the fingerprint technique allow you to convey your message in
comparison to other painting techniques?
3. Do you believe that a feeling or mood was apparent in your self-portrait even without the
use of color?
4. Are you satisfied with your representation of values? Is there strong contrast?
5. What do you think about the craftsmanship you exhibited in your work?
6. What individual voice do you feel you are representing through this project? In other
words, how did your own creativity shine through?
7. Explain how you experimented with your fingerprints to create value and texture?
8. What was your favorite part of the critique process? Do you feel as though the critique
helped you?
10. What did you enjoy the most about this project?