Activity 2.1: begin development

Introduction

In this activity students begin to develop their own imagery, which they will paint (in Activity 3) as the background for their final self-portrait artwork.

Resources

• Gallery
• Notes from the discussion in Activity 1
• Pencils (2B–6B)
• The following artworks:
  
  

  Landscape at Pentecost, 1929
  From the collection of the Art Gallery of South Australia, Adelaide. South Australian Government Grant 1981

  Artist: Grace Cossington Smith

  

  Music lover
  MerggyR/Getty Images

• Activity stepsShow details

  Background

  Refer to the discussion in Activity 1 about creating a likeness or description of a person, and about how artists created the backgrounds for the portraits.

  Ask students to think about meaningful objects, events, people or occasions in their own environment. Have them record their ideas.

  These could include items such as:

  • playing tennis
  • having fun with a pet
  • their home
  • snuggling in bed on a cold morning
  • sitting in a favourite chair to read a book
  • being with friends in the backyard
  • music
  • feeling excited when the footy team wins
  • diving into a wave on holiday at the beach.

  Music lover

  Show students the line drawing portrait Music lover

  

  Music lover
  MerggyR/Getty Images

  In this drawing, details of the person's face, hair and dress are described in line. This technique is called line drawing. Each line describes something about their individual likeness even though it is not a realistic representation as in the style of da Vinci's Mona Lisa.

  In the drawing, the artist has not used any tone or shading and has simplified the shapes. This style is called abstract. In some abstracted artworks, the subject matter is not recognisable, or the work is made using only shapes, lines and colour.

  
  

  Landscape at Pentecost

  Discuss with students Landscape at Pentecost by Grace Cossington Smith

  

  Landscape at Pentecost, 1929
  From the collection of the Art Gallery of South Australia, Adelaide. South Australian Government Grant 1981.
  Artist: Grace Cossington Smith

  Ask the students what they observe about the painting.

  • Are the parts of the landscape recognisable? Which parts?
  • What style has been used by the artist in this painting?
  • How has colour been used in the painting to show the details in the landscape, such as the grass and the trees?
  • What visual devices has the artist used?

  Line drawing

  Ask the students to revisit the thoughts recorded previously in response to personal environment and draw a pencil (2B–6B) outline of an image (representational or imaginary) that represents these ideas and feelings.

  For example, they could draw:

  • a tennis racquet
  • the pet
  • the front door of their home
  • a rug on their bed
  • the chair or book
  • shoes of friends
  • rhythmic lines
  • a waving football team scarf
  • waves.