UbD Unit Planning: Portraiture

Stage 1: Desired Results

Unit Overview

  • Unit Title: Beyond the Face: Identity & Narrative Portraiture
  • Subject/Grade: High School Visual Arts (HS Proficient / Accomplished)
  • Duration: 3–4 Weeks
  • Unit Summary: Students explore portraiture as an expression of internal identity, culture, and personal narrative rather than mere physical mimicry. Drawing inspiration from artists like Kehinde Wiley and Frida Kahlo, students design a self-portrait or peer portrait overlaid and surrounded by symbolic patterns, foliage, personal iconography, and cultural attributes.

1. Established Goals & Standards Alignment

Primary NCAS Standards

  • Creating — Anchor Standard 1 (HS Accomplished): Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
  • Creating — Anchor Standard 2 (HS Advanced): Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.
  • Responding — Anchor Standard 8 (HS Proficient): Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
  • Connecting — Anchor Standard 11 (HS Accomplished): Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary, local, and global contexts.

School Vision & Values Connection

  • Vision & Mission: Promotes Critical Thinking and Creative Expression as students analyze how visual symbols communicate identity across cultures.
  • Core Values: Collaboration (peer dialogue and feedback) and Respect/Kindness (honoring diverse identities and backgrounds).

2. Meaning & Transfer

Enduring Understandings (EU)

  • EU 1 (Identity in Art): Portraits do not just document what a person looks like; they tell a narrative about who a person is, what they value, and where they come from.
  • EU 2 (Symbolism & Context): Artists use visual symbols, background patterns, and attributes to communicate complex cultural, historical, and personal meanings.
  • EU 3 (Method & Intent): Combining portraiture techniques with symbolic overlays allows artists to challenge traditional representation and express multi-layered identities.

Essential Questions (EQ)

  1. How can a portrait reveal who someone is rather than just what they look like?
  2. How do contemporary and historical artists (like Kehinde Wiley and Frida Kahlo) use patterns, foliage, and symbols to tell a story?
  3. How do the background elements of an artwork change or enhance the meaning of the main subject?
  4. What symbols, patterns, or environments best represent my personal identity, heritage, and values?

3. Clear Language & Content Objectives (Non-Negotiable #1)

Content Objective

  • Students will plan and create a symbolic self-portrait or peer portrait incorporating at least three meaningful personal or cultural attributes/symbols and a patterned background inspired by Kehinde Wiley or Frida Kahlo.

Language Objective

  • Students will analyze, discuss, and justify their choice of visual symbols and background patterns using target academic vocabulary in small-group critique routines and a written artist statement, using provided sentence frames and word banks.

4. Key Vocabulary Plan (Non-Negotiable #2)

Tier 3: Subject-Specific Words (5 Words)

  1. Symbolism: The use of visual images or marks to represent ideas, qualities, or concepts.
  2. Attribute: An object, pattern, or feature associated with or belonging to a specific person or culture.
  3. Overlay / Foreground / Background: Layers of visual elements positioned over, in front of, or behind the main subject.
  4. Foliage: Leaves, plants, and flora used in artwork to add organic texture or symbolic meaning.
  5. Iconography: The visual images, symbols, or motifs used in a work of art to convey specific meanings.

Tier 2: Academic & Analytical Words (5 Words)

  1. Analyze: To examine something in detail to discover its meaning or structure.
  2. Convey: To communicate or express an idea through visual or written means.
  3. Contrast: The state of being noticeably different from something else when put together.
  4. Justify: To give a reason or evidence to support a choice or interpretation.
  5. Represent: To serve as a sign, symbol, or picture of something else.

Tier 1: Core/General Words (For Homework / Pre-Teaching)

  • Face, Person, Picture, Color, Pattern, Plant, Story, Identity, Body, Background.

Vocabulary Instruction Plan (Introduce, Explain, Model, Use)

  • Introduce: Display the word on the board alongside a visual example (e.g., Kehinde Wiley’s pattern overlays showing Foliage and Iconography).
  • Explain: Provide a simple dual-language / plain-English definition.
  • Model: The teacher models using the word in context: “Wiley uses botanical foliage to convey power and life.”
  • Use: Students turn-and-talk using the word in a guided sentence frame during class warm-ups.

5. Scaffolded Talk & Discussion Routines (Non-Negotiable #3)

Weekly Speaking Task (Rehearsal for Formative/Summative Critique)

  • Task: Peer Symbol Consultation & Practice Critique (Week 2 & 3).
  • Format: “Think-Pair-Share” or “Carousel Discussion” using structured sentence frames.

Structured Talk Frames & Starters

Discussion Frame 1: Analyzing Masterworks (Kehinde Wiley / Frida Kahlo)

  • “In this artwork, I notice the symbol of ___________, which suggests the subject values ___________.”
  • “The artist uses the pattern in the background to convey ___________.”

Discussion Frame 2: Justifying Personal Symbols (Peer Feedback Routine)

  • “I chose the symbol / pattern of ___________ because it represents my ___________ (heritage / interest / personality).”
  • “One way I can overlay this pattern onto my portrait is by ___________.”
  • “To make your symbol clearer, you could adjust the ___________ (contrast / size / placement).”

6. Instruction & Task Accessibility (Non-Negotiable #4)

  • Spoken + Visible: All assignment instructions are presented verbally and pinned on the main slide deck / project board in a numbered format.
  • Chunked Sequence:
    1. Step 1: Complete the Identity Mind-Map (list 5 traits, hobbies, or heritage elements).
    2. Step 2: Select 3 core symbols or patterns to represent those traits.
    3. Step 3: Draw or photo-transfer the portrait outline onto the working paper.
    4. Step 4: Layer background patterns and foliage, allowing elements to overlay the subject.
    5. Step 5: Apply color/value using chosen media (acrylic, gouache, or colored pencil).
  • Modelled Demonstrations: Teacher live-models how to trace/draw facial proportions and how to overlay a background pattern (e.g., leaf vines wrapping over the shoulder) using both visual techniques and target spoken language.

7. Adapted Materials for Language Access (Non-Negotiable #5)

  • Word Bank / Word Mat: A dual-coded reference sheet given to all students featuring Tier 2/3 vocabulary with icons and definitions.
  • Visual Exemplar / Worked Example: A completed teacher sample showing different stages of the overlay process (Draft $\rightarrow$ Line Work $\rightarrow$ Pattern Layer $\rightarrow$ Final Painted Piece).
  • Graphic Organizer: An Identity & Symbol Mapping Sheet with image prompts to help students brainstorm personal iconography before drawing.
  • Sentence & Paragraph Frames: Provided on printed mats for writing the final Artist Statement and conducting peer critiques.

Stage 2: Assessment Evidence

Performance Task Overview: The GRASPS Model

  • Goal: Design and construct a multi-layered symbolic portrait that communicates a subject’s internal identity, personal history, or cultural heritage beyond physical appearance.
  • Role: Contemporary Portrait Artist commissioned for a gallery exhibition titled “Unseen Stories: Identity in Contemporary Portraiture.”
  • Audience: School community, peers, and visitors to the end-of-unit gallery exhibition.
  • Situation: You have been selected to display a portrait that challenges traditional representation. Your work must feature a realistic/value-rendered portrait subject integrated with symbolic foliage, patterns, or icons that overlay the subject and background, inspired by Kehinde Wiley and Frida Kahlo.
  • Product:
    1. Final Artwork: A completed mixed-media portrait (12x18 or 16x20) featuring a shaded subject with at least 3 distinct symbolic/attribute overlays and a patterned background.
    2. Artist Statement: A written reflection (150–250 words) justifying the visual symbols and explaining how they convey identity.
  • Standards for Success: Assessment against the unit rubric covering Concept & Symbolism, Technical Execution (Value & Layering), Language & Reflection (Artist Statement), and Craftsmanship.

1. Performance Task & Summative Assessment

Task Breakdown

Part A: The Symbolic Portrait Artwork

Students produce a studio artwork that demonstrates:

  1. Subject Rendering: Accurately proportioned facial structure using value/shading (grisaille, color pencil, or paint) to establish form.
  2. Pattern & Attribute Integration: At least 3 personal/cultural attributes or foliage elements that extend from the background and overlay parts of the subject’s figure or clothing.
  3. Contrast & Balance: Effective color choices and line contrast to ensure the portrait subject remains distinct from the busy background.

Part B: The Written Artist Statement

Students submit a structured response answering:

  • Which 3 symbols or attributes did you select, and how do they represent your identity/heritage?
  • How did Kehinde Wiley or Frida Kahlo influence your composition and overlay techniques?
  • How does your background pattern enhance the narrative of your portrait?

2. Formative Assessments & Ongoing Checks for Understanding

Assessment Stage Task / Evidence Focus & Language Scaffolds
Brainstorming & Planning Identity & Symbol Mind Map Graphic organizer with visual prompts to help students map out personal traits, family history, and potential symbols.
Composition & Concept Thumbnail Sketches & Peer Pitch Students draft 2 thumbnail layouts and pitch their concept to a partner using the Structured Peer Feedback Frame (Scaffolded Talk Task).
Technical Practice Value & Layering Skill Builders Small-scale mini-lesson sample testing facial proportion tracing/drawing and overlaying vines/patterns over a tonal surface.
Mid-Point Review Carousel Critique (In-Progress) Silent or spoken gallery walk where peers leave sticky-note feedback using target academic vocabulary (overlay, contrast, attribute, symbolism).
Self-Evaluation Rubric Check-In Students evaluate their work-in-progress against the project rubric before final painting/drawing touches.

3. Rubric for Performance Task

Criteria Exceeding (4) Meeting (3) Developing (2) Emerging (1)
Symbolism & Narrative
(NCAS Standard 1 & 11)		 Integrates 3+ highly developed symbols/attributes that deeply reflect identity; background pattern seamlessly enhances the personal narrative. Integrates 3 clear symbols/attributes that reflect personal identity; background pattern connects logically to the subject. Includes 1–2 basic symbols; connection to personal identity or background pattern is superficial or unclear. Symbols are missing or unrelated to personal identity; lacks narrative intent.
Composition & Layering
(NCAS Standard 2)		 Masterfully executes the overlay technique, layering patterns over the subject with deliberate balance and high contrast. Successfully layers patterns or foliage over the subject; clear distinction between foreground and background. Overlay is minimal or cluttering; foreground and background blend together awkwardly. No layering or overlay attempted; flat background with no depth.
Technical Execution & Craftsmanship
(NCAS Standard 3)		 Displays exceptional control of media, smooth value transitions/shading on the face, and clean pattern linework. Demonstrates strong control of media with clear values and neat execution of patterns. Media control is inconsistent; shading or line work appears rushed or incomplete. Minimal effort in technical execution; unfinished or damaged artwork.
Language & Artist Statement
(NCAS Standard 8)		 Written statement clearly justifies choices using 4+ Tier 2/3 vocabulary words and rich descriptive detail. Written statement explains choices using 2–3 Tier 2/3 vocabulary words and provided sentence frames. Statement is brief; uses limited vocabulary or incomplete sentence structures. Statement is missing or incomplete.

4. Language Access & Scaffolding Supports for Assessment (Non-Negotiables Alignment)

A. Adapted Materials for Written Assessment (Artist Statement Frame)

To ensure language is not a barrier to showing conceptual understanding, all students receive an Artist Statement Template:

MY ARTIST STATEMENT: BEYOND THE FACE

In my portrait, I wanted to convey my identity as ______________________ [trait/identity].

I chose three main symbols:
1. First, I included ______________________ [symbol 1] to represent ______________________.
2. Second, I layered ______________________ [symbol 2] because it shows ______________________.
3. Third, I used the attribute of ______________________ [symbol 3] to symbolise ______________________.

Inspiration & Technique:
My background pattern was inspired by ______________________ [Kehinde Wiley / Frida Kahlo]. 
I used the overlay technique by ______________________ [describe how patterns cross over the body], which creates contrast between ______________________ and ______________________.