How do we look the same and different? Students will be able to identify similarities and differences of physical features; identify shapes with names (circle, oval, triangle, square, rhombus and rectangle).
Materials
Paper shapes (circles, triangles, squares, etc.) in multicultural colors for making portraits
Document camera
Art print portrait
Activities
Day 1
1. Warm-up/Introduction: Head, Shoulders, Knees and Toes and/or “I Have Two Eyes” song as a lead-in to discussion (do individually and facing a partner to begin to notice similarities)
2. Discussion: How are we the same and different?
a. Compare ourselves to a portrait—what is the same about our faces and what is different
b. Partners: find one thing that is the same and one thing that is different, share with each other verbally.
c. Use document camera to demonstrate using paper shapes to create faces as an example
Day 2
1. Warm-up/Introduction: Head, Shoulders, Knees and Toes and/or “I Have Two Eyes” song as a lead-in to discussion (do individually and facing a partner to begin to notice similarities)
2. Portrait Puzzles:
a. Each child (or table) needs a packet of shapes
b. Sort the shapes by color and name.
c. Use shapes to make portrait of partner (guided, with teacher direction), then put the shapes back
d. Independent practice: create a new portrait of a different person at the same table
3. Whole group discussion on how people are the same and different
Day 3
1. Warm-up/Introduction: Head, Shoulders, Knees and Toes and/or “I Have Two Eyes” song as a lead-in to discussion (do individually and facing a partner to begin to notice similarities)
2. Portrait Puzzle:
a. Each child will create a self-portrait using the paper shapes. They will glue their paper face together.
b. Discuss with their shoulder partner how their faces are the same and different.
3. Whole group discussion on how people are the same and different.
Differentiation Approaches
1. Use both Spanish and English words for facial features, shapes and colors.
2. If students finish early:
– Have them complete an “All About Me” sheet. For example, “My eyes are _______. My hair is_______. My skin is ______.”
– Provide extra shapes for students to sort.
– Allow them to be peer helpers.
Assessment
They are able to find another portrait that has similar and different features. For example, “Find a portrait that has different color hair. Find a portrait that has the same color eyes.” (See separate assessment sheets)
Follow Up and Extension Ideas
1. Do a self/portrait comparison with a Picasso-esque portrait—to relate to the geometric shapes.
2. Use their portrait to make a mask and create a “Who Am I?” puppet show.
3. Have students shape themselves based on attributes.
Additional Details
- Grade Level: Kindergarten
- Arts Content Area: Visual Arts
- Non-Arts Content Area: Science, Social Studies
