Using Self Portraits for Self Expression
Social-emotional activities for gifted students using art.
By Deborah Reynolds
There are some specific issues that can come up when working with gifted students. Have you ever asked a gifted child, “What is gifted?” or “How do you feel about being gifted?” It may surprise many teachers to find that a lot of emotion and discussion will ensue. Many newly-identified students have heard the term, but they are unfamiliar with what it specifically means and how it relates to them. Older gifted students may be familiar with how being identified works within their school, but they may not have had the chance to discuss how they feel about this designation.
Gifted children experience school life a little differently, and they may have problems in areas that other students may not. They can become easily frustrated when a task is new and/or too difficult because so many other things come easily to them. These children can also be very out spoken about their opinions, especially when they feel that an injustice has occurred. A teacher or adult not familiar with these characteristics may consider this behavior rude and the child may face consequences for what he or she said. The child may not understand why he or she is in trouble which can lead to the child feeling confused and sad. That’s why it’s important to help children and adults understand the unique characteristics and emotions of gifted kids.
One way to do this is to have students participate in self-learning projects. Art is a great venue for such projects. Students can learn more about themselves and their classmates through such exercises. For example, teachers can pose the question “Who Am I?”, and have them Think-Pair-Share. Then, the students can create a painting that best represents who they are. They can include a self portrait and add pictures and colors that represent how they feel. This could also be done in an art class. Students could create a three dimensional model self-portrait. If technology is available, students could also create digital self portraits in which they add clip art to a picture of themselves. The teacher should join in on the lesson and share a self-portrait with the class.
It’s important for all children to understand and discuss their thoughts and feelings. It’s especially necessary for gifted students because they can often be confused by the reaction their ideas and actions inspire in others. Through engaging in self-portrait activities students can learn more about their own special feelings, and the whole class (including the teacher) can gain significant insight into the mind of the gifted child. What follows are more suggestions for self-portrait activities.
Self Portrait Lesson Plans:
Students listen to the story "I Like Myself" by Karen Beaumont. Students share their feelings about the book with the class. They create a slide show using the Kid Pix (software program). Each slide show has a self portrait that represents what makes them unique.
Students experience self discovery while visiting an art museum and looking at ways art is used to show expression. The students then use magazines to find pictures/art that best represents their personality or feelings. This lesson delves into cultural diversity and acceptance, but it can also be used for helping students learn to accept the differences in their learning styles, abilities, and personalities.
This lesson is geared toward grades ninth through twelfth, but it could be adapted for middle school. Students begin thinking about who they are and what they feel relating to themselves, family, and society. They must then create a 3-D model of themselves that represents that emotion.