ThisÌýactivity encourages learners to use adjectives to describe the sitter in a portrait. ThisÌýactivity isÌý»å±ð²õ¾±²µ²Ô±ð»åÌýforÌýindividual learners using the worksheet and word bank, but learners may also find it useful to discuss their answers with a partner.Ìý
The word bank included in this activity can be usedÌýwithÌýany portraits in 91Ó°ÊÓ Collection, or in other museums and galleries. You will findÌýa listÌýof portraits in the Suggested Further Activities section below.Ìý
Key Information
In thisÌýself-portraitÌýthe artist Vincent van GoghÌýstands in his studio. HeÌýwears rough outdoor clothing and there is aÌýbandageÌýclearly visible on his ear. Behind him on the right we see an easel with aÌýpaintingÌýin progress.ÌýBehind himÌýthere isÌý(from the 1870s), whichÌýheÌýhung on his studio wall. This tells us about Van Gogh’s interest in Japanese printmaking, which was aÌýmajorÌýinfluence on his work.ÌýÌý
This self-portrait was one of the first worksÌýVincent van GoghÌýmade when he returned home from hospital after an incident in December 1888, in which he allegedly cut own ear following an argument with his friend,Ìýthe FrenchÌýartist Paul Gauguin.Ìý
In exploring thisÌýself-portraitÌýwe may wish to consider Van Gogh’s motivation behind painting it. Does it show a determination to continue to produce work despite his health issues? Was he using paintingÌýas a way toÌýunderstand the emotions and turmoil he may have been feeling? Was it a statement about his interest in Japanese art and how it influenced him?ÌýÌýÌý
Suggested Further Activities
Mirror Self Portrait:Ìý
We know that Vincent van Gogh painted his self-portrait with the help of a mirror, because the bandage in his self-portrait appears on his left ear but the injury was to his right ear.ÌýÌý
Ask learners to create their own self portrait, using a mirror. This could be a drawing or painting. Learners could use found images from magazines to create a collage background toÌýadd objects or symbols thatÌýrepresent their likes and interests.ÌýÌý
Ask learners to describe their self-portrait. How did they make it? What does their self-portrait tell us about their personality, likes and interests? They could also write a short description about their artwork.Ìý
Ask learners to swap self-portraits with someone on another table. Have they learnt anything new about that person by looking at their self-portrait?Ìý
examples of self–portraits produced by young ESOL students at New City College
Describe a Pose:ÌýÌý
For this activity either the teacher, or a student willÌýrecreateÌýa poseÌýfrom a portraitÌýfor the rest of the group toÌýdraw. Members of the group take it in turns to instruct the model how to pose. For example:Ìý
- Turn your head to theÌýleft/rightÌý
- Stand up/ sit downÌý
- Look up/Ìýdown/ left/ right/ straight aheadÌý
- Put your arm on the tableÌý
- Your left / right arm is too high / lowÌý
- Move your leg higher / lowerÌý
- Stay still / don’t move!Ìý
When theÌýgroup areÌýhappy with theÌýposeÌýtheyÌýshould quickly sketch the model (aroundÌý3Ìýminutes, or shorter if the pose is difficult to hold).Ìý
As an extension, you could keep the portrait a secret from the student modelling the pose, and ask them to guess which artwork they were, based on student’s instructions and drawings!Ìý
You could also try recreating a group portrait, giving students the opportunity to describe how the figures interact with one another.ÌýÌý
