Students develop newfound confidence in using digital tools as they explore contemporary art and discover new ways to express their identities and creative voices.

Brendamarie Alexander

In my digital self-portrait project, students explored the connection between contemporary art, technology, and personal identity. The goal was to help students understand that digital tools can become an extension of their artistic voice.

Instead of beginning with a traditional portrait assignment, students first researched a contemporary artist whose work inspired them. They examined the artist’s style, techniques, use of color, composition, texture, and visual effects. Students then used a photograph of themselves as the foundation for creating an original digital self-portrait inspired by that artist’s approach.

The challenge was not to copy the artist’s work, but to move beyond imitation and consider how the artist’s approach could inform their own artistic voice. Students analyzed what made their chosen artist’s work recognizable and used those qualities to guide their own creative decisions. They asked questions such as: What colors communicate my personality? How can texture change the mood of my portrait? How can I use digital tools to transform an image into something that represents who I am?

Students used a variety of computer programs and digital tools to manipulate and transform their photographs and develop their portraits. They experimented with layering, digital brushes, shapes, patterns, color adjustments, and effects. Through trial and error, students learned that creating digital artwork requires the same artistic habits as working with traditional media: planning, patience, revision, and reflection.

One student selected contemporary artist Kyle Foster as inspiration. After studying Foster’s expressive portrait style, the student began experimenting with a personal photograph and digital tools to recreate some of the visual qualities that made Foster’s work unique. The student quickly realized that translating an artist’s style into a digital environment was more challenging than expected.

After several revisions and adjustments, the student looked at the completed portrait and shared, “I really like studying Kyle Foster. I just didn’t think I could recreate his style on the computer using my own picture as a reference. Ms. A., it really came out good!”

That moment represented the true purpose of the project. The student was not simply proud of the final image; they recognized their own growth and newfound confidence in using technology as an artistic tool. The student moved from thinking, “I cannot do this,” to realizing, “I can learn, experiment, and create something meaningful.”

Throughout the project, students also developed a deeper understanding of digital citizenship. Because their own photographs were used as the starting point, we discussed responsible image use, artistic ownership, and ethical choices when creating and sharing digital work. Students learned that digital literacy involves not only knowing how to create images, but also understanding how to respect the creativity and work of others.

The classroom became a collaborative digital studio where students supported one another, shared techniques, and provided feedback. Some students struggled with learning new tools, while others discovered techniques they could teach their classmates. These interactions helped students understand that creativity is not always an individual process; artists often learn through collaboration and feedback.

The completed self-portraits reflected each studentʼs individuality. Although students began with the same assignment structure, each artwork was unique. Some students emphasized bold colors and geometric forms, while others focused on texture, symbolism, or realistic details.

This project changed the way many students viewed technology. Instead of seeing computers as devices used only for research or assignments, they began to see technology as a creative space where ideas could be explored and transformed. The digital environment allowed students to take artistic risks, revise their work, and discover new ways to communicate.

Digital self-portraiture offers art educators an opportunity to connect contemporary art practices with the experiences of today’s students. When students research artists, experiment with digital tools, and create artwork that reflects their own identities, they develop skills that extend beyond the art room.

Technology does not replace artistic thinking—it expands it. The computer becomes another type of studio, one where students can imagine, create, revise, and find their own digital voice.

Brendamarie Alexander is an art educator, workshop consultant, and instructional leader with more than twenty-five years of experience in public, charter, and private education. Her work focuses on grades 6–12 art education, STEAM learning, curriculum development, teacher coaching, and equitable learning opportunities. She holds a Master of Arts from Columbia University and a Master of Science in Leadership in Technology and the Arts from Bank Street College of Education. Alexander is currently pursuing an Ed.D. in Educational Leadership at Liberty University.

From Inspiration to Digital Voice: Reimagining Self-Portraiture through Contemporary Art