Masked Self-Portraits

Each school year, I start my semester with a lesson titled Symbolic Self-Portraits. This lesson is a great way to get to know my middle-school students and for them to start thinking about the theme of identity. Students also focus on the use of symbols they believe represent different facets of their personalities.

An Emphasis on Identity
This year, I modified the lesson. Students drew a realistic self-portrait and used symbols to create a mask on their portrait (weʼve been in-person all year, so masks are very relevant to my students). I teach in a conservative rural Southern district. We are predominately white but are slowly growing more diverse in our population.

Considering this, I wanted students to dig deeper into their personal symbols. I asked students to think about their family’s history, their home culture, and the color of their skin and their basic physical appearance. I wanted this project to be a starting point for students to acknowledge the diverse cultural identities that make up our school population and wider community.

In creating these portraits, I hoped students would feel more comfortable discussing their own cultural backgrounds and identities with their peers. I used Justice Standards from the website Learning for Justice (learningforjustice.org), along with the Tennessee Visual Art Standards.

Starting with an Icon
I started by introducing Frida Kahlo’s self-portraits. Students were immediately intrigued and inspired by the symbols she used in her works. Kahlo always had a great sense of identity in her art. Looking at her self-portraits, you can see her culture, her love of her country’s traditions, and her courage in dealing with enormous physical pain.

Journaling
Students brainstormed a list of words describing who they are using categories such as hobbies, family history, friends, and memories. Once they had their list, students drew a small thumbnail of a symbol for each word. They could research online for inspiration if needed. Students then planned the design for their mask.

Self-Portraits
Next, I demonstrated drawing facial proportions and students practiced in their journals. When they felt comfortable, students looked at their reflection and practiced drawing themselves.

Students used pencils to sketch their final self-portraits, masks, and symbols on large white paper. They switched to colored pencils and focused on achieving value and contrast.

Gallery Walk and Display
When the artworks were finished, we held a gallery walk and discussed the portraits. Students could talk about their projects in front of the class if they felt comfortable.
The masked self-portraits were displayed in the hallway. This past spring, some were included in our districtʼs annual art exhibition held at the local performing art center. Photos and videos of this event were shared on our schoolʼs social media channels and art center website. This project was well received and students learned more about their own identities and those of their peers.