VISUAL ART

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PORTRAIT TRANSITOIRE
Lesson Plan by Pascale Baud (France)
01/01/02

Grade: 14-15 years old


LESSON PLAN for 3rd : 14-15 years

Topic : Significant reality
Anchor : The portrait, genetics.
General objectives : to analyze, synthesize
Particular Objectives : mastery of software tools and technique of the " morphing ".
Suject : " Transitory Portrait or Virtual Family "
Duration : 2 periods

Presentation of the subject :
We will manufacture a family... to carry out a virtual descent or to imagine other brothers and sisters... The family of the class!
Reference:
Métaportraits de LawickMüller. The Madness with two, 1999.


Realization of the subject :

1) Choose two photographs :
A photograph of star, a close relation, friend -front view.
Its own photograph of identity - front view.
And if the school is equipped with digital camera to carry out portraits,
or also:
Photographs of the two parents - front view.
2) Use of the morphing software to obtain the " mixing " of the two images.
Passage of one another portrait (warning: two images must be resized to have an identical format so that two images can be superimposed) by choosing a particular percentage for each character.
We obtain the portrait of a virtual person for each pupil: virtual daughter or son, virtual sister or brother... 2 to 3 portraits per pupil.
These first portraits will be used then for other " crossings " of images.
It is possible from there making one second " generation ", even a third.


Conclusion/Critics :
Beyond a simple play on the image and his metamorphosis, it can overflow on the problems of genetics, (choice of child), manipulation of genes... And where must stop the desires of the parents in the physical characters of their descent... The cloning...


Evaluation :
In this type of achievements which leads rather to a collective work: the realization of a " family " increased on the scale of the class, the valuation can relate only to the whole of work and lead to an exhibition which would require the active participation of science teachers. It is in the implication and the motivation to lead the project that the pupils could be evaluated and not of course on criteria of a technical or imaginative nature.