Self Portraits

Since the beginning of term one, we have been encouraging our tamariki to explore the creation of their self-portrait. Saenz-Molina (2016) explains; self-portraiture is deeply connected to children’s sense of identity. As they study their features and construct an image of themselves, they are expressing themselves as both the subject and the creator of their art work.

Setting up an art space both inside and outside; we provided mirrors enabling tamariki to take time studying the shapes within their own faces, before drawing what they observed. 

This observation inspires exploration of the form and structure of their features and how they fit together, building their knowledge of basic shapes. 

Translating this understanding onto paper strengthens fine motor control, supporting future literacy skill development. Over time, crayons, paint, wool, coloured felt and glue were added to the available resources, enabling tamariki to explore and depict more details, such as hair and eye colours.

Many of our tamariki have been drawn to this activity, either enjoying a solitary study or in the company of peers, conversing, comparing and collaborating.

Some have later returned to revisit and develop their ideas and images. It has been lovely to observe their enthusiasm, and the detailed observations they have drawn as they progressed their understandings of themselves.

I have missing hair. My nose is missing. I am missing the sunnies on my head. I think that’s all I am missing (Portrait 1)

These (indicating nostrils) are where we put our stuff in to blow our nose. My hair is a bit orangey brownie blackie – it’s all different colours; and I’ve got ears and teeth. My eyes are blue and I have eyebrows. My hair is special, because my favourite thing is to brush my hair (Portrait 2)

As each child has created their self-portrait, I have asked “What do you notice?” and “What makes your face special?” The responses they have given offer an insight into what they understand to be important, and what they value about themselves. In this way, the act of creating and contemplating a self-portrait supported them in communicating their developing sense of themself as a unique individual, promoting their sense of wellbeing.

My eyes, they’ve got little circles – they get me to see where I’m going. They have eyelashes on top and on the bottom. My nose has circles so you can blow your nose. My mouth is a stripe – no two stripes so you can open it. And I have teeth so I can eat. I have a chin; it is a circle. My hair goes behind my ears and I have a neck here too

My ears – Oh I missed it! (Pointing to R ear then re-drawing it) I have a hat and my hair here. My eyes are circle. I see my nose and it has holes. My mouth has teeth here, that’s too tricky – and I have a tongue in my mouth.

I have two eyes, see 1, 2., they are brown; and I have eyebrows. I have a nose and I have a mouth too. And here is my ear!

I saw my hat. This scribble is the scribbling on my hat like here (showing me his hat) The lines are my hair. These are my cheeks and I have a tiny ear and a big one. This is the sand on my head here, and on my nose. The white paper is my sunblock, except this white paper here is the white in my eyes. These here are the ninja turtles on my T shirt and the squares they are inside. 

My most special thing is my smile. I don’t know why it is special though, but it’s not too strong and it won’t hurt you and break your bones.

I saw my head. It’s a circle. My eyes – I saw my eyebrows, and my nose is right under my eyes. Look, I have a scratch here beside my chin and this is my neck – I’ve got a neck here under my chin. I think my eyes are the most special, but I don’t know why.

For a small number, their exploration has extended further, as they considered their form in different perspectives and dimensions. Discovering the concept of profile has involved investigating different shapes and placement of features, while clay provided a way to depict facial features in three dimensions.

ICS learning centre (2013), explain drawing enables children to share experiences and thoughts, imagine and explore ideas, focus and concentrate, and that observational drawing is a part of meaningful and authentic early childhood art education. Children’s engagement with drawing strengthens memory and spatial understanding. Observational drawing encourages looking closely at details, to find out more about the subject of their drawing, and assists children’s ability to: -

• Communicate what they see, and expressing what they interpret as the important features within that

• Make decisions about what to emphasize and include in their work.

• Become confident in attempting something new.

It has been lovely to observe the evident interest and focus of the tamariki as they have engaged with self-portraiture. The development in their skills, and expression of their working theories as they explored their sense of self was amazing. Working theories are the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences Children are most likely to generate and refine working theories in learning environments where uncertainty is valued, enquiry is modelled, and making meaning is the goal. (Te Whāriki, 2017)

Ma te wa,

Anne