ch or English portraits of the same period as the Paul Revere (18th century), point out again how different people look with "fancy" clothing or uniforms than with "everyday" clothing. Also, take a look at the way the painter has used light in each of the portraits. Have the students look again at the Copley portrait and ask: What special use of light has Copley given us? (reflections in teapot and on tabletop) Where is the light coming from in this portrait? (left side, in front of the subject) How can you tell? (reflections on the teapot, brightness of shirt, collar, hand, and cheek on that side) How else can we figure out where the light comes from? (observe where the shadows fall, then infer where the source of light must be)
Tell the students: You are each going to create a portrait of a person whom you really admire. It could be someone alive today, like a musician, a president or former president, a war hero, an actor or actress, your mother or father, a grandparent -- anyone you really look up to. It could also be an historical figure, someone you would find in a history book. Look through some of the magazines, books, and/or encyclopedias we have in the classroom for about ten minutes to find a photo of the person you've chosen. If you have chosen to do someone in your family, spend the time quietly thinking about the particular features and qualities of that person that you especially want to portray. Remember that you are not going to paint an "action" work. Rather, since this is a portrait, you will "pose" your subject, which means that you will choose the background, the setting that you think best reflects the character of the person you have chosen.
While the students are doing this, pass out paper and crayons, markers, and/or paint and brushes for each one. Have them return to their seats and ask some questions to get them started.
Ask how much of the person they want to showiest the head, the head and upper body as in the portrait of Paul Revere, or the whole body (show examples if you have them). Ask: What other decisions will you need to make about your portrait? (What kind of clothing, sitting or standing, whether frontal or in profile or three-quarter as Paul Revere is?) What about the background -- light or dark, plain or with something like a curtain or scene behind the person? What about the objects you might want to show to tell us some important things about the subject? What might they be? Where do you want the light to come from and how will you show that in your portrait?
When the portraits are finished, have the each student show his or hers to the rest of the class and ask them to guess who is the subject of the portrait. As each subject is identified, the artist may want to explain why they chose the particular person to portray and tell a little bit about what it is they most admire in their subject. When everyone has had a chance to share his or her portrait, have them write the names of their subjects on the portraits as well as their own and hang them in the classroom.