The First Selfie Artist-
Albrecht Dürer

Materials

• Colored pencils

• Markers

• Sketchbooks and other heavy duty paper of choice

• Reference images of Albrecht Dürer’s self-portraits

• Stylized "Selfie" Choice Board (provided)

• Mirrors or student phone selfies

• Grid paper (optional)

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Georgia State Standards

• VAHSCR.1: Demonstrates understanding of visual art concepts.

• VAHSPR.1: Participates in a variety of art-making processes.

• VAHSRE.1: Discusses and evaluates artwork.

• VAHSCU.2: Identifies how self-portraits convey cultural identity.

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Essential Questions

• How can self-portraits reflect identity, status, or personal narrative?

• In what ways is a "selfie" an extension of traditional self-portraiture?

• What artistic choices influence how we portray ourselves?

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Lesson Objectives 

Students will:

• Analyze the use of the human figure in self-portraiture.

• Explore the historical context of Albrecht Dürer’s work.

• Create a self-portrait that reflects their identity using stylized choices.

• Evaluate their process and outcomes through written reflection.

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Resource or Artist Reference

• Albrecht Dürer (1471-1528)

• Reference images: Self-Portrait at 13 (1484), Self-Portrait with Fur Coat (1500)

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Albrecht Dürer, Type Designer – Eye on Design
This article discusses Dürer's contributions to typography and design, highlighting his work in constructing Roman letters and his influence on modern graphic design.

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Steps and Description

1. Introduce Albrecht Dürer and examine several of his self-portraits.

2. Guide students through a discussion of symbolism, composition, and technique.

3. Students write a one-page reflection: "What does self-portraiture mean to me?"

4. Introduce the Stylized "Selfie" Choice Board (PDF available for download):

   • Color: Monochromatic, Complementary, Black & White, Expressive color

   • Technique: Grid method, Tracing, Observation, Projection

   • Style: Realistic, Surreal, Symbolic, Abstracted, Digital-looking with traditional tools

   • Background: Plain, Patterned, Symbolic objects, Digital interface

5. Students select options and begin drawing/planning in sketchbooks.

6. Use mirrors or selfies for facial reference.

7. Final self-portraits are created using colored pencils and markers on their choice of paper. 

8. Host a gallery walk for critique.

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Closing Activity

 Students write a brief artist statement to accompany their portrait, highlighting stylistic choices and what it says about them.

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Differentiation

• Provide image transfer or grid templates for students needing guidance. (Files  available for download):

• Offer extended color theory support or reference palettes (PDF available for download):.​​​​​​​​​

• Allow choice between writing a reflection or recording an audio explanation.

• Advanced students may explore dual-portraits or symbolic storytelling

        within the portraiture.