Tour participants explore both traditional and nontraditional portraiture. Viewers begin to understand that a portrait need not be a likeness of a person in order to be an effective representation. This activity could be used in the Walker Art Center galleries, Minneapolis Sculpture Garden, or in the classroom with a selection of images from Art Collector. The artworks included in the activity are suggestions only and instructors may choose different artworks to accompany the discussion questions. This activity comes from the Living in Our Time section of the Tour Guide Tool Kit.

Living in Our Time Activity Title: Introduction to Portraiture Theme: Who Am I? Age: Grades K–Adult Overview: Tour participants explore both traditional and nontraditional portraiture. Viewers begin to understand that a portrait need not be a likeness of a person in order to be an effective representation. This activity could be used in the Walker Art Center galleries, Minneapolis Sculpture Garden, or in the classroom with a selection of images from Art Collector. The artworks included in the activity are suggestions only and instructors may choose different artworks to accompany the discussion questions. Procedure: Setting the Scene Option 1: Have you ever had a portrait made of yourself? (You might show a school picture as an example.) What kinds of things do you want people to know about you when they look at your school picture? Have you ever made a portrait? Of whom? Did you try to make it look as much like the person as possible? What materials did you use? What other materials can artists use to make portraits? Are there any other ways to make portraits? Can objects represent a person? What object would you choose to represent yourself? Why? Have you ever made a nontraditional self-portrait? What did you use? What did you include? Option 2: Show an example of a very traditional portrait. Why do you think an artist might have painted a portrait in the past? Why might an artist paint a portrait today? What is the artist telling us about this person? Do you think the person being portrayed had an opinion about how he or she would look? What did the subject want to tell us about him- or herself? Have you seen other portraits like this? Where? What is traditional about this portrait? What is nontraditional? (Keep track of some of the ways that participants defined a traditional portrait.) Today we’re going to look at some artworks that could be called portraits, but they might be different from what you would expect to see. During this tour I’d like you to think about the many different ways that artists can make portraits. Begin Looking On the tour, focus on works that might be considered portraits, both traditional and nontraditional. Discuss each work, emphasizing how the piece meets the definition of a portrait.. Ask Questions about a single portrait: Is there anything traditional about this portrait, based on what we discussed earlier? If so, what? Is there anything nontraditional? If so, what? Have you ever seen any other portraits that were sculptures, paintings, or photographs? Where? How is this one different? How do you think this (sculpture, painting, photograph) looks different from the way the person really looked? What do you think this person’s personality was like? How can you tell from the artwork? Are there any clues that might tell us how this work was made? What are some possible reasons that the artist made this portrait? When comparing two portraits: What are some things about these portraits that are the same? What are some things that are different? Which one do you think looks more like the real person? Which one tells you more about the person represented? What do you see that makes you say that? Conclusion Which work of art matched your idea of a traditional portrait? Which surprised you the most? Why? Which portrait do you think told you the most about the person? If you were going to make a self-portrait or a portrait of someone else, what materials would you use? Do you have different ideas about portraits now than you did before the tour? How? Which artist would you want to create your portrait? Why? Props: Example(s) of traditional portraiture for comparison Tips: Try to incorporate a variety of portraits on the tour. Suggested works: Alberto Giacometti Buste de Diego (Bust of Diego) circa 1954 Andy Warhol 16 Jackies 1964 Rineke Dijkstra The Buzz Club, Liverpool, England/Mysteryworld, Zaandam, Netherlands 1996–1997 Gabriel Orozco Piedra que cede (Yielding Stone) 1992 Joseph Beuys Schlitten (Sled) 1969

Participants look closely at artworks to complete a scavenger hunt that involves finding specific works based on clues. This activity could be used in the Walker Art Center galleries, Minneapolis Sculpture Garden, or in the classroom with a selection of images from Art Collector. The artworks included in the activity are suggestions only and instructors may choose different artworks to accompany the discussion questions. This activity  is from the Living in Our Time section of the Tour Guide Tool Kit.

Living in Our Time Activity Title: Portrait Scavenger Hunt Theme: Who Am I? Age: Grades 3–6 Overview: Participants look closely at artworks to complete a scavenger hunt that involves finding specific works based on clues. This activity could be used in the Walker Art Center galleries, Minneapolis Sculpture Garden, or in the classroom with a selection of images from Art Collector. The artworks included in the activity are suggestions only and instructors may choose different artworks to accompany the discussion questions. Procedure: Setting the Scene Today we are going on a scavenger hunt. I will give you clues about works of art, and you must work together to find the correct artwork. The main clue is that all of the artworks are portraits. What is a portrait? Some of these portraits may surprise you! To find the correct pieces, you must read the clues carefully and look closely. Begin Looking Divide the group into teams of three or four. With younger participants, send each group with a chaperone, or do the hunt together as a larger group. Distribute one copy of the scavenger hunt, along with a clipboard and a pencil, to each team. Tell them that they have 10 minutes to try to find the works of art. When they find one, they should write down the artist’s name and the title of the work. After 10 minutes, the group will come back together. Give the participants some rules for the hunt (for example, no running). Ask a teacher or chaperone to help keep an eye on the teams. Clue # 1: You might think I enlarged a photograph of myself to make this self-portrait. Clue #2: People often think this painting has olives in it. Stand back and I will emerge. Clue #3: An artist made my image from magazine photographs of me. Clue #4: This work, which includes a glass and a spoon, was created to honor the artist Marcel Duchamp and his wife, Teeny. Clue #5: This work is a portrait of my brother, Diego. Clue #6: You can see traces of the artist’s handprints and footprints in this thickly painted canvas. Answers: #1. Chuck Close Big Self-Portrait  1968 #2. Chuck Close Kiki  1993 #3. Andy Warhol 16 Jackies  1964 #4. Robert Rauschenberg Trophy II (for Teeny and Marcel Duchamp)  1960 #5. Alberto Giacometti Buste de Diego  circa 1954 #6. Kazuo Shiraga Untitled  1959 Conclusion Once the group has completed the hunt, go together to each work and ask: Why do you think this work of art could be called a portrait? Which work fits most into the traditional idea of a portrait (like a school portrait)? The least? Props: Cards with only one clue on each one Pencils Clipboards