The Selfie Project

Amy Huang

Article by Michael Sacco

The self-portrait holds such an important place in art history that many art teachers feel compelled to bring it into the classroom as integral project at all levels. I have found through the years that the reaction from teenagers over the prospect of doing a self-portrait in traditional media can often run the gamut from those few who are genuinely excited, to the many who dread the very notion. 

At the middle school and high school levels, the dread largely comes from teens being unsure of their abilities in drawing or painting and the lack of feeling comfortable with their own physical appearances at this very vulnerable stage of their lives.

In my ninth grade Media Arts class, we create digital self-portraits, nicknamed (by us) the Selfie Project that largely alleviates these issues. Firstly, the absence of traditional media eliminates a lot of anxiety right from the beginning. Secondly, the ubiquitous handheld Selfie posted on social media has made kids comfortable with their own image when they are in control of the results.

The digital self-portrait is a Photoshop composite that starts with a student portrait and includes a layering of images that describe and express the students as individuals. It is largely successful, enjoyable, and truly challenging to my freshman students. (It is important to note that students have already been introduced to the editing process using Adobe Photoshop Elements before attempting this challenging project.)

Lauren B.

The Selfie Shoot

The Selfie Shoot consists of two parts. First, a self-portrait shooting assignment is given. Students must take and/or gather a minimum of 25 images of objects, places, and people that are important to them. Camera phone images can also be included as are images taken with a digital camera. These images are brought into class on a flash drive and then transferred and stored in students’ personal folders on their computers.

The second part is a selfie photo shoot day that I choose. All students must bring their cameras into class on that day. Students work in pairs and take turns shooting portraits of each other using a tripod; they also shoot some handheld photographs against a simple black or white backdrop. Partners help direct each other in order to create a series of portraits that reflect the subject’s personality. Students are also reminded to consider both wardrobe and props before coming to class on that particular day.

Dylan Maggio

Putting Together the Selfie

I present a two-part demonstration via a digital projector of the basic procedures required to create the layered digital selfie. A variety of textured backgrounds are displayed as a choice for a starting point. Next, I show students how to place the portrait on a textured background and silhouette, and how to remove the background from the portrait using various selection tools in Photoshop Elements.

At this point I demonstrate how to use layer effects such as Hard Light, Vivid Light, Linear Light, and Opacity to allow transparency and provide a portrait layer, and all subsequent layers, a chance to mix and blend together. I then show the process of adding additional layers, using personal images from students’ shooting assignments, to create a multi-layered effect. Scaling, rotation, and manipulation of these elements are also demonstrated. I distribute a detailed procedure handout and remind students to use it often as there are many steps that they need to master in order to achieve success in this project.

Selfie Design

Since the layered digital selfie is composed of many elements, strong design is stressed both at the beginning of the project and throughout the entire process. Students are introduced to and often reminded of my hierarchy of design mantra: Shout — a strong focal point which is the primary image, in this case their own image; Speak — middle ground elements; and lastly, Whisper —background elements. The use of contrast, proportion, color, shape, and value (opacity), are the means students use to achieve the design objective. The design principle Unity is also stressed by means of repetition of color, shape, and overlapping elements.

Jess Haegele

Selfie Reflection

At the close of the project students fill out a project rubric. An artist’s statement accompanies the project, giving students a chance to reflect on the entire process as well as the end result. Many of these artist statements are wonderfully reflective as students express in words how much they enjoyed creating an original piece of digital art that is visually interesting to look at while expressing who they are. For me, the Selfie Project reinforces why the self-portrait holds such an important place in art history, while concurrently making for one of the more enjoyable student experiences in the art room.

Michael Sacco is an art teacher at Paul J. Gelinas Junior High School in Setauket, New York. 

Web Link

http://www.3villagecsd.k12.ny.us/artsgelinas/index.htm