<p></p> <p>iSpy: Storytelling in Presidential Portraiture  </p> <p>  </p> <p>Objective: Students will explore how elements of a portrait tell the story of the subject’s identity by comparing portraits of Presidents Washington and Obama. </p> <p>  </p> <p>Procedure: </p> <ol><li>Instruct students to look carefully at each portrait. They should read through the information for each portrait; follow the highlight instructions; and answer the quiz questions. </li><li>Lead a discussion about the symbols included each portrait. What story is the artist trying to tell? What do they leave out? How does an artist contribute to our understanding of Washington and Obama’s identity? How does art help to shape our historical understanding of their subjects? </li><li>Have students create a self-portrait and write an artist’s introduction explaining how they intentionally included/excluded/highlighted symbols to tell their story of identity. If making art isn’t possible, have students write a description of what their portrait would look like. </li></ol><p>  </p> <p>  </p> <p>  </p> <p>For more information and context: </p> <p><a href="http://www.georgewashington.si.edu/portrait/non-flash.html">http://www.georgewashington.si...</a> </p> <p><a href="https://www.newyorker.com/culture/annals-of-appearances/the-shifting-perspective-in-kehinde-wileys-portrait-of-barack-obama">https://www.newyorker.com/cult...</a> </p> <p> #NPGteach</p>

<p>This collection uses portraits from the National Portrait Gallery's exhibition, <em>Votes for Women: A Portrait of Persistence</em>. These resources are intended to facilitate classroom discussion about how women were portrayed through art during the suffragist movement. Participants are encouraged to think about who creates portraits, what motivations may exist in their creation, how the portraits were used within the movement, and their potential impact, intended or not, on the suffragists' cause. </p>

<p>National Portrait Gallery Perspectives in Portraiture </p><p><br /></p>