Free learning resources from arts, cultural and heritage organisations.

Teachers' Notes

Resource created by The Holocaust Memorial Day Trust 

The Holocaust Memorial Day Trust (HMDT) encourages remembrance in a world scarred by genocide. HMDT promotes and supports Holocaust Memorial Day, 27 January, the day to remember the 6 million Jews murdered during the Holocaust, alongside the millions of people murdered under Nazi persecution of other groups and during more recent genocides in Cambodia, Rwanda, Bosnia , and Darfur (Sudan).

This resource invites students to delve into the stories of individuals who have faced identity-based discrimination or persecution. Students are encouraged to create a portrait in any visual art form, focusing on people whose lives have been profoundly affected by hate and discrimination. This includes survivors of the Holocaust or other genocides, individuals impacted by conflict and migration, or those targeted because of their identity. Below, you will find activity ideas to guide students through these individual stories and support their creative process. 

Trigger Warning: Talking openly about the holocaust, acts of genocide and forced migration and how they affect the world today, will involve potentially difficult and challenging conversations. The following content may contain triggers around lived experience of racism, migration, abuse and violence. There may be pupils in your class who themsevles or their family or ancestors have been directly affected by the stories and issues covered in this resource. You may wish to talk about ground rules with the class and look out for language around ‘otherness’ and difference and be prepared for sensitive or challenging conversations and potential emotional impacts on pupils.

Each of the following chapters tells the story of an individual whose life has been impacted by violence. It is strongly suggested that teachers read through each chapter before deciding how to use this resource. Each story can be downloaded as a Word document in the Resources section. 

Ask your students and young people to explain why they have chosen the person as the subject of their art and how they relate to Holocaust Memorial Day (HMD).  

Curriculum Links 

  • KS3 History: challenges for Britain, Europe and the wider world 1901 to the day
  • KS3 Art and Design: increasing techniques regarding observation, media, and materials 
  • KS4 History: Democracy and Nazism, The Making of Modern Britain, 1951 – 2007
  • KS4 Art and Design: fine art
  • KS3&4 PSHE: Prejudice, discrimination, extremism and radicalisation.

KS3 – you may wish to link these portraits to discussions about the Holocaust, Nazi persecution of other groups, the Roma genocide, the genocide in Cambodia, the genocide in Bosnia, the genocide in Cambodia, and the genocide in Darfur. You may wish to initiate further discussion about discrimination and persecution.  

KS4 – you may wish to link these portraits to discussions about the Holocaust, Nazi persecution of other groups, the Roma genocide, the genocide in Cambodia, the genocide in Bosnia, the genocide in Cambodia and the genocide in Darfur. You may wish to initiate further discussion about global politics, refugees and migration.  

Activity ideas to support your portrait 

Activity 1: 

  • Write down 10 questions you would ask your selected person about their life and experiences. 
  • As a class, talk about colour. What colours represent different emotions to you? How could you use this in your work?
  • How will you represent the person’s story and background? Individually, in pairs or groups talk about how you might do this. You could use objects, backdrops, add words or facial expressions to help share their story. 

Take a look at this portrait and consider the questions below:

The image is a painted portrait of an elderly woman with short, wavy gray hair. She is wearing a dark, patterned sweater and is seated against a background that features deep, warm tones of red, orange, and brown, suggesting a natural or possibly abstract outdoor setting. The woman's face is depicted with detailed lines, capturing her age and expression, which appears thoughtful and slightly melancholic. Her hand is extended slightly forward, pointing downward, adding a subtle gesture to the portrait. The painting has an expressive, almost ethereal quality, blending realistic features with a vibrant, textured background.
Painting of Rosie

1. What materials do you think the artist has used?  

Using pencil to draw the face and hands from observation. Enabling them to truly capture the character and details in the flesh.

2. Why did the artist use the colours they chose? 

The colours red and green are used throughout the painting as they are contrasting colours. 

3. What do you notice about the composition? Where is your eye most drawn and why?  

Creating a scenic background, a forest filled with trees and foliage. The artist wanted to draw the viewer’s eye deeper into the painting, to the beyond. This gives a very striking effect. 

4. Is there any imagery that may relate to Rosie’s past?  

Depicting a concentration camp in the background. A barbed wire fence and a building with a chimney.  

Drawing the hand to be pointing at Rosie’s ink tattoo that was put on her arm as she entered Auschwitz concentration camp. 

5. What do you notice about the expression on Rosie’s face? Does she look happy, sad or a mixture of both?   

Mixed expression - notice how Rosie has got a slight smile but if you stare at her face for a longer period, you may see a more subdued and saddened expression. 

Activity 2 - Look at the three different portraits of Lily Ebert BEM

The image is a dark, monochromatic portrait of an elderly woman. The lighting is subdued, creating deep shadows that envelop much of her figure, leaving only parts of her face, hands, and upper body more clearly visible. The woman has a gentle smile, and her expression conveys warmth and resilience. She is wearing a dark garment, possibly a shawl, over a top, and a small pendant necklace is visible around her neck. Her hands are clasped together in her lap. The overall mood of the portrait is introspective and somber, with a focus on the woman's features, highlighted by the contrast between light and shadow.
Gideon Summerfield portrait 1 of Lily Ebert

The image is a painted portrait of an elderly woman with wavy, shoulder-length gray hair. She is wearing a dark garment, possibly a coat or shawl, over a red top. A small pendant necklace is visible around her neck. The woman has a warm, gentle smile, and her expression exudes kindness and wisdom. The background is dark, with subtle patterns or designs, which contrasts with the lighter tones of her hair and face, drawing attention to her features. The painting captures her in a dignified and serene manner, emphasizing her warmth and character.
Gideon Summerfield portrait 2 of Lily Ebert

The image is a vibrant, detailed portrait of an elderly woman with short, wavy hair. She is wearing a colorful, patterned jacket in shades of orange, blue, and red. The woman has a warm, bright smile, and her expression is full of life and positivity. Her skin is depicted with great detail, showing the natural textures and markings of age. She is also wearing earrings and a small pendant necklace. The background is a deep, rich blue, which contrasts beautifully with her bright clothing, making her figure stand out prominently in the portrait. The overall mood of the painting is lively and celebratory, capturing the woman's joyful spirit.
Lily Ebert by Ishbel Myerscough

Consider:  

What are the similarities between the three portraits of Lily? 

What are the differences? 

What impression do you get of her as a person just from the portraits? 

Does reading about her life change this impression? 

Do you have a favourite of the three? Why/why not? What elements do you like in each?

Getting started 

Now that your students or young people have explored other artists’ approaches, it is time for them to create their portraits. 

1. Choose a subject

Ask your students or young people to choose a subject. You can find all of the life stories available below.  

2. Create your portrait

You can ask students to use a specific visual art form or give them a choice of how to create their portraits. 

Discussion Ideas for designing the portrait: 

  • What are the important moments, places, objects or people?  
  • What do you want to show about this person’s identity and personality?  
  • Are there any words or phrases from the story that you would like to include in your portrait?  
  • What part of their story impacted you the most?  
  • How could you reveal the extraordinary experiences of this person through your portrait? 

3. Share your artwork

Consider how students can share their artwork with their friends and in their communities. You can, for example, organise portraits to be displayed at school, college, a local library or a community centre. Remember to also share images of your artwork or display on social media on or around HMD (27 January) using the HMD hashtags and graphics found here [Link to social media resources]. 

What’s next?  

If this resource has inspired you to take action to prevent identity-based persecution and discrimination, please see this page for advice on further actions you can take.