Unit Title: Identity
A Unit of Study on Understanding and Expressing Personal Identity through Art
Created by: Joseph Moore, Deena Scarborough, Brenda McCullers, Holly Berndt
Targeted Age Group: Middle School (6-8)
Unit Overview:
If you look up synonyms for the word identity you will find a list containing words like uniqueness, distinctiveness, character, and personality. Within the classroom today, students do not necessarily want to be known as unique or distinct. They want to fit in and in some cases, blend in. In fact, if you ask middle school students to describe themselves, you will probably get answers like, “I’m a soccer player” or “I’m Josh’s brother.” Most of them are unsure or unwilling to describe themselves with adjectives that reveal their identity. "Beauty" is not only skin deep, so how do you help students explore and express who they are to others? This unit is designed to help middle school students investigate, question, understand and represent their own identity as well as appreciate identities of their classmates through art. After completing the unit, students will be more comfortable with creating art about themselves and will understand that the definition of their personal identity is much more than what is visible on the surface.
Pinterest Visuals:
http://www.pinterest.com/hollyberndt2/identity/
1. What overarching understandings are desired?
2. What are the overarching questions for this unit?
3. As a result of this unit, students will be able to demonstrate and understand that:
4. What “essential” and unit questions will focus this unit?
5. What evidence will show that students understand the connections between art and identity?
A Unit of Study on Understanding and Expressing Personal Identity through Art
Created by: Joseph Moore, Deena Scarborough, Brenda McCullers, Holly Berndt
Targeted Age Group: Middle School (6-8)
Unit Overview:
If you look up synonyms for the word identity you will find a list containing words like uniqueness, distinctiveness, character, and personality. Within the classroom today, students do not necessarily want to be known as unique or distinct. They want to fit in and in some cases, blend in. In fact, if you ask middle school students to describe themselves, you will probably get answers like, “I’m a soccer player” or “I’m Josh’s brother.” Most of them are unsure or unwilling to describe themselves with adjectives that reveal their identity. "Beauty" is not only skin deep, so how do you help students explore and express who they are to others? This unit is designed to help middle school students investigate, question, understand and represent their own identity as well as appreciate identities of their classmates through art. After completing the unit, students will be more comfortable with creating art about themselves and will understand that the definition of their personal identity is much more than what is visible on the surface.
Pinterest Visuals:
http://www.pinterest.com/hollyberndt2/identity/
1. What overarching understandings are desired?
- Identity can be expressed through imagery
- Art making can encourage the development of a personal voice.
- Some artists represent themselves from both their own internal views and the way they feel the world sees (or should see) them.
- Art can be a communication tool that can showcase individual personality traits.
- Artists have expressed their individuals' identities throughout history.
2. What are the overarching questions for this unit?
- What does personal identity mean to you?
- How do artists express their identity in artwork?
- In what ways can identity be expressed through imagery?
- How can art help one develop a personal style?
- How do artists represent themselves from the way they feel the world sees them?
3. As a result of this unit, students will be able to demonstrate and understand that:
- Art making can be a way to express your identity.
- Individual identities can change throughout time.
- Artistic techniques can be used to gain and express personal identity.
- Art can allow insight into the lives and experiences of students within their school or home culture.
- There are different artistic techniques available to express my identity, to others.
4. What “essential” and unit questions will focus this unit?
- What does ‘identity’ mean to you?
- Why do artists make self portraits?
- What other ways are there to express our identities other than through traditional self-portraits?
- How do we express our identities?
- How do our identities change?
- What might cause our identities to change?
- In what ways do artists represent themselves?
- What makes you unique and how do you express that?
- How do artists express themselves through color?
- How would you describe yourself to someone else?
- How do you interpret someone else’s identity?
- How can you portray the same subject in a new way?
- How can we use different media to reveal our identity?
5. What evidence will show that students understand the connections between art and identity?
- Performance Tasks/Projects:
Lesson 1: "Who am I?"
1(a):
Essential Question:
Materials: Paper, pencils, erasers, sketchbooks, markers, colored pencils
Duration: 1 day
Intent: In this lesson, students will be introduced to the concept of identity by creating a unique bubble map. The student name will be displayed in the center bubble. In the extending bubbles, students will have to write positive adjectives, phrases and illustrations that describe their identity.
Teaching Prompt: "Who are you? Are you the sum of your parts? Or is your IDENTITY something that is more than what is seen on the surface? (Brief student commenting/discussion). We are beginning a unit of study on how art can be used to express and identify human characteristics in many ways. Be ready/open to discovering and communicating all the different ways you can describe yourself!
Day one: Powerpoint presentation on identity and symbols that can represent personality.
Students will have to create a large bubble map that reflects words, phrases and illustrations of their personality. Bubble maps will be displayed around the classroom for a gallery walk. As the students walk around the room, they will be instructed to add a dot or star next to an identity bubble that they share in common. A final reflection and critique will be held on which personality traits are the most common and shared.
1(b):
Essential Questions:
Materials: pencils and erasers, sketchbooks, photographs of students, images of self portraits, acrylic paint, brushes, cups for water, and canvas board.
Duration: 5 days
Intent: This is the first project of a series designed to help students explore, question and express their identity and the identities of their classmates through art. In this lesson, students will be learning about traditional self portraits throughout art history and how artists in the past expressed their identity through their work. After viewing self portraits by artists, students will sketch self-portraits using mirrors and then use paint to add color.
Teaching Prompt: Show the class a yearbook photo of yourself and ask, "What does this portrait say about me? Although photographs give viewers a visual of outward appearances, artists often use colors, styles, objects, etc., that express more about their personal identity than what is seen on the outside."
Day one: Class discussion related to traditional self portraits and artists. Questions to prompt close looking and discussion? Compare and contrast? Students will learn how to draw accurate proportions of the human face through a demonstration by the teacher and practice (see handout below).
Day two: Using a photograph as reference, students will begin drawing their self portrait using pencil.
Day three: Students continue to work on the self-portraits and begin adding color.
Day four: Students conclude work on the project.
Day five: A class critique will be held and students will be provided with feedback from the class and teacher. Students can write a brief explanation of self-portraiture and a personal reflection of the project and their thoughts on the lesson and their own work (one paragraph each).
Assessment: Students will need to complete a self portrait using accurate proportions of their face. Students will need to explain through writing what the purpose of a self portrait is and the characteristics of traditional self portraits. They will also need to explain how their identity is portrayed within their self-portrait.
Artists: Frida Khalo, Faith Ringgold, Vincent Van Gogh, Kehinde Wiley
Frida Kahlo
Self-Portrait, Me and My Parrots, 1941
Faith Ringgold
Self-Portrait, 1965
Vincent Van Gogh
Self-Portrait, 1889
Resources: StudentHandouts.com (Bubble map); Portrait Proportions; Introduction Presentation (Recorded PowerPoint)
1(a):
Essential Question:
- How would you describe yourself to someone else?
Materials: Paper, pencils, erasers, sketchbooks, markers, colored pencils
Duration: 1 day
Intent: In this lesson, students will be introduced to the concept of identity by creating a unique bubble map. The student name will be displayed in the center bubble. In the extending bubbles, students will have to write positive adjectives, phrases and illustrations that describe their identity.
Teaching Prompt: "Who are you? Are you the sum of your parts? Or is your IDENTITY something that is more than what is seen on the surface? (Brief student commenting/discussion). We are beginning a unit of study on how art can be used to express and identify human characteristics in many ways. Be ready/open to discovering and communicating all the different ways you can describe yourself!
Day one: Powerpoint presentation on identity and symbols that can represent personality.
Students will have to create a large bubble map that reflects words, phrases and illustrations of their personality. Bubble maps will be displayed around the classroom for a gallery walk. As the students walk around the room, they will be instructed to add a dot or star next to an identity bubble that they share in common. A final reflection and critique will be held on which personality traits are the most common and shared.
1(b):
Essential Questions:
- Why do artists make self portraits?
- How do artists represent inner identity in portraits?
- What makes your identity unique and how can you express that?
Materials: pencils and erasers, sketchbooks, photographs of students, images of self portraits, acrylic paint, brushes, cups for water, and canvas board.
Duration: 5 days
Intent: This is the first project of a series designed to help students explore, question and express their identity and the identities of their classmates through art. In this lesson, students will be learning about traditional self portraits throughout art history and how artists in the past expressed their identity through their work. After viewing self portraits by artists, students will sketch self-portraits using mirrors and then use paint to add color.
Teaching Prompt: Show the class a yearbook photo of yourself and ask, "What does this portrait say about me? Although photographs give viewers a visual of outward appearances, artists often use colors, styles, objects, etc., that express more about their personal identity than what is seen on the outside."
Day one: Class discussion related to traditional self portraits and artists. Questions to prompt close looking and discussion? Compare and contrast? Students will learn how to draw accurate proportions of the human face through a demonstration by the teacher and practice (see handout below).
Day two: Using a photograph as reference, students will begin drawing their self portrait using pencil.
Day three: Students continue to work on the self-portraits and begin adding color.
Day four: Students conclude work on the project.
Day five: A class critique will be held and students will be provided with feedback from the class and teacher. Students can write a brief explanation of self-portraiture and a personal reflection of the project and their thoughts on the lesson and their own work (one paragraph each).
Assessment: Students will need to complete a self portrait using accurate proportions of their face. Students will need to explain through writing what the purpose of a self portrait is and the characteristics of traditional self portraits. They will also need to explain how their identity is portrayed within their self-portrait.
Artists: Frida Khalo, Faith Ringgold, Vincent Van Gogh, Kehinde Wiley
Frida Kahlo
Self-Portrait, Me and My Parrots, 1941
Faith Ringgold
Self-Portrait, 1965
Vincent Van Gogh
Self-Portrait, 1889
Resources: StudentHandouts.com (Bubble map); Portrait Proportions; Introduction Presentation (Recorded PowerPoint)
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Lesson 2: Digital Self-Portrait
Essential Questions:
Materials: Digital Cameras, Cell Phones with cameras, Computers, Photoshop Software, Jumpdrives or dropboxes, Color Printer
Duration: 3 days
Intent: Students will more deeply understand the impact of "the selfie" and how the visual image used to represent themselves can speak volumes about their personal identity, although it is only a surface representation. Students will use available technology to manipulate an image they take of themselves to more accurately communicate what is identifiable about their entire persona.
Teaching Prompt: "How many of you have taken digital self-portraits (selfies) that haven't turned out quite like you thought they would? We all know that digital imaging programs (example: Photoshop) are used to dramatically change the way people look - often way too much - but we can use the technology to physically and visually represent ourselves while intentionally including things that reveal more about our deeper identities... after all, 'Beauty is not only skin deep'."
Day 1: The world is fascinated with what is "seen" and people are judged based on outward appearances alone, resulting in mixed opinions that are often inaccurate. Students use the brainstorming "bubble" activity to develop some ideas of how to represent themselves, then use digital cameras or their own cell phone cameras to take selfies with various poses, backgrounds, expressions, etc. Download 1-2 best images to jumpdrive and open in Photoshop, GIMP, or other available photo-manipulating software or online program.
Day 2: Students continue creating digital self-portraits by changing colors, adding items, backgrounds, etc., that give more insight into their personal identities.
Day 3: Complete project and print 8.5"x11"; share with class and critique, discussing accuracy found in self-representations.
Assessment: Completed project with paragraph explaining details of digital self-portrait (what and why things were changed, used, posed, etc. and the connection to their identities).
Student Self-Portrait Digital Art Examples
Resources: Human Facial Proportions Handout
Essential Questions:
- How would you describe yourself to someone else?
- How can we use different media to reveal our identities?
- How do artists represent inner identities as opposed to our outward appearances in portraits?
Materials: Digital Cameras, Cell Phones with cameras, Computers, Photoshop Software, Jumpdrives or dropboxes, Color Printer
Duration: 3 days
Intent: Students will more deeply understand the impact of "the selfie" and how the visual image used to represent themselves can speak volumes about their personal identity, although it is only a surface representation. Students will use available technology to manipulate an image they take of themselves to more accurately communicate what is identifiable about their entire persona.
Teaching Prompt: "How many of you have taken digital self-portraits (selfies) that haven't turned out quite like you thought they would? We all know that digital imaging programs (example: Photoshop) are used to dramatically change the way people look - often way too much - but we can use the technology to physically and visually represent ourselves while intentionally including things that reveal more about our deeper identities... after all, 'Beauty is not only skin deep'."
Day 1: The world is fascinated with what is "seen" and people are judged based on outward appearances alone, resulting in mixed opinions that are often inaccurate. Students use the brainstorming "bubble" activity to develop some ideas of how to represent themselves, then use digital cameras or their own cell phone cameras to take selfies with various poses, backgrounds, expressions, etc. Download 1-2 best images to jumpdrive and open in Photoshop, GIMP, or other available photo-manipulating software or online program.
Day 2: Students continue creating digital self-portraits by changing colors, adding items, backgrounds, etc., that give more insight into their personal identities.
Day 3: Complete project and print 8.5"x11"; share with class and critique, discussing accuracy found in self-representations.
Assessment: Completed project with paragraph explaining details of digital self-portrait (what and why things were changed, used, posed, etc. and the connection to their identities).
Student Self-Portrait Digital Art Examples
Resources: Human Facial Proportions Handout
Lesson 3: "Non-traditional Portrait"
Essential Questions:
Materials: pencils and erasers, sketchbooks, photographs of students, images of self portraits, recycled objects, magazines, newspaper, collage material, acrylic paint, brushes, cups for water, and canvas board.
Duration: 5 days
Intent: In this lesson, students will be learning about non-traditional self portraits throughout art history. Students will be introduced to multi-media artwork and create an abstract artwork of how they think others view them.
Teaching Prompt: "This week you'll have even more flexibility to visualize who you are and what you want to express to identify yourself. Instead of a formal drawing/painting portrait, we will use a variety of media in the form of a collage that exhibits both exterior and interior traits that help form your unique identity."
Day one: Class discussion related to non-traditional self portraits and artists that painted them via a PowerPoint presentation. Students will discuss what multi media is and material options to use on this project.
Day two: Using their sketchbooks, students will create thumbnail sketches of their design.
Day three: Students begin to work on the self-portrait collage.
Day four: Students conclude work on the project.
Day five: A class critique will be held and students will be provided with feedback from the class and teacher.
Assessment: In order to successfully complete this project, students will need to create a non-traditional self portrait of their face and/or body. Students will need to compare and contrast through writing the differences of their traditional and non-traditional self portrait, as well as participate in a class critique.
Artists:Chuck Close Bio Zac Freeman
Chuck Close
A Self-Portrait in Oil, 2000-01
Zac Freeman
Self-Portrait, 2008
Essential Questions:
- What is a non-traditional self-portrait?
- What is the purpose of a non-traditional self portrait? (self-portraits that don't look like a photograph)
- In what ways do artists represent themselves?
- What makes you unique and how do you express that?
- “How does the choice of materials influence the way we perceive the portrait or sitter’s identity?”
Materials: pencils and erasers, sketchbooks, photographs of students, images of self portraits, recycled objects, magazines, newspaper, collage material, acrylic paint, brushes, cups for water, and canvas board.
Duration: 5 days
Intent: In this lesson, students will be learning about non-traditional self portraits throughout art history. Students will be introduced to multi-media artwork and create an abstract artwork of how they think others view them.
Teaching Prompt: "This week you'll have even more flexibility to visualize who you are and what you want to express to identify yourself. Instead of a formal drawing/painting portrait, we will use a variety of media in the form of a collage that exhibits both exterior and interior traits that help form your unique identity."
Day one: Class discussion related to non-traditional self portraits and artists that painted them via a PowerPoint presentation. Students will discuss what multi media is and material options to use on this project.
Day two: Using their sketchbooks, students will create thumbnail sketches of their design.
Day three: Students begin to work on the self-portrait collage.
Day four: Students conclude work on the project.
Day five: A class critique will be held and students will be provided with feedback from the class and teacher.
Assessment: In order to successfully complete this project, students will need to create a non-traditional self portrait of their face and/or body. Students will need to compare and contrast through writing the differences of their traditional and non-traditional self portrait, as well as participate in a class critique.
Artists:Chuck Close Bio Zac Freeman
Chuck Close
A Self-Portrait in Oil, 2000-01
Zac Freeman
Self-Portrait, 2008
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Lesson 4: “The Amazing Technicolor Mural”
4(a):
Essential Questions:
Materials: Paper, colored pencils, pencils, erasers
Duration: 1 day
Intent: To introduce the mural project, students will pair up and complete a double bubble map and compare and contrast identity traits.
Teaching Prompt: "Do you ever look at someone else's art and not understand it? This prep day for our next project will help you appreciate and better understand that the thoughts and feelings expressed by someone else are often very similar to your own."
Day One:
4(b):
Essential Questions:
Materials: Acrylic paint, brushes, cups for water, and 4ft X 200ft roll of paper taped to the tables and walls, CD player & assorted music.
Duration: 5 days (with lecture)
Intent: This project will work for two benefits. The first will be to get students comfortable working with other students towards a common goal. This activity will also act as a filtering mechanism (as the colors that will be used are the primary and secondary colors according to the color wheel) to pair students for projects three and four.
Teaching Prompt: "Does anyone like to paint on the walls? Artists who make murals are able to do just that. Different from graffiti artists, muralists have permission to create a large public representative design that expresses an overall idea. Often artists work together to create large murals and they don't always have to be realistic. Today we'll use music and colors to tap into what feelings you're identifying with today (tired? Bored?) as you will be allowed to make abstract expressionism on the 'walls' using various colors and motions that you can identify best with during the musical selections."
Day one: Explanation and visuals of abstract expressive art; description of collaborative murals (examples include the Sumi Ink Club).
Day two: Begin work, each student will start with color of their choosing. Music will be played and the number of songs will be carefully monitored by the instructor. Once a song is finished, the students will move to a different station on the large pieces of paper. A student may at anytime change color they are using. This will be give the students a sense of control over how they make their images. When a student does decide to change colors, they will write down how many songs they used the color.
Day three: Students continue to work on project.
Day four: Students conclude work on the project.
Day five: The now finished mural is presented before the class. Students will be encouraged to describe their favorite area (their own or not) and will be encouraged to draw mental images about what the piece as a whole or a small portion of the piece relates to them and will discuss.
Assessment: In order to successfully complete this project, students will need to work cooperatively with classmates to complete the color mural. They will write down areas of conflict, disagreement, agreement, cooperation with other students. They will need to provide a list of what colors they used and how many songs they used each color and participate in class critique.
Artists: Kandinsky Gerwald Rockenschaub Giacomo Balla
Giacomo Balla
Abstract Speed and Sound, 1913-14
Wassily Kandinsky
Orange, 1923
Resources:Sumi Ink Club
Chicago Public Art Group
4(a):
Essential Questions:
- How would you describe yourself to someone else?
- How would you interpret someone else’s identity?
Materials: Paper, colored pencils, pencils, erasers
Duration: 1 day
Intent: To introduce the mural project, students will pair up and complete a double bubble map and compare and contrast identity traits.
Teaching Prompt: "Do you ever look at someone else's art and not understand it? This prep day for our next project will help you appreciate and better understand that the thoughts and feelings expressed by someone else are often very similar to your own."
Day One:
4(b):
Essential Questions:
- In what ways do artists represent themselves?
- How can artists express themselves through color?
- What makes you unique and how do you express that?
Materials: Acrylic paint, brushes, cups for water, and 4ft X 200ft roll of paper taped to the tables and walls, CD player & assorted music.
Duration: 5 days (with lecture)
Intent: This project will work for two benefits. The first will be to get students comfortable working with other students towards a common goal. This activity will also act as a filtering mechanism (as the colors that will be used are the primary and secondary colors according to the color wheel) to pair students for projects three and four.
Teaching Prompt: "Does anyone like to paint on the walls? Artists who make murals are able to do just that. Different from graffiti artists, muralists have permission to create a large public representative design that expresses an overall idea. Often artists work together to create large murals and they don't always have to be realistic. Today we'll use music and colors to tap into what feelings you're identifying with today (tired? Bored?) as you will be allowed to make abstract expressionism on the 'walls' using various colors and motions that you can identify best with during the musical selections."
Day one: Explanation and visuals of abstract expressive art; description of collaborative murals (examples include the Sumi Ink Club).
Day two: Begin work, each student will start with color of their choosing. Music will be played and the number of songs will be carefully monitored by the instructor. Once a song is finished, the students will move to a different station on the large pieces of paper. A student may at anytime change color they are using. This will be give the students a sense of control over how they make their images. When a student does decide to change colors, they will write down how many songs they used the color.
Day three: Students continue to work on project.
Day four: Students conclude work on the project.
Day five: The now finished mural is presented before the class. Students will be encouraged to describe their favorite area (their own or not) and will be encouraged to draw mental images about what the piece as a whole or a small portion of the piece relates to them and will discuss.
Assessment: In order to successfully complete this project, students will need to work cooperatively with classmates to complete the color mural. They will write down areas of conflict, disagreement, agreement, cooperation with other students. They will need to provide a list of what colors they used and how many songs they used each color and participate in class critique.
Artists: Kandinsky Gerwald Rockenschaub Giacomo Balla
Giacomo Balla
Abstract Speed and Sound, 1913-14
Wassily Kandinsky
Orange, 1923
Resources:Sumi Ink Club
Chicago Public Art Group
Lesson 5: “Colors of a Feather”
Essential Questions:
Materials: Acrylic paint, brushes, cups of water, canvas boards
Duration: 5 days
Intent: Students will determine which color they used the most in the last project or which is their favorite. This will be that student’s “color” (out of red, orange, yellow, green, blue and violet). The students will find one partner from their own color group and each pair will interview each other. The students will ask each other a variety of questions, ex: “What is your favorite movie?”, “What is favorite thing to do on a holiday?” “What is your favorite past time when not at school?” “Do you like a sport and why?”, “What is your favorite kind of day?” as well as others based upon the teacher’s foreknowledge. The questions must be open-ended and not “yes/no/sometimes/often/one-word” answers. The students will take notes and from there, each student will combine these elements into a painting of the other person. The artist may NOT write the person they are interviewing name on the painting. After the interview when work commences, students may sit anywhere they want. This project is intended to illustrate the differences that are not quite apparent in everyday conversation.
Teaching Prompt: "How do you really get to know someone?" Class responds with brief discussion. "That's right, you communicate and spend time with that person. Today we'll each get to know another individual in our class much more; enough so that you can create an art piece that describes their unique identity!"
Day one: Discussion of project and pairing and interviews
Day two: Work on projects begin
Day three: Work on projects continues
Day four: Work on projects concludes
Day five: Finished pieces are shown to the class with open critique session. The artist will explain why they choose these elements and what they mean to the student that this piece is about.
Homework assignment for next project: Bring in a three to five objects from your house that represents who you are and your personality.
Assessment: In order to successfully complete this project, students will need to create a portrait of their partner. Students will need to explain through writing why they chose the elements, what they mean to the student that this piece is about and also participate in class critique.
Artists: Grant Wood, Norman Rockwell, Pablo Picasso, Andy Warhol
Grant Wood
Plaid Sweater, 1931
Pablo Picasso
Dora Maar Seated, 1937
Resources: Interview questionaire
Essential Questions:
- How would you define yourself to someone else?
- How do you interpret someone else’s identity?
- In what ways do artists represent themselves?
Materials: Acrylic paint, brushes, cups of water, canvas boards
Duration: 5 days
Intent: Students will determine which color they used the most in the last project or which is their favorite. This will be that student’s “color” (out of red, orange, yellow, green, blue and violet). The students will find one partner from their own color group and each pair will interview each other. The students will ask each other a variety of questions, ex: “What is your favorite movie?”, “What is favorite thing to do on a holiday?” “What is your favorite past time when not at school?” “Do you like a sport and why?”, “What is your favorite kind of day?” as well as others based upon the teacher’s foreknowledge. The questions must be open-ended and not “yes/no/sometimes/often/one-word” answers. The students will take notes and from there, each student will combine these elements into a painting of the other person. The artist may NOT write the person they are interviewing name on the painting. After the interview when work commences, students may sit anywhere they want. This project is intended to illustrate the differences that are not quite apparent in everyday conversation.
Teaching Prompt: "How do you really get to know someone?" Class responds with brief discussion. "That's right, you communicate and spend time with that person. Today we'll each get to know another individual in our class much more; enough so that you can create an art piece that describes their unique identity!"
Day one: Discussion of project and pairing and interviews
Day two: Work on projects begin
Day three: Work on projects continues
Day four: Work on projects concludes
Day five: Finished pieces are shown to the class with open critique session. The artist will explain why they choose these elements and what they mean to the student that this piece is about.
Homework assignment for next project: Bring in a three to five objects from your house that represents who you are and your personality.
Assessment: In order to successfully complete this project, students will need to create a portrait of their partner. Students will need to explain through writing why they chose the elements, what they mean to the student that this piece is about and also participate in class critique.
Artists: Grant Wood, Norman Rockwell, Pablo Picasso, Andy Warhol
Grant Wood
Plaid Sweater, 1931
Pablo Picasso
Dora Maar Seated, 1937
Resources: Interview questionaire
| portrait_questionaires.docx |
Lesson 6: "Exploring Personal Objects"
Essential Questions:
- How do our identities related to the objects we own?
- How do our identities change?
- What are some adjectives that describe you?
Materials: Three to five objects that represent the student, paper, pencils, erasers, colored pencils, markers
Duration: 5 days
Intent: Students will be applying their own personal identity to their artwork through the observation of and connection to personal objects. By bringing in 3-5 objects, students will be developing a deeper understanding of themselves and evaluate their own identity and personality.
Teaching Prompt: "What was your favorite toy when you were much younger? What is a 'thing' that you treasure now? Items and objects can often be symbols of who you are at certain times of your life... what you like, what you do, what brings you joy, what you spend your time and money on."
Day one: Introduction to assignment via PowerPoint Presentation. Students will learn about new artists who use objects to represent personality. Students will discuss "Marilyn" by Audrey Flack and how identity can change through life experiences and time. As a brainstorm list, students will need to write 10 adjectives that describe their personality.
Day two: Students will take out their objects and practice drawing still life pencil sketches of their objects. Students will begin adding color using colored pencils.
Day three: Using a 12x18" sheet of paper, students will have to draw all objects on the paper using an interesting composition from a still life set up by the student.
Day four: Continue working on the large drawing. Personality adjectives can be added in the background for visual affect.
Day five: Critique and reflection: Students will need to write one page describing their objects and how they represent personality.
Assessment: Participation in class critique. Completed assignment and reflection writing.
Artists: Audrey Flack Helga Steppan
Audrey Flack
Marilyn (Vanitas), 1977
Helga Steppan
Untitled Yet (1976-2010)
Lesson 7: “The Whole Enchilada”
Essential Questions:
Materials: Acrylic paint, brushes, cups for water, canvas board
Intent: Students will look at each piece they have done over the past five weeks. Students will create a composite piece using elements from all the works they have done, incorporating the following:
1. Elements of their self-portrait (lesson 1)
2. Their favorite color (lesson 4)
3. Topics discussed with another student (lesson 5)
4. Something they learned from the other student (lesson 5)
5. Pick one of their objects (lesson 6)
The piece will be an individual work with each of these five elements represented.
Teaching Prompt:"Everyone has been working hard these past few weeks on learning on how to better express their unique identities, representing characteristics both inside and out. Let's bring all we've learned together in a final project."
Day one: Students will plan their piece with thumbnail drawings (4+) and decide which they would like to make.
Day two: Work on project begins
Day three: Work continues on project
Day four: Work concludes on project
Day five: Presentation of piece by student. Student will explain what each element means and why they chose the elements.
Artists: Romare Bearden Chris Ofili
Romare Bearden
The City and its People, 1973
Assessment: Student will create an artist statement describing what each element means and why they chose the elements to be displayed in the artwork. The artist statement will be exhibited with the artwork.
Resources: Romare Bearden
Essential Questions:
- How can you portray the same subject in a new way?
- In what ways do artists represent themselves?
- What makes you unique and how do you express that?
Materials: Acrylic paint, brushes, cups for water, canvas board
Intent: Students will look at each piece they have done over the past five weeks. Students will create a composite piece using elements from all the works they have done, incorporating the following:
1. Elements of their self-portrait (lesson 1)
2. Their favorite color (lesson 4)
3. Topics discussed with another student (lesson 5)
4. Something they learned from the other student (lesson 5)
5. Pick one of their objects (lesson 6)
The piece will be an individual work with each of these five elements represented.
Teaching Prompt:"Everyone has been working hard these past few weeks on learning on how to better express their unique identities, representing characteristics both inside and out. Let's bring all we've learned together in a final project."
Day one: Students will plan their piece with thumbnail drawings (4+) and decide which they would like to make.
Day two: Work on project begins
Day three: Work continues on project
Day four: Work concludes on project
Day five: Presentation of piece by student. Student will explain what each element means and why they chose the elements.
Artists: Romare Bearden Chris Ofili
Romare Bearden
The City and its People, 1973
Assessment: Student will create an artist statement describing what each element means and why they chose the elements to be displayed in the artwork. The artist statement will be exhibited with the artwork.
Resources: Romare Bearden
6. Student Self-Assessments, Quizzes, tests, and other academic prompts
Essay Question
- Name an artist that successfully created a traditional self-portrait. Describe qualities of a traditional self portrait and how that artist demonstrated that.
- Name an artist that successfully created a non-traditional self-portrait. Describe qualities of a non-traditional self portrait and how that artist demonstrated that.
- Which artist inspired you the most? Why?
- What was the most challenging part of this unit and why?
- What did you learn about yourself? What did you learn about other students in your class? Compare and contrast the identities. >Good questions
Student Self-Assessments
- Describe how your understanding of art's relationship to identity has changed since the beginning of this unit.
- Do you think there's a difference on how you see yourself and how someone else sees you? How?
- Which do you think is more successful on demonstrating a sense of self: A traditional self portrait or a non-traditional self portrait? Why?
7.Given the targeted understandings, other unit goals, and the assessment evidence identified, what knowledge and skills are needed?
Students will need to know:
- The difference between traditional and non-traditional self portraits.
- The definition of identity and how to artistically represent it.
- How to conduct an interview.
- How to evaluate artwork objectively.
- How to explain the significance of personal artwork, noting the connection between the artist and the artist's history.
Students will need to be able to:
- Create a traditional self portrait using accurate proportions of the face.
- Create a nontraditional self portrait using multi media materials.
- Work cooperatively within a group and with a partner.
- Create an artist statement to reflect on personal artwork for an exhibition. >Good!
8. What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills?
- Examples of identity art projects by the artists covered in each lesson.
- Class discussions on the purpose of self-portraits.
- Verbal and visual note taking.
- Projects that involve representing themselves.
- Preparing an artist statement.
Resources
A tribute to Frida Kahlo (n.d.). In Frida Kahlo. Retrieved September 20, 2014, from www.fridakahlo.com
About the artist (2009). In Romare Bearden Foundation. Retrieved September 21, 2014, from http://www.beardenfoundation.org/artlife/biography/biography.shtml#
Bacon, Francis (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/search/artworks/?q=bacon
Bearden, Romare: let's walk the block (2014). In The Metropolitan Museum of Art. Retrieved September 20, 2014, from http://www.metmuseum.org/metmedia/interactives/art-trek/romare-bearden-lets-walk-the-block
Bio (2014). In Salvador Dali Society. Retrieved September 22, 2014, from http://www.dali.com
Carroll, M. (2011). Who Am I? Exploring Identities. In THIRTEEN ed online. Retrieved September 21, 2014 from
http://www.thirteen.org/edonline/lessons/whoami/.
CBS This Morning-artist Chuck Close writes note to younger self (n.d.). In YouTube. Retrieved September 20, 2014, from https://www.youtube.com/watch?v=milXH-433vs
Charles Thomas Close. (2014). The Biography.com website. Retrieved 07:19, Sep 22, 2014, from http://www.biography.com/people/chuck-close-9251491.
Chicago Public Art Group (2014). In Chicago Public Art Group. Retrieved September 22, 2014, from http://www.cpag.net/home/
Chuck Close explains why he follows a grid (2013). In YouTube. Retrieved September 21, 2014, from https://www.youtube.com/watch?v=_e-p5M0vhZI&feature=youtu.be
Flack, Audrey (n.d.). In Audrey Flack. Retrieved September 23, 2014, from http://www.audreyflack.com/
Freeman, Z. (2013, March 2). Artist Statement. In Zac Freeman Art. Retrieved September 25, 2014, from http://zacfreemanart.com/?s=self+portrait
Gabriel, Brittany (n.d.). In DevientART. Retrieved September 24, 2014, from http://linkfan007.deviantart.com.
Ofili, Chris (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/artists/chris-ofili/
Ringgold, Faith (n.d.). In Faith Ringgold. Retrieved September 21, 2014, from http://www.faithringgold.com
Investigating Identity (n.d.). In MoMa. Retrieved September 15, 2014, from http://www.moma.org/learn/moma_learning/themes/investigating-identity
Gerward Rockenschaub (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/search/artworks/?q=gerwald%20rockenschaub
Giacomo Balla (n.d.). In Giacomo Balla. Retrieved September 22, 2014, from http://bittleston.com/artists/giacomo_balla/
Grant Wood (2012). In Grant Wood Art Gallery. Retrieved September 22, 2014, from http://www.grantwoodartgallery.org/grantwood.htm
Hoekstra, Redmer (2014). In Redmer Hoekstra Beeldend Kunstenaar & Illustrator. Retrieved September 22, 2014, from http://www.redmerhoekstra.nl/index.html
Wiley, Kehinde (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/search/artworks/?q=kehinde%20wiley
Ku, O. (2008, April). The biography. In Wassily Kandinsky-biography, painting, books. Retrieved September 22, 2014, from http://www.wassilykandinsky.net
Ofili, Chris (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/artists/chris-ofili/
Orden, E. (2009, November). Building Identity Through Art. In Forward.com. Retrieved September 22, 2014, from http://forward.com/articles/119138/building-identity-through-art/
Peabody, R. (2011, May). Identity-Curriculum.pdf. In sites.tufts.edu. Retrieved September 15, 2014, from http://sites.tufts.edu/rebeccapeabody/files/2011/05/Identity-Curriculum.pdf
Picasso, Pablo (2014). In Pablo Picasso. Retrieved September 22, 2014, from http://www.pablopicasso.org
Rockwell, Norman (2014). In Norman Rockwell Museum. Retrieved September 22, 2014, from Grant Wood (2012). In Grant Wood Art Gallery. Retrieved September 22, 2014, from http://www.grantwoodartgallery.org/grantwood.htm
Roukes, Joram (n.d.). In Joram Roukes. Retrieved September 22, 2014, from http://www.joramroukes.com/
Steppan, Helga. (n.d.). In Art News. Retrieved September 23, 2014, from http://artnews.org/artist.php?i=7638
Student Handouts | Free K-12 Educational Materials for Teachers and Students. (n.d.). Retrieved September 23, 2014, from http://studenthandouts.com
Sumi Ink Club (2013). In Sumi Ink Club. Retrieved September 15, 2014, from http://sumiinkclub.com
The Warhol (n.d.). In The Warhol. Retrieved September 22, 2014, from http://www.warhol.org
Welcome to Van Gogh Gallery (2013). In Van Gogh Gallery. Retrieved September 22, 2014, from http://www.vangoghgallery.com
Winter, J. (2002). Frida. New York: Scholastic, Inc.
A tribute to Frida Kahlo (n.d.). In Frida Kahlo. Retrieved September 20, 2014, from www.fridakahlo.com
About the artist (2009). In Romare Bearden Foundation. Retrieved September 21, 2014, from http://www.beardenfoundation.org/artlife/biography/biography.shtml#
Bacon, Francis (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/search/artworks/?q=bacon
Bearden, Romare: let's walk the block (2014). In The Metropolitan Museum of Art. Retrieved September 20, 2014, from http://www.metmuseum.org/metmedia/interactives/art-trek/romare-bearden-lets-walk-the-block
Bio (2014). In Salvador Dali Society. Retrieved September 22, 2014, from http://www.dali.com
Carroll, M. (2011). Who Am I? Exploring Identities. In THIRTEEN ed online. Retrieved September 21, 2014 from
http://www.thirteen.org/edonline/lessons/whoami/.
CBS This Morning-artist Chuck Close writes note to younger self (n.d.). In YouTube. Retrieved September 20, 2014, from https://www.youtube.com/watch?v=milXH-433vs
Charles Thomas Close. (2014). The Biography.com website. Retrieved 07:19, Sep 22, 2014, from http://www.biography.com/people/chuck-close-9251491.
Chicago Public Art Group (2014). In Chicago Public Art Group. Retrieved September 22, 2014, from http://www.cpag.net/home/
Chuck Close explains why he follows a grid (2013). In YouTube. Retrieved September 21, 2014, from https://www.youtube.com/watch?v=_e-p5M0vhZI&feature=youtu.be
Flack, Audrey (n.d.). In Audrey Flack. Retrieved September 23, 2014, from http://www.audreyflack.com/
Freeman, Z. (2013, March 2). Artist Statement. In Zac Freeman Art. Retrieved September 25, 2014, from http://zacfreemanart.com/?s=self+portrait
Gabriel, Brittany (n.d.). In DevientART. Retrieved September 24, 2014, from http://linkfan007.deviantart.com.
Ofili, Chris (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/artists/chris-ofili/
Ringgold, Faith (n.d.). In Faith Ringgold. Retrieved September 21, 2014, from http://www.faithringgold.com
Investigating Identity (n.d.). In MoMa. Retrieved September 15, 2014, from http://www.moma.org/learn/moma_learning/themes/investigating-identity
Gerward Rockenschaub (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/search/artworks/?q=gerwald%20rockenschaub
Giacomo Balla (n.d.). In Giacomo Balla. Retrieved September 22, 2014, from http://bittleston.com/artists/giacomo_balla/
Grant Wood (2012). In Grant Wood Art Gallery. Retrieved September 22, 2014, from http://www.grantwoodartgallery.org/grantwood.htm
Hoekstra, Redmer (2014). In Redmer Hoekstra Beeldend Kunstenaar & Illustrator. Retrieved September 22, 2014, from http://www.redmerhoekstra.nl/index.html
Wiley, Kehinde (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/search/artworks/?q=kehinde%20wiley
Ku, O. (2008, April). The biography. In Wassily Kandinsky-biography, painting, books. Retrieved September 22, 2014, from http://www.wassilykandinsky.net
Ofili, Chris (n.d.). In Art Net. Retrieved September 22, 2014, from http://www.artnet.com/artists/chris-ofili/
Orden, E. (2009, November). Building Identity Through Art. In Forward.com. Retrieved September 22, 2014, from http://forward.com/articles/119138/building-identity-through-art/
Peabody, R. (2011, May). Identity-Curriculum.pdf. In sites.tufts.edu. Retrieved September 15, 2014, from http://sites.tufts.edu/rebeccapeabody/files/2011/05/Identity-Curriculum.pdf
Picasso, Pablo (2014). In Pablo Picasso. Retrieved September 22, 2014, from http://www.pablopicasso.org
Rockwell, Norman (2014). In Norman Rockwell Museum. Retrieved September 22, 2014, from Grant Wood (2012). In Grant Wood Art Gallery. Retrieved September 22, 2014, from http://www.grantwoodartgallery.org/grantwood.htm
Roukes, Joram (n.d.). In Joram Roukes. Retrieved September 22, 2014, from http://www.joramroukes.com/
Steppan, Helga. (n.d.). In Art News. Retrieved September 23, 2014, from http://artnews.org/artist.php?i=7638
Student Handouts | Free K-12 Educational Materials for Teachers and Students. (n.d.). Retrieved September 23, 2014, from http://studenthandouts.com
Sumi Ink Club (2013). In Sumi Ink Club. Retrieved September 15, 2014, from http://sumiinkclub.com
The Warhol (n.d.). In The Warhol. Retrieved September 22, 2014, from http://www.warhol.org
Welcome to Van Gogh Gallery (2013). In Van Gogh Gallery. Retrieved September 22, 2014, from http://www.vangoghgallery.com
Winter, J. (2002). Frida. New York: Scholastic, Inc.
