LESSON-Identity Portraits
(Fourth and Fifth Grades) Theresa Parker
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From Theresa: I envision
it as a self-portrait, but one intended to encourage students to celebrate
their cultural heritage, and in turn, the cultural heritage of |
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ESSENTIAL
QUESTION: How can an artist
show aspects of identity besides physical appearance in a work of art? GENERALIZATION: Artists can use cultural and invented symbols to
represent their own or others' identities.
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Arts EALRs* Addressed: 1.1 concepts and
vocabulary 1.2 skills and techniques
(drawing, collage) 2.1 applies creative
process 2.3 applies a responding
process 3 communicates through the arts 4.4 Understands that the
arts shape and reflect culture and history Writing EALRS Addressed: 1 Writes clearly and effectively 2.2 Writes for different
purposes 2.3 Writes in a variety of forms |
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Brief Description of Lesson Students discuss the
meaning of identity, explore traditional, cultural, and invented symbols,
study portraits which use visual symbols, create a portrait which includes
symbols to express their identity, and write a short artist's statement
describing their work. |
Resources Art objects: Portraits from Just Like
Me: Stories and Self-Portraits, Tomie Arai Images of various common
symbols Books: Symbols of Native America, Five-Fold Happiness: Chinese Concepts of
Luck,Prosperity…, Symbols, The
Dyer's Art Art Materials: markers, colored pencils, lead pencils, 12” x 18” white drawing paper or
other choices for collage. |
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Target Learning The student: ·
Reflects on the
meaning(s) of identity. ·
Compares and
contrasts visual symbols used to communicate ideas in various cultures. ·
Creates a
self-portrait to communicate their identity using cultural and/or invented
symbols. ·
Writes an artist's
statement describing their portrait. |
Assessment Criteria The student: ·
Explores their own identity through discussion and
research. ·
Recognizes symbols as
concrete signs or images that represent some other, more abstract thing or
ideas. ·
Creates a
self-portrait that employs cultural and/or invented symbols to express
identity. ·
Writes an artist's
statement that describes their identity-portrait |
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INSTRUCTIONAL STRATEGIES (What the Teacher Does) DAY ONE ·
Introduces portrait
which shows physical characteristics
of individual, begins a discussion about other aspects of identity ·
Introduces portraits
which use various adopted and/or invented symbols to convey information about
the individual's identity ·
Reads sample artist's
statement ·
Creates
"identity map" on white board using students' suggestions ·
Has students use the
rest of class time to break into groups for brainstorming symbols for
identity portraits (each group could be assigned one identity trait to focus
on) ·
Collects identity symbol
ideas from groups for use next class. ·
Ask students to think
about their own identities for homework and have at least five symbol ideas
to begin their identity portraits next class. DAY TWO ·
Asks a representative
from each group to share one or two brainstormed ideas on symbols for
identity traits ·
Asks for volunteers
to share a personal identity symbol ·
Discusses procedure
for beginning production of identity portraits (Here specific materials can
be discussed, or students can be offered a choice of materials and techniques
depending on material availability, their experience, and the physical
constraints of the classroom ·
Circulates amongst
tables to assist, offer suggestions, encouragement ·
As production period
draws to a close, makes a verbal check of students' progress, has students
place work in storage area, oversees clean-up DAY THREE ·
Begins class by
sharing an identity portrait and accompanying artist's statement and leads
discussion on writing artist's statements ·
Oversees students'
return to art production and writing activities, circulates ·
As production period
draws to a close, check on progress, encourage completion, clean-up |
CREATIVE PROCESS (What the Student Does) DAY ONE ·
Participates in
discussion of portrait ·
Observes portrait
examples and identifies types of symbols used ·
Contributes to
discussion on artist's statement ·
Contributes to
"identity map" ·
Brainstorms symbols
for identity portraits as part of group discussion ·
Homework:
Thinks about identity, planning at least five symbols to include in identity
portrait. DAY TWO ·
Group representatives
share brainstormed identity symbols from previous class ·
Shares personal
identity symbol ·
Listens to
instructions, asks any questions that come up ·
Gathers art materials
and begins art production. ·
Places
work-in-progress in storage area, cleans up work area DAY THREE ·
Observes identity
portrait, listens to artist's statement, participates in discussion on
writing artist's statements ·
Continues art
production and/or begins artist's statement ·
Wrap-up art
production, writing, clean-up |
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Assessment Strategies Performance Assessment Teacher journal Checklist |
Evidence of Student Learning
Student artworks include
images of themselves, symbols representing aspects of their identities
(physical characteristics, cultural background, interests, beliefs, etc.) |
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Vocabulary ·
identity ·
self-portrait
(identity-portrait) ·
symbol (cultural,
invented) ·
artist's statement |
Post Lesson Reflection
Extensions Create an
identity-portrait of an ancestor Visual Resource: Honoring Our Ancestors |
*EALRs stands for Essential
Academic Learning Requirements, Washington
State's statewide academic standards.
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