Who am I - Students explore their self through diverse forms; through self-portraiture, speaking, and autobiographical writing
Who am I!
Students explore self through diverse forms
through self-portraiture, speaking,
and autobiographical writing
Who am I?
Lesson Plan
9th – 12th Grades
Focus Works of Art
Exploring
their sense of self through diverse forms; using, self-portraiture, speaking,
and autobiographical writing
Each student will experience with their
mind infinite possibilities.
Line of Inquiry:
Who am I?
Is not a simple question; In fact, it leads to a long list of
related questions. Here are a few:
- What are the distinctive things that make me
"me"?
- How do I want people to see me?
- How can I express my many different sides?
- How can I reinvent myself for various purposes or times
in my life?
- How am I changing from day to day or year to year?
- Who do I want to become?
Focus Question for Workshops:
·
What is an identity?
·
What we understand by ‘Self-Portrait’
·
How many different types of people do we know?
·
Can identity have colors?
·
How we can use the elements of art to create our
‘self-potrait’?
·
How is possible to evoke one's different sides?
·
Do you want to have purposes?
·
How to use one sense?
·
Can we be invented?
·
How we can manipulate materials and tools?
Contextual Information:
Also: Students
will look carefully at self-portraits Art's collection by Vincent van Gogh,
Paul Gauguin, Judith Leyster, David Alfaro Siqueiros, and Andy
Warhol and respond to questions. They will also make a variety of
self-portraits and write poetry, a speech, and a letter about themselves—all to
be placed in their self-portrait portfolio.
Key Ideas and Capacities for Imaginative Learning:
·
Noticing Deeply –Students will identify and see their selves through art
·
Embodying – Students will experience their and others' works of art through their
emotions.
·
Making Connections – From their research to their own work
·
Identifying Patterns – Students are to find the relationship between
each other’s and their detailed work
·
Exhibiting Empathy – Students will learn to respect others'
experiences and comments
·
Questioning – Students will be encouraged to ask openly in order to deepen their
perception and observation of their experience. As well as create a teaching
experience as a co-learner with the students base on the fact that teachers
are part of the public and active spectators.
·
Creating a Meaning – Students will create sensitive
interpretations
·
Reflecting/Assessing – During the presentation; students identify,
notice and understand their own identity.
Intended Learning Outcomes
Is projected the students will
experience and learn through each activity:
1.
To appreciate and value art pieces when
visiting museums
2.
To describe and refer to art with appropriate
words and respect.
3.
To research, interpret, and compile needed information
4.
To value and respect others' work and opinions
5.
To use materials, and tools as well as own art
pieces with respect and care
6.
To use class lessons for accurate and
confident performance during class
7.
To interpret own ideas within the art/craft
activities
8.
To appreciate own work and skills
Activities Vocabulary
·
Characteristics
·
Adjectives
·
Physical
·
Curious
·
Imaginary
·
Sound
·
Side
·
Desire
·
Feeling
·
Bothersome
·
True
·
Hope
·
Effort
·
Touch
·
Self
Materials and Supplies:
1.
Boxes or Cardboard
2.
Paint or Oil pastels
3.
Cardboard
4.
Construction paper in a variety of colors
5.
Large pieces of paper
6.
Glue
7.
Seizers
8.
Rulers
9.
Acrylics
10.
Textiles – Materials
11.
Clean recyclable materials
Like
always we begin and end by Brainstorming.
Middle school students ask themselves these questions every day.
They look in the mirror, compare themselves to their peers and to the countless
images around them, and begin to form ideas about their identity. They are
experiencing enormous changes in physical, social, emotional, and intellectual
growth. Exploring their sense of self through diverse forms—here,
self-portraiture, speaking, and autobiographical writing—will help them master
these changes.
The activities that follow encourage students to examine and
compare a range of self-portraits painted in different periods, and for
different reasons. Each student activity is supported by a lesson implemented
and planned, with background information presented in class. Students also are to
find artist biographies, a glossary of terms, and other suggested print and
online resources. The activities are designed to be used together as a unit on
self-exploration through self-portraiture or separately as lessons that promote
language arts, the study of art history, or the study of an individual artist.
To
take into Consideration
During each activity, students will be experimenting, remembering, and
learning about the many possibilities when working with artistic media in
order to help and empower them with the necessary tools and design knowledge. Remember,
students will learn about:
1.
Principles
of Art
2.
The
use of paper
3.
The
Elements of Art
4.
How
to manipulate; Lines, Colors, Textures, and Shapes
5.
How
to use Space
Students were exposed to Fine Art in order to incite their minds into
critical observations, then critical thinking. Today students should be ready
to begging their own creative and imaginary journey through art.
THE
WORK OF ART PROMOTED DEEP PERCEPTION and CRITICAL THINKING.
Thanks
Angela M. Franco
Teaching Artist
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