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

9^th – 12^th   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: 

http://www.nga.gov/content/ngaweb/education/teachers/lessons-activities/self-portraits.html

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

afrancoteachingartist@gmail.com

Teaching Artist