Lesson 10 - Whom am I - Students explore self through diverse forms

Intuition

Who am I!

Students explore self through diverse forms

through self-portraiture, speaking, and autobiographical writing

Whom am I?

Activity 2

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 the 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 is 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 much different type of people we know?

·         Can identity has colors?

·         How we can use the elements of art to create our ‘self-portrait’?

·         How is possible to evoke ones 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 work of art through their emotions.

Making Connections – From their research to own work

Identifying Patterns – Students are to find the relationship among each other’s and their detail work

Exhibiting Empathy – Students will learn to respect others experiences and comments

Questioning – Students will be encouraged to ask openly in order to keep their perception and observation of their experience. As well as create a teaching experience as a co-learner with the students’ base of the facts that teachers are part of the public and active spectator.

Creating a Meaning – Students will create sensitive interpretations

Reflecting/Assessing – During presentation; students identify, notice and understand about their own identity.

Intended Learning Outcomes 

Is projected the students will experience and learn through each activity:

·      To appreciate and values art pieces when visiting museums

·      To describe and refer to art with appropriate words and respect.

·      To research, interpret and compile needed information

·      To value and respect others work and opinions

·      To use the material, and tools as well own art pieces with respect and care

·      To use class lessons for accurate and confident performance during class

·      To interpret own ideas within the art/craft activities

·      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.       Seizer

      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 plan, 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 use 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 manipulated; Line, Color, Texture, 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