Lesson/Project Description
In this lesson we went into more depth about the term "Identity". Using the self-portraits from last class as a starting point, we had students define what identity is and things they think makes up the basis of someones identity. Then, using this knowledge, we had students compile a list of their favorite things in their sketchbook. Afterwards, students created a composition using paint that showed a wide variety of things they liked and who they are. At the end we had students share what was on their painting and what they like.
Essential Understandings
Exploration, Identity, Influence
Skills
Brainstorming, Planning, Expressing ideas
Art Focus
Showing identity through art
Literary Focus
New Vocab: Identity, Characteristics, Composition
Literacy will be integrated with sketchbook ideation, student reflections, and the discovery board
Documentation
In this lesson, students explored the term identity through expressing their favorite things: things they like to do, things they like to eat, their favorite color, movie, place, etc. We had students circle up at the beginning to assess their prior knowledge about identity. At first, students seemed to think identity was only about what they looked like. When asked: What do you think makes up who you are? Students answered: "The color of your hair" and "My skin". Only after showing them some examples of artwork and asking questions such as "Do you think my favorite food says something about me" did they start to view identity as something more than just appearance. After they had a good grasp on identity, we had them all make lists in their sketchbooks of their favorite things. We provided an example of the kinds of things students could write down in the form of a list on the smartboard. The lists students created varied but almost all of them included a favorite color, favorite food, and favorite movie. Some students lists were really long while others were only two or three things. Some students needed help brainstorming ideas, and we helped them come up with some ideas of other favorite things. The concept of planning before jumping into a painting was something students weren't quite used to, but after last weeks lessons about planning/ideation they were at least familiar with the idea.
In this lesson we went into more depth about the term "Identity". Using the self-portraits from last class as a starting point, we had students define what identity is and things they think makes up the basis of someones identity. Then, using this knowledge, we had students compile a list of their favorite things in their sketchbook. Afterwards, students created a composition using paint that showed a wide variety of things they liked and who they are. At the end we had students share what was on their painting and what they like.
Essential Understandings
- Artists explore their identity in their art
- I can explore my identity in my art
- Artists make art that is influenced by their identity
- I can make art that shows who I am
- Using their sketchbook, SWBAT construct a list of their personal identity characteristics confidently (Bloom’s: Applying- Standard: Comprehend- GLE: Artists make choices that communicate ideas in their work- Art Learning: conceptual/ideation/personal grounding- Literacy)
- I can describe who I am in my sketchbook
- Using provided materials (paint, markers, sketchbook, etc.), SWBAT design a painting that represents their identity with detail (Bloom’s: Create- Standard: Create- GLE: Use familiar symbols and basic media to identify and demonstrate characteristics and expressive ideas of art and design- Art Learning:expressive features and characteristics of art [elements/principles of art])
- I can use materials to make a picture of who I am
Exploration, Identity, Influence
Skills
Brainstorming, Planning, Expressing ideas
Art Focus
Showing identity through art
Literary Focus
New Vocab: Identity, Characteristics, Composition
Literacy will be integrated with sketchbook ideation, student reflections, and the discovery board
Documentation
In this lesson, students explored the term identity through expressing their favorite things: things they like to do, things they like to eat, their favorite color, movie, place, etc. We had students circle up at the beginning to assess their prior knowledge about identity. At first, students seemed to think identity was only about what they looked like. When asked: What do you think makes up who you are? Students answered: "The color of your hair" and "My skin". Only after showing them some examples of artwork and asking questions such as "Do you think my favorite food says something about me" did they start to view identity as something more than just appearance. After they had a good grasp on identity, we had them all make lists in their sketchbooks of their favorite things. We provided an example of the kinds of things students could write down in the form of a list on the smartboard. The lists students created varied but almost all of them included a favorite color, favorite food, and favorite movie. Some students lists were really long while others were only two or three things. Some students needed help brainstorming ideas, and we helped them come up with some ideas of other favorite things. The concept of planning before jumping into a painting was something students weren't quite used to, but after last weeks lessons about planning/ideation they were at least familiar with the idea.
After each student had compiled a thorough list, they were given a large piece of paper to paint on. Their goal was to create a composition showing all of their favorite things from their list. Like last week, students were very interested in color mixing. One student filled the entire paper with different things they liked, then filled in portions in between with splashes of their favorite color. When asked how she decided to make a painting like that, she responded with "I wanted everything to be spread out so you can see it all" She seemed to have a great grasp on balance and unity. Another student was a little shy about sharing what they like, however, after talking with him and figuring out what his all time favorite thing was, he was excited to share and made his painting around that one thing. Students painting were all very different from each other, which was a great way to visualize identity and how each student is very different from one another once you get past the surface. At the end, we had students share out things they learned. One student shared their struggle with messing up and another student said "I learned that when you mess up it can just be something else." This student was clearly being adaptive to their work and the materials being used. Other students shared that they learned how to mix certain colors, paint things they never painted before (like pizza, or sushi), and they learned about their friends favorite things. Overall, students were engaged in the process and ended up with paintings that showed who they were and what they like!
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