Cultural Communication Unit

Lesson 3: Because youre Olivia Vitale Eighth Grade 50 minute class periods daily National Visual Arts Standards 1.) Understanding and applying media, techniques and processes a. select media, techniques and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices b. intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experiences and ideas 2.) Using knowledge of structures and functions c. select and use the qualities of structures and functions of art to improve communication of their ideas 3.) Choosing and evaluating a range of subject matter, symbols and ideas b. use subjects, themes and symbols that demonstrate knowledge of contexts, values and aesthetics that communicate intended meaning in artworks 5.) Reflecting upon and assessing the characteristics and merits of their work and the work of others a. compare multiple purposes for creating works of art Grade Level Expectations Strand I:Production/Performance 1.A Grade 8 Create even continuous and graduated tones using pencil or colored pencil 1.B HS Level 1 Apply paint to create a solid area of color with no visible brushstrokes, change in value, or intensity; demonstrate proper use and cleaning of brushes and palettes; use brushes of various sizes/styles 2.A HS Level 1 Create a sculpture by layering and adhering material or objects 3.A HS Level 1 Create original artworks using the following as subject matter: portrait 3.C HS Level 1 Create original artwork that communicates ideas through themes Strand III: Artistic Perceptions 2.A HS Level 1- With one artwork interpret the meaning of the work Strand V: Historical and Cultural Contexts

1.A HS Level 1 Identify artworks from the following: Pop Art Rationale and Goals It is important to teach students about their identity because we all struggle with finding ourselves. As the lesson progresses, students will use their ideas, and the ideas of others, about their identity to communicate a message through packaging themselves. Through this lesson, students will be able to express their ideas about their own identity through a mixed media self-portrait, creating a vessel to package themselves for other people. The students are encouraged to research how cultural objects, products and people are packaged, to think creatively in order to symbolize their own identity on a vessel, and to communicate a message through this vessel. Students will begin by exploring their identity, then their identity as a consumer, followed by the messages that are created through their choices. Enduring Big Idea Throughout time and across cultures artists have wrestled with ideas about cultural communication. Within cultural communication, identity and consumerism are explored through investigations about how we, as a society, culturally communicate and how cultural communication can be used and how we choose how to communicate about ourselves. A persons identity is unique. A persons identity as a consumer is unique. As we identify ourselves, we communicate a message through our choices; how we dress, how we take care of ourselves, what we purchase, where we go, what we do, how we talk, are all choices made every day that communicate elements of our identity. But does the message being communicated match our identity? By engaging in a mixed media self-portrait students are able to investigate their own identity and the communication of this identity. Investigative and Essential Questions What is identity? What is consumer identity? How does ones appearance effect the perception of ones identity? Does identity change? Can identity be morphed? Can Identity be controlled, manipulated? Can identity be purchased? Does your identity communicate a message? Does consumption reflect our identity? How is identity reflected through our decisions? How do we package ourselves? How can consumerism affect our identity, opinions, choices and ideas? How can we communicate through artwork?

Knowledge Base and Key Concepts Annie Leibovitz is an american portrait photographer who has held positions at major magazine publications. Annie Leibovits often photographs celebrities, but aims to capture their identity not their career. Identity is the condition of being oneself. Identities are individualistic. Identities, to an extent, can express meaning. There can be different identities (internal, external, consumer).

A self-portrait can differ in style than just a drawing or painting. Symbols can convey meaning. Communication can be manipulated through symbols. Choices can communicate identity. Objectification and manipulation can affect identity.

Objective Students will investigate their own identities. Students will create original artwork depicting their identity. Students will support other students in the search for their identity. Students will explore multiple mediums. Students will communicate a meaning through original artwork. Students will identify elements in photographed portraits used to express meaning. Students will reflect on their learning through exit slips. Students will show proficiency in media usage.

Vocabulary Identity Individual Objectification Manipulation Consumerism Choice Communication Portrait Self-portrait Characteristics Multi-media

Lesson Vignette 1. Day 1: Exploring Identity: From the Inside a. [5 minutes] AJ of the Day i. Teacher takes attendance ii. Students complete prompt b. [5 minutes] Identity Questionnaire i. Teacher distributes questionnaire ii. Students complete questionnaire c. [15 minutes] VTS Annie Leibovitzs portrait of Miley Cyrus i. VTS portrait to explore meaning, manipulation, objectification 1. Annie Leibovitz Portraits of Celebrities ii. Student engagement through open ended questions 1. Manipulation, Objectification, Consumerism, Communication, Choice d. [5 minutes] List creation i. Students combine elements from AJ and questionnaire to create a list of most important identity elements e. [15 minutes] Symbol creation i. Students use list to create symbols of their identity

ii. Students create at least six symbols on drawing paper to be turned in iii. Students can use colored pencils, markers, art sticks, pens, or drawing pencils f. [5 minutes] Exit slip i. Students complete exit slip and turn in to teacher 2. Day 2: Exploring Identity: From the Outside a. [5 minutes] AJ of the Day i. Teacher takes attendance ii. Students complete prompt b. [15 minutes] Identity Review/Introduction i. Teacher reviews previous class discussion of identity 1. Annie Leibovitz Celebrity Portraits ii. Teacher introduces activity 1. Activity to assess how students view each other, providing examples to aid students in construction of how their identity is communicated externally 2. Stress that all comments must be positive and constructive to aid each individual to observe their external identity a. Negative comments will result in a zero for the entire project with no opportunity for make up iii. The Activity 1. Each student will fill in name large at the top and write their number beside their name 2. Each student will sign agreement for positive responses only 3. Beside each students number (assigned alphabetically at the beginning of the year), the student will write two or three adjectives or qualities that describe the person at the top of the paper a. If Johnny 13 is at the top of the paper, Olivia (17) will write funny, smart, kind on line 17 referring to Johnny 4. Students will have 20 minutes to fill in as many sheets as possible c. [15 minutes] Student engage in External Identity Activity i. Students engage in activity ii. Teacher floats to ensure participation and enforcement of appropriate comments d. [10 minutes] Student Activity Reflection i. Students review the list compiled by their classmates and create symbols in their AJ for items on list ii. On drawing paper to be turned in and returned by teacher e. [5 minutes] Exit Slips i. Students complete and turn into teacher 3. Day 3: Exploring Identity: The Three Cs Choice, Communication, Consumerism a. [5 minutes] AJ of the Day b. [5 minutes] Agenda i. Teachers tell students what will be going on today 1. Choice discussion as whole class 2. Communication discussion as tables 3. Consumerism presentation - Teacher c. [10 minutes] Round Table Choice Discussion i. Teacher leads class discussion on Choices

ii. Guides by open ended questions 1. Tell me about choices you have made today 2. Why do you make choices? 3. Does anything influence your choices? 4. Do your choices affect your identity? d. [10 minutes] Individual Table Discussions i. 5 minutes for students to discuss communication at their table 1. Open ended questions on smart board to guide table discussion a. Tell me about how you communicate b. Does everyone communicate the same? c. Why do we communicate? d. How has communication changed? e. How can communication and identity be related? f. Can communication affect our choices? ii. 5 minutes for each table to add their ideas to class list on board e. [15 minutes] Teacher presentation i. Brief review Choice and Communication ii. Communication presentation 1. PowerPoint 2. Covering Who, What, When, Where, and Why of consumerism f. [5 minutes] Exit Slips i. Students complete and turn into teacher 4. Day 4: Project Introduction and Material Exploration a. [5 minutes] AJ of the Day i. Teacher takes attendance ii. Students complete prompt in AJ b. [10 minutes] Project Introduction i. Students will create Self-Portrait Vessels ii. Guidelines 1. Vessel formation: Found object (box, can, jar etc.) or Paper folding 2. Identity elements: Students can depict their either their external identity, internal identity or both but must include at least six symbols of their identity 3. Multi-Media requirements: Students must use a minimum of three different mediums, their choice c. [25 minutes] Material Exploration i. Vessel Paper Folding ii. Watercolors, Colored Pencils, Drawing Pencils, Charcoal, Markers, Art Sticks, Soft Pastels iii. Collage (Modge Podge) d. [10 minutes] Exit Slip i. Brainstorm 3 ideas for your vessel ii. Turn into teacher (teacher will return with comments next class period) 5. Days 5 9: Studio Days a. No AJs b. Teacher will devote first five minutes of each class reminding students of requirements, due dates, classroom expectations or technique demonstration c. Last 5 minutes of each class students clean up

d. Projects due at start of following class period (Day 10) i. Turn in Rubric/Self-Assessment Assessment There are multiple opportunities in this lesson for both formative and summative assessment. Formative assessment techniques include class discussions, symbol drawings, identity questionnaire, external identity sheet, artist journals and exit slips. These all will exemplify exploration of identity in multiple forms but have no right or wrong answers. If there are any points assigned to these activities, they would be based on quality and completion, as opposed to correct answers. Summative assessment techniques include the self-portrait vessel and the self-assessment. The artist journals, exit slips and symbol drawings will have points assigned to them, classifying them as a summative assessment as well. These summative assessments will display students achievement of the exploration of identity through original artwork as well as following directions, meeting deadlines, and organization skills. Student Engagement and Adaptations I have planned the lessons to avoid long periods of inactivity for the students. By breaking up the class period into small sections and switching modes of activity (class discussions, lectures, group activity, and table discussions) the students will have the opportunity for multi-modal engagement in the lesson. During lectures I will use open ended questions to engage students and provide them the opportunity to explore their own thoughts relating to the big idea. For advanced students, I anticipate that they would push the limits of these activities. They may need more engagement for their ideas to be expressed, more questioning and teacher visits while they work. If students finish early they can refer back to that days artist journal and develop their answer further. Materials and Teaching Resources/References PowerPoint o SmartBoard o Artist Journals o Exit slips Art Materials o Watercolors o Acrylic paints o Charcoal o Ink pens o Drawing pencils o Colored pencils o Markers o Paper Teacher prep o Copies of rubrics, assignment sheets, questionnaires, external identity sheets o Exit slip review o Review of symbols

Teacher Reflection I think that this lesson will be both successful and meaningful for my students because it is about them. They are given the opportunity to explore their identity from within and the people around them; this provides them an intrinsic motivation for creating meaningful art.