Laurahulseberg Lessonplan Selfportraitcollages Final

EXTENDED LESSON PLAN
Student Teacher: Laura Hulseberg

Title of Lesson: Audio Integrated Self-Portrait Collages
Grade Level: 7th Grade
Number of Students: 9 Students
Time available for this lesson: (7) 40 minute sessions
Central Focus (Big Idea): Identity

By combining sound and the visual arts, students will explore the communication possibilities of multi-
media art through the creation of self-portrait mixed media collage.
Form and Structure Students will be addressing space, variety, emphasis, overlapping, and unity
through creating a multi-media collage.
Production Students will be using photography, collage items, oil pastels, marker, embroidery
thread, and glue to translate research of personal identity into multi-media assemblage on a circular
armature. Additionally, recorded sound will accompany the assemblage.
Art Context Students will use the self as research to collect data on personal identity, utilizing this
insightful information as inspiration for an audio-integrated collage which will give a voice to each
individual artist.,
Personal Perspective Students will perceive that personal identity expands to global issues and
that art is a form of communication through which people can understand each other.
Social Issues / Concepts of the Lesson

The social issue this lesson centers around is personal identity. Through critical self-reflection and
self-research, students will explore their personal thoughts, ideas and beliefs, analyzing how personal
identity is connected also to world at large.
Essential Questions:
How can the sharing of personal identity connect people and societies?
How can art be used as a communicative tool for youth cultures?
How can youth cultures benefit from researching and communicating issues of identity through
art?
How can art inform the research of self in adolescence?
How can adolescents represent their identities in a multi-media photo collage using sound to
enhance their meaning?
State Goals:
STATE GOAL # 25 Understanding the sensory elements, organizational principles and
expressive qualities of the arts.
Section 25.A.3e Analyze how the elements and principles can be organized to convey meaning
through a variety of media and the technology.
In this lesson: Students will meet this goal through exposure to artwork examples and demonstration
of techniques. In presentations and discussions of Dada artist Hanna Hoch and contemporary artist
Gail Skudera, students will discuss the materials, techniques and elements of design each artist used
to communicate meaning in their artwork. Students will be able to describe how elements and
principles of design contribute to meaning of an artwork. In discussions and activities on sound art,
students will be able to distinguish how sound can contribute to meaning in art. After students have
completed their own artwork, during a class critique they will reflect on their personal choices and
describe in detail how their choice of elements, principles, images and sound express meaning.
STATE GOAL # 26 Through creating and performing, understand how works of art are
produced.
Section 26.A.3e Describe how the choices of tools/technologies and processes are used to create
specific effect in the arts.
In this lesson: Students will meet this goal through presentations and discussions about artists who
use collage as well as sound. Through learning and problem-solving activities, students will make
personal choices in selection of tools and processes to create a collage. Students will also choose to
record voice, music or other sound to contribute additional meaning to their collage. Students will be
able to discern how their chosen sound enhances the meaning of their artwork.
STATE GOAL #27 Understand the role of the arts in civilizations, past and present.
Section 27.B.3 Know and describe how artists and their works shape culture and increase
understanding of societies, past and present.
In this lesson: Through class presentations, discussion, and peer critiques students will recognize
how artwork is a tool for communication that connects individuals to each other and the greater world,
allowing for better understanding.
COMMON CORE STANDARD 7th GRADE READING LITERATURE

SL.7.5 (Presentation of knowledge and ideas) Make strategic use of digital media and visual
displays of data to express information and enhance understanding of presentations.
In this lesson: Students will meet this standard by creating a self-portrait using assemblage
techniques and recorded voice or sound to both visually and auditorily communicate data collected
from self-research.
1. Objectives: State Goal Codes
1.1 Conceptual/Cognitive Objectives:
OBJECTIVE I Given an interactive discussion and brainstorm Visual Arts 27.B.3
session of identity, students will critically research self as subject
matter for investigation of personal identity.
OBJECTIVE II Given a slide presentation and discussion on Visual Arts 27.B.3

varieties of portraiture, students will effectively describe multiple
ways in which portraits can communicate personal identity.
OBJECTIVE III Given a presentation and examples of sound Visual Arts 27.B.3
artists throughout the session series, students will clearly articulate
and apply the use of sound to communicate personal identity.
1.2 Artistic Skill Objectives:

OBJECTIVE IV Through a presentation on collage artists and a Visual Arts 26.A.3e
demonstration of montage and collage approaches, students will
demonstrate innovation in composing a self-portrait.
OBJECTIVE V Given a discussion of portraiture and the Visual Arts 26.A.3e

communication of personal identity, students will create Common Core SL.7.5
personally-expressive photographs for use in successfully forming
self-portraits collages.
OBJECTIVE VI Given photographs of self, personally, collage Section 26.A.3e

items, a variety of drawing materials, and glue, students will
effectively construct a collage which creatively translates research
of personal identity.
OBJECTIVE VII Given voice recording hardware, students will Common Core SL.7.5
effectively compose a sound recording that enhances the meaning
of the self-portrait assemblage.
2. Assessment Criteria:
OBJECTIVE I Student insightfully completes a personal identity investigation.
OBJECTIVE II Student accurately identifies multiple media through which portraits communicate
personal identity. (examples: painting, drawing, sculpture, photography, assemblage,
performance, sound, installation)
OBJECTIVE III Student successfully articulates three ways in which sound can enhance
meaning of artwork.
OBJECTIVE IV Student innovatively composes a self-portrait.
OBJECTIVE V Student convincingly communicates personal identity through photography.
OBJECTIVE VI Student creatively translates research of self through collage.
OBJECTIVE VII Student appropriately records audio to enhance meaning of self-portrait.
3. Learner Characteristics:
Developmental Rationale
Content This lesson is appropriate for seventh grade for multiple reasons discussed in
Yardsticks by Chip Wood and Emphasis Art by Frank Wachowiak. According to Wood (1994),
twelve-year old students are self-aware and insightful (p. 138). They have a growing interest in
and capability to conduct research. While adolescents can be self-centered, they are also very
interested in current events, social issues and pop culture. Researching personal identity allows
students to critically analyze themselves as well as their values and beliefs regarding the greater
world (Wood, 1994). Developing a set of values allows for adolescents to see what it is they might
like to do in the future (McAdams & Guo, 2014), and it certainly gives them a better understanding
to make informed, personal choices.
Additionally, because students at this age are highly impressionable (Wachowiak, 2006,
p.206), I have chosen to expose students to many different styles and media of art. I want the
students to understand how to appreciate many kinds of art, recognizing that not all art is inside
museums.
Materials Wachowiak (1994) describes seventh and eighth graders as being open to
experimenting with new techniques and media, specifically photography and collage, thus the use
of photography, collage, and sound align with the students expectations for art making.
Wachowiak (2006) also states that students of this age are mature and skillful enough to handle a
variety of challenging crafts (p.211). After presentations and conversations about innovation,
students experiment with the problem-solving process of collage with photographs. Given their
collection of photographs, students use trial and error to create a composition that best represents
and communicates their values, beliefs, and personal characteristics. This problem solving
through art provides the opportunity for the person within to emerge (p.210), thus allowing for
growth of personal identity.
3.2 Students with Special Needs
Students with special needs will be given materials that are appropriate for their level of
activity and cognition. Collage affords students of all abilities the chance to participate.
For students with a physical disability, tearing will be used in place of cutting with scissors
when necessary. Attaching elements with tape or other simple fasteners can replace adhering
elements with glue applied by a paint brush or a glue stick. For students with further physical
disabilities, assistants can cut out and/or arrange photos according to student instruction.
Identical to whole class activity, students will work in pairs to complete the audio component of the
project. Depending on physical ability, students can create a wide range of sounds or locate
favorite pre-recorded sounds, songs, or stories for the audio component.
For students with vision impairment, tearing materials instead of using scissors, and using glue
sticks to adhere materials to armature will be used. A student with vision impairment will
emphasize texture, creating an interactive assemblage that viewers can touch to understand the
students identity. The sound component is ideal for vision impaired students, and is very relevant
to their identity exploration. Likewise, the sound component to the lesson will give valuable insight
into the identity and daily life of an individual living with vision impairment. Identical to whole class
activity, students will work in pairs to complete the audio component of the project. Students can
create a wide range of sounds, songs or stories, or record sounds of the environment.
4. Literature and References

4.1 Rationale of this Lesson
This lesson provides an opportunity for 7th graders to approach art making as a form of
scientific research, allowing for an in-depth investigation of self. I chose this lesson because of its
importance to the development of adolescent identity. According to Erik Eriksons psychosocial
model of development, the stage of Identity vs. Role Confusion is when individuals explore their
independence and develop a sense of self. When this stage is revisited during adolescence,
students become preoccupied with who they are, how they are seen by others, and how all these
components fit together to create an identity (Erickson, 1980). A seventh-grade lesson that
focuses on this adolescent obsession is true to their interests, and focuses on their current
individual and social experiences. Through a lesson about identity, teachers can enable a
structured inquiry and learning experience for personal growth (Song, 2009). In her research,
Young Imm Kang Song sought to reveal the importance of the artistic exploration of heritage to
assist students in forming meaning and acceptance of multiple identities (Song, 2009). An art
lesson such as I constructed allows students the chance to get to know each other more
personally through the sharing of their personal identity, fostering empathy and more meaningful
connections. Additionally, this lesson gives students a better understanding of self, aiding them in
making more informed, personal choices and life decisions.
I furthermore chose to create an art lesson around identity because it is mindful of the
difficulties some students experience in reaching a healthy identity resolution that can initially feel
confusing (Erikson, 1980; Song, 2009). In accordance with Eriksons psychosocial theory of
development, individuals pass through a crisis of identity versus role confusion during the long
transition period of adolescence to adulthood. It is during this time that adolescents explore their
values, beliefs and group affiliations, trying to determine who they are as individuals.
Additionally, Hendrix, Jackson & Warren (2003) state, every individual has multiple identities, but
often times, for the sake of simplicity, only the most salient ones receive attention, such as those
related to race, class, gender, or sexual orientation (p.66). It is critical for students to be provided
the opportunity for discussing these superficial stereotypes given to individuals that do not
accurately communicate true or complete identity. Explorations such as this lesson will aid in
building a students sensitivity to the depths of other peoples individual identities. Although
Hendrix, et al (2003) also describe identities to be confounding and conflicting at times, the
authors strongly believe that they should still be considered valuable. Adolescents may be
cautious to discuss and share their perceived complicated identity, but they should view it in a
positive light because it is through our multiple denitions of the self that we are connected to the
world, and conversely, the world is connected to us (p.183). Having a lesson which gives
students the prospect to examine their values, beliefs and group affiliations is important for identity
development in adolescence. Especially during the time of adolescent turmoil, students are given
the chance to encounter these identity struggles in a normalized light, hopefully easing identity
formation and lessening emotional or behavioral problems in the future (Song, 1999).
According to Wood (1994), students dislike adult lectures and stagnation. Through
teacher-facilitated classroom discussion and dialogue instead of teacher lectures, students will
construct together their meanings of identity. During small group activities and whole class
discussion, students will build their knowledge in a social setting as Vygotsky proposed.
Conscientiously incorporating a multicultural pedagogy into the daily classroom reflects the multi-
faceted world of contemporary society (Bennett, 2011). Within this lesson, the use of artwork and
artists from a wide variety of cultural backgrounds exposes students to experiences both similar
and dissimilar to their own lived experiences. With regards to adolescents, this is particularly
important because they are within such an impressionable time in their life (Wood, 1994). In the
introductory PowerPoint presentation and discussion, I strive to create a safe space in which
students can share their experiences freely. Facilitating dialogue and inquiry is a powerful way to
engage students on issues of culture, focusing students to thoughtfully listen and talk to each
other (Song, 2009). Additionally, both group work and a safe classroom environment provide
opportunities for students to interact and get to better know each other. This experience re-
engages the Trust vs. Mistrust stage of Eriksons socioemotional developmental model (Erikson,
1980). When students work in small groups, they feel more comfortable, converse more freely,
and learn about each other more genuinely than in whole-class groups. When individuals get to
know each other on a personal level, then they learn to trust each other. Trust fosters
relationship-building, which is also a goal in multicultural pedagogy (Bennett, 2011).
Building knowledge through inquiry and lively discussion about each others varied, cultural
experiences is an important aspect of this lesson. These moments of social sharing give students
the opportunity to encounter new and different perspectives in experience and knowledge.
Exploring identity allows students to investigate their thoughts, emotions and experiences as they
relate to the many different roles in which students perceive themselves involved in (Song, 2009).
Through the critical exploration and social sharing of cultures and personal stories related to culture,
students expand their knowledge of the plurality within life experience and formation of personal
identity in addition to building a sense of normalcy as it relates to struggles with identity formation.
This is an important learning aspect of multicultural pedagogy (Bennett, 2011; Song, 2009).
Students will be exposed to a variety of combinations of identities, shedding light and giving voice
to how varied and confusing personal experiences can be. An educational pedagogy that
emphasizes the role of a supportive teachers helps adolescent to navigate and decode these
emotions and messages in a healthy manner, strengthening a students interpretive abilities and
emotional reasoning.
4.2 Background of the Topic

Coincidentally enough, both collage and sound art have roots in the Dada movement. This
lesson was conceived without initially knowing that connection. However, this knowledge makes
the lesson all the more special because of it.
Collage has its roots in the Cubist movement of the early 20th century. Analytic Cubist
artists created paintings of people and objects with fragmented imagery, making them into a series
of basic lines and curves. The cubists used multiple viewpoints in one artwork, and eventually
incorporated found objects and collage, creating Synthetic Cubism. Inspired by the Cubists,
artists of the Dada movement took inspiration from the Cubist art, by incorporated collage
techniques into their own work. Collage can be intuitive and highly expressive, granting artists a
wide range of applications. Hannah Hoch, one of the only female artists credited with involvement
in the Dada movement, pioneered photomontage by collaging appropriated images from mass
media to create her artwork. Dada artists used their art as a social and political voice of
malcontent towards WWI. Hannah Hoch specifically used her photomontages for political
purposes, but also to deconstruct the medias portrayal of women and to question traditional roles
for women. She challenged the status quo, which is an important aspect of a healthy democracy.
Following Hoch, artists such as Cindy Sherman used photography to construct
environments and stories for her portraits of women. Her artwork raises questions about the
identity of women both inside and outside the multiple roles of life (for example work, play, home,
family) and the media. Her artwork juxtaposes the notions of perceived and genuine reality,
causing viewers to reflect on their own beliefs and judgements of self and others. Contrastingly,
Diego Huerta is a contemporary artist who makes photographic portraits of indigenous people in
their natural environment. His work focuses on chronicling the lives and identities of individuals
who may otherwise be overlooked by popular culture.
Through this lessons examples of artists of photography, collage, and sound photographs,
viewers can witness a wide breadth of imagery, rather than a limited grouping. Aligning with both
Freedman (2003) and Ryan Shin (2011), this lesson contains art from a variety of cultures and art
forms which allows for a quality, multicultural learning experience. Shin (2011) advocates for
teachers to bring underrepresented, marginal artists into the mainstream environment of classes.
This ensures diversity and facilitates social justice, establishing much recognition and empathy for
cultural diversity. Likewise, the topic of identity can be interrogated through these visual and audio
representations, further challenging and developing students own perceptions of identity and their
perceptions of others identity.
o http://www.theartstory.org/artist-hoch-hannah.htm
o http://www.theartstory.org/artist-sherman-cindy.htm
o http://diegohuerta.com/
SOUND ART Sound art has its roots in artists, writers and musicians of the early 20th
century who celebrated the mechanical age and noise in particular. Artists of the Dada
movement became recognized for sound art in their non-traditional art of the time, incorporating
such techniques as performative sound and vocal utterances.
The single most significant influence and developmental force in sound art has been the
invention of sound recording. In 1948, Pierre Schafer cut, spliced and manipulated sound. This
technique eventually came to be replaced, or rather improved upon through the advent of
computer technology. Recording sound allowed artists to use environmental sounds instead of
creating or utilizing sound on location.
The modern term of Sound Art originated as an artistic term in 1983. At times, Sound Art is
not separated from music. Sound art is very often connected to performance and installation art,
frequently overlaps with visual art, and thus is regarded as a highly unique medium. Artists
working in this genre, generally do not use sounds typically associated with music (such as
background noise). Sound artists selection of sounds encourages the experience of listening
as an art experience in and of itself (www.arthistory.net). Sound art has become a way to
document and chronicle history and culture, providing an alternative means to evoking memory,
making visceral connections, and constructing new learning experiences.
An art lesson which incorporates sound (and thus technology) broadens students'
understanding of contemporary and post-modern art forms (Freedman, 2003). Using sound in the
art classroom connects deeply with students and gives them another accessible means of artistic
expression, one that they can use to further explore their identity and place in the world.
o http://www.arthistory.net/sound-art/
o https://www.youtube.com/watch?v=GzWnWGf0JJw
o http://www.arthurrossgallery.org/events/event/landscape-soundscape-2/
4.3 Information about Related Artists, Styles, Movement or Culture

Hanna Hoch - (b.1889 d.1978) German, female artist who is attributed with being an
originator of photomontage. There were many female Dada artists, however Hoch is one of
the only widely recognized women artists of the Dada Movement. She appropriated images
for her photo montages from advertisements, newspapers, magazines. Her artwork
focused on the portrayal of women in media, challenging womens social role in society.
o https://www.britannica.com/biography/Hannah-Hoch
o http://www.theartstory.org/artist-hoch-hannah.htm
Annegret Soltau (b.1946). Contemporary, German, female photomontage artist who

created photomontages of her own body and face. Sewn over or collaged with black
thread, they are the most well-known iteration of her works.
o http://db-artmag.com/en/63/feature/the-photographer-annegret-soltau/
Robert Rauschenberg (b.1928 d.2008)

Considered by many to be one of the most influential American artists, he was an important
artist in the transition from Abstract Expression to Post-modernism. He blended many
materials and methods for creating art. His experimental approach to art broadened the
traditional boundaries of art, creating new opportunities for artistic expression for future
artists. Rauschenberg joined kitsch and fine art, using both traditional media and found
objects by inserting appropriated photographs, images and popular culture.
o http://www.rauschenbergfoundation.org/
o http://www.theartstory.org/artist-rauschenberg-robert.htm
Romare Bearden (b.1911 d.1988) African-American collage artist whose work celebrated
the black American experience. He cut images from popular magazines that he resembled
into statements on African-American life, which encompassed urban environment of Harlem,
trains, migrants, rural South, jazz, blues musicians and religion and spirituality. His art
practice derived from African-American slave crafts such as patchwork quilts and the
necessity of making artwork from whatever materials were available.
o https://www.nga.gov/feature/bearden/tech3.shtm
o http://www.theartstory.org/artist-bearden-romare.htm
Gail Skudera Contemporary, American artist who uses photography and fiber. BFA &
MFA from Northern Illinois University. I can now look upon the familiar with the same critical
eye that I would encounter a found photograph to attempt to read into the subject something
about their interior life. It is the mystery of the interior life that captivates me the most. It is
timeless and makes us all the same, and that fascinates me the most (from
http://www.mainemuseumofphotographicarts.org/gail-skudera/).
o http://www.mainemuseumofphotographicarts.org/gail-skudera/
o http://www.gailskudera.net/biographycontact-info/
Dada Movement Dada was an art and literary movement. It was the first conceptual art
movement. Rather than creating aesthetically pleasing artworks as was the tradition of the
time, Dada artists sought to use their artmaking as a way to shed light on the inequalities of
the time and their discontent with the impending war (WWI).
o http://www.theartstory.org/movement-dada.htm
Pop Art Movement Pop art celebrated popular culture (everyday objects and life) by
appropriating and recycling imagery. Many artists used commercials images and
objects attempting to blur the difference high and low art.
o http://www.theartstory.org/movement-pop-art.htm
Diego Huerta Contemporary photographer focusing on creating portraits of indigenous
peoples, to shed light on the identities and cultural beauty of the individuals and
communities.
o http://remezcla.com/lists/culture/diego-huerta-photographs-oaxaca-indigenous-
communities/
o http://www.diegohuerta.com/
o http://blog.instagram.com/post/140989755027/160313-diegohuertaphoto
o http://gypsy.ninja/portraits-traditions-zapotec-people/
Emekah Ogboh African, contemporary sound artist. In Market Symphony, Ogbah

records the distinctive sounds of Nigerias sprawling, thriving metropolis Lagos in order to
reconstruct the experience of its dynamic spaces and urban ambiance. He is interested in
cataloguing experiences such as these as a historical reference. He is interested in how
nostalgia and memory interact with experiences of the present, and how narratives can be
linked to sound. Ogbohs works investigate concepts of listening and hearing. He places
sound in diverse locations to consider other social issues such as migration, globalization,
postcolonialism. https://africa.si.edu/pressrelease/national-museum-of-african-art-presents-
market-symphony-by-emeka-ogboh/
o Audio Recording: https://www.youtube.com/watch?v=j7yS6OTYROM
Camille Norment African-American, contemporary sound artist. Her artwork uses

sound, installation, light sculptures, drawing, performance, and video. She is interested in
the way that form, space and the viewer unite to create an aesthetic and conceptual
experience. Her work is meant to engage the viewer as a full participant, creating an
experience that is physical and cognitive. Her investigations do not reflect the boundaries
of a singular cultural agenda or perspective, but rather the latent, continual dialogs,
intersections, and contradticions from various social realms (retrieved from
http://www.norment.net/).
o Rhythm Wars - Crazy Army Audio/Video: http://www.norment.net/work/objects-
installations-ind/rhythm-wars-crazy-army/
Nam Jun Paik Artist from South Korea, he is considered the father of video art. He
typcally includes sound with this video and installation art. Paik extended his artistic
expression and cultural dialogue through new artforms of music, performances and media
works such as video and sound.
o Retrieved from https://www.youtube.com/watch?v=3rPZYGuCFdw
o https://www.artsy.net/artist/nam-june-paik
4.4 Art Terms/Vocabulary
Skills Vocabulary
Armature underlying, unseen, supporting component of an artwork
Adhere to attach with glue or other adhesive. attachment material (tape, thread, staple)
Appreciate to grasp the nature, worth, quality, or significance of
Armature underlying, unseen, supporting component of an artwork
Balance an aesthetically pleasing integration of elements
Collage an artistic composition made of various materials glued/attached on a surface
Creativity the ability to transcend traditional ideas, rules, patterns, relationships, or the like,
and to create meaningful new ideas, forms, methods, interpretations, etc.;
Describe to write about or verbally tell about in detail
Emphasis intensity of expression that gives impressiveness or importance to something.
Collage composition made of various materials glued to a surface.
Identity condition or character as to who a person or what a thing is; the qualities, beliefs,
etc., that distinguish or identify a person or thing.
Innovation - doing something new or completely different
Layering lying over or under another
Media/Medium - The materials and tools used by the artist to create a work of art.
Overlapping a partial covering of one thing by an adjoining member
Photomontage collage of photos
Portraiture pictorial representation of a person usually showing the face
Repetition to repeat an element (such as image, shape, texure, color, text)
Space creating visual or real depth
Symbol (Symbolize) something that stands for or suggests something else
Variety quality of state of having different forms or types
Unity whole or total effect of a work of art, resultng from combination of all component parts.
Academic Vocabulary
Communicate to transmit information, thought, feeling so that it is satisfactorily understood
Compose for form by putting together
Discern to recognize or identify as separate and distinct
Enhance to increase or improve in value, quality, desirability, or attractiveness
Examine to inspect closely; to inquire into carefully
Interpret to explain or tell the meaning of; present in understandable terms
Investigate to observe or study by close examination and systematic inquiry
Manipulate to treat in a particular manner, such as folding, tearing, handling
Research careful or diligent search
Symbolize when something stands for or suggests something else by reason of
relationship, association, convention, or accidental resemblance
Translate to express in different terms (such as written/spoken words or visual
representations)
4.5 Description of Visual Examples
Vincent Van Gogh
Self Portrait
1881
Leonardo da Vinci
Mona Lisa
1503-1506
Andy Warhol
Marilyn Monroe
1962
Kehinde Wiley
World Stage Series, Israel
Shmuel Yosef
2011
Frida Kahlo
Self Portrait with Monkey
1938
Alexander Gardner
Portrait of Abraham Lincoln
1863
Yousuf Karsh
Portrait of Martain Luther King, Jr.
1962
David Hockney
Joiner Series, Man with Cigarette
1980s
Multiple perspective photomontage he called joiners
http://mjonesphotog.blogspot.com/2012_11_01_archive.htm
l
Diego Huerta
Oaxaca Series
2010s
Woman and a dog.
Students connect prior knowledge to her clothing and

expression of identity.
http://gypsy.ninja/portraits-traditions-zapotec-people/
Rowland Scherman
(on assignment for the U.S. Information Agency)
Aug. 28, 1963
Photograph of Edith Lee-Payne as she listened to King's I

Have a Dream speech when she was 12 years old became
an iconic image of the March on Washington for Jobs and
Freedom.
Hannah Hoch
Bouquet of Eyes
1930
Students examine the collage to describe the visual

components and artistic elements: repetition, overlapping,
unity.
Hannah Hoch
Eternal Feminine
about 1930
Students describe the visual components and artistic

details: repetition, overlapping & emphasis.
Hannah Hoch
Fashion Show
1925-1935
Students interpret what the artwork is trying to

communicate through its visual representations.
Hannah Hoch
Life Portrait
1919-1920
Students describe the collage and discern the artistic

elements: overlapping, repetition, unity.
Robert Rauschenberg
Signs
1970
Students describe the images in the collage and the

artistic elements: overlapping, unity.
Romare Bearden
Pittsburgh Memory
1964
Students examine how the artist manipulated the photos to
compose collage.
Students interpret meaning behind the use of aspects from
multiple faces to create these two faces.
Romare Bearden
Bearden's Watching the Good Trains Go By
1964
Students interpret the cultural references, and how those

concepts are translated within the images of the collage.
Annegret Soltau
NY Faces Series
2001
Students investigate the artists choice to manipulate the

photos and adhere them to background.
Students interpret what the artist is trying to communicate

about the person in the portrait through the choice of
composition.
Annegret Soltau
Self Portrait
1986-1997
Students compare the two portraits by Soltau and discern

the different visual qualities and interpreted differences in
meaning.
Gail Skudera
Bird in Vine
2011
Mixed media, 14" x 11
Students discern that artists can manipulate photographs

and produce portraits in a variety of different ways.
Gail Skudera
Everychild 2
2006
Woven mixed media on canvas, 33" x 24"
Students discern that artists can manipulate photographs

and produce portraits in a variety of different ways.
Emekah Ogboh
Market Symphony
Installation, Smithsonian Museum of African Art
2016-2017
Sound Recording -
https://www.youtube.com/watch?v=j7yS6OTYROM
Camille Norment
Rhythm Wars - Crazy Army
2012
Commissioned by the National Museum of Contemporary Art,
Oslo
Rhythm Wars - Crazy Army Audio/Video:

http://www.norment.net/work/objects-installations-
ind/rhythm-wars-crazy-army/
Student Group Exhibition

Landscape/Soundscape
February, 2017
Arthur Ross Gallery,
The Art Gallery of the University of Pennsylvania
Landscape/ Soundscape Various Student Projects

Sounds
http://www.arthurrossgallery.org/events/event/landscape-
soundscape-2/
Or
http://www.arthurrossgallery.org/kiosk/landscape-
soundscape/web.php
Nam Jun Paik

Electronic Superhighway
1995
He included sound with this video/installation art.
http://americanart.si.edu/collections/search/artwork/?id=71
478
https://www.youtube.com/watch?v=3rPZYGuCFdw
4.6 List of References
Bennett, C. (2011). Comprehensive Multicultural Education: Theory and Practice. Boston, MA;
Allyn & Bacon.
Erikson, E. (1980). Identity and the Life Cycle. New York, NY: W. W. Norton & Company.
Hendrix, K. G., Jackson II, R. L., & Warren, J. R. (2003). Shifting Academic Landscapes:
Exploring Co-Identities, Identity Negotiation, and Critical Progressive Pedagogy.
Communication Education, 52(3/4), 177-190. doi:10.1080/0363452032000156181
Kohlberg, L (1976). Moral stages and moralization: the cognitive-developmental approach.

Moral Development and Behavior: Theory, Research, and Social Issues. New York, NY:
Hot, Rinehart and Winston.
McAdams, D. & Guo, J. (2014). How Shall I Live? Constructing a Life Story in the College
Years. New Directions for Higher Education. No. 166, Summer 2014. Wiley Periodicals
Shin, R. (2011). Social justice and informal learning: breaking the social comfort zone and
facilitating positive ethnic interaction. Studies in art education. 53(1), p. 78-87.
Song, Y. (2009). Identity and Duality. Art Education. v.62 n.6, p.19-24.
Wachowiak, F. & Clements, R. (2006). Emphasis art: A qualitative art program for the
elementary & middle schools. New York, NY: Pearson.
Walker, S. (2001). Teaching Meaning in Artmaking. Worchester, MA: Davis Publications, Inc.
Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. Turner Falls, MA:
Northeast Foundation for Children.
Artist References
o Vincent Van Gogh: https://www.vangoghmuseum.nl/en/vincents-life-and-work
o Leonardo da Vinci: https://www.britannica.com/biography/Leonardo-da-Vinci
o Andy Warhol: http://www.warhol.org/
o Kehinde Wiley: http://kehindewiley.com/
o Frida Kahlo: http://www.fridakahlo.org/self-portrait-with-monkey.jsp
o Gail Skudera: http://gailskudera.net/
o David Hockney: http://mjonesphotog.blogspot.com/2012/11/hockneys-joiners-
and-cubism.html
o Gail Skudera: http://www.mainemuseumofphotographicarts.org/gail-skudera/
o Annegret Soltau: http://db-artmag.com/en/63/feature/the-photographer-
annegret-soltau/
o Diego Huerta: http://remezcla.com/lists/culture/diego-huerta-photographs-
oaxaca-indigenous-communities/
o Rowland Sherman: http://www.umc.org/news-and-media/path-to-civil-rights-
act-took-sacrifice-faith
o Hannah Hoch:
http://www.theartstory.org/artist-hoch-hannah.htm
http://tmlarts.com/tag/hannah-hoch/
o Robert Rauschenberg: http://www.rauschenbergfoundation.org/
o Romare Bearden:
http://www.theartstory.org/artist-bearden-romare.htm
http://www.nga.gov/content/dam/ngaweb/Education/learning-
resources/teaching-packets/pdfs/bearden-tchpk.pdf
o Hugo Ball: https://www.youtube.com/watch?v=z_8Wg40F3yo
o Kurt Schwitters: https://www.youtube.com/watch?v=qGAnINpvSeo
o Emekah Ogboh: https://www.youtube.com/watch?v=j7yS6OTYROM
o Camille Norbent: http://www.norment.net/work/objects-installations-ind/rhythm-
wars-crazy-army/
o Nam Jun Paik: http://paikstudios.com/
5. Integration/Connecting Links
5.1 Idea Mapping
5.2 Instructional Resources books, websites for specific ideas
VOCABULARY. (n.d.). Retrieved on 2/1/2017 from
https://www.merriam-webster.com/dictionary
This web page provided definitions for the list of art terms ad academic language.
Lesson Ideas for Talking about Self Identity

http://pov-tc.pbs.org/pov/downloads/2013/pov-onlytheyoung-lesson-plan.pdf
http://www.projectlearnet.org/tutorials/sense_of_self_personal_identity.html
http://www.personal.psu.edu/eru5003/blogs/emily_ulrichs_aed_303_e-
portfolio/2009/10/
Identity Think Sheet Questions

Dugas, D. (Interview on 2/9/2017). Professor of Education Psychology, NIU.
Aurasma Audio Integration program

https://aurasma.zendesk.com/hc/en-us/articles/206276145-New-to-Aurasma-Getting-
started-and-first-steps-
5.3 Art Materials for the Lesson:

Day 1
Overhead projector/Elmo for PPT presentation
Speaker & iPod
3 Art Supply Boxes with Table #s
Identity Think Sheet
Sign Up Clipboard for music
Informational Sheet sent home includes information about the lesson, personal
identity homework, and what props to bring for next weeks photo shoot.
Day 2
Overhead projector/Elmo for PPT presentation
Speaker & iPod (Lauras) with student-selected Music
Sign Up Clipboard for sound
Digital Cameras (charged)
White backdrops
Black backdrops
Student bring props from home: clothing, objects
Circular Armature Circular board
Wall paper books and large construction papers for background choice
Glue & glue brushes
Day 3
Overhead projector or Elmo
Speaker & iPod (Lauras) with student-selected Sound
Circular Armature Circular board
Large construction papers for background choice
Wall paper books for background choice
Glue in jars with paintbrushes
Straight Scissors
Crazy Scissors
Day 4
Speaker & iPod (Lauras) with classical music
Circular Armature
Straight Scissors
Crazy Scissors
Alenes Tacky Glue
Paper Cutter
Construction Paper
Embroidery Floss
Oil Pastels
Sharpie Markers
Day 5
Circular Armature
Straight Scissors
Crazy Scissors
Alenes Tacky Glue
Paper Cutter
Construction Paper
Embroidery Floss
Oil Pastels
Sharpie Markers
Day 6
Circular Armature
Straight Scissors
Crazy Scissors
Alenes Tacky Glue
Paper Cutter
Construction Paper
Embroidery Floss
Oil Pastels
Sharpie Markers
Magazines for text
Day 7
Digital recorders hand held, on computer, iPod, or Phone
Circular Armature
Alenes Tacky Glue
Paper Cutter
Construction Paper
Embroidery Floss
Oil Pastels
Sharpie Markers
Magazines for text
Day 8
Speaker & iPod (Lauras)
Finished Artwork
6. Management and Safety Issues:
The use of scissors poses a minor safety hazard, so I will be sure to talk about proper safety
and keep a watchful eye on the students. Classroom management may become difficult during
the partnered photography activity, so I will remind students to be extra quiet in halls and
individually remind students. I will place a teacher helper at the paper cutter station to
monitor correct and non-hazardous use of the paper cutter. My concern is students
becoming loud and boisterous, so I will emphasize being respectful of others space and of the
whole school atmosphere as well. For taping the audio component of the project, students will
record audio with a classroom helper one at a time, while the remaining students finish their
collages.
6.1 Organization of Supplies

Day 1 Ambient music will be cued and playing before students arrive. The days activity
goals and clean up assignments will be posted. The projector will be set up with cued
Portraiture and Identity PPT, positioned so that all students can see clearly. Handouts will be
printed and set at teachers table ready to hand out. I will print out a Self-Reflective Song
sign up sheet and place on a clipboard for students to sign up during class. I will set out
multiple dry erase markers and an eraser at the white board for swift access. Students In-
Progress Art boxes set to side, ready for description for students eventual use. Armatures and
papers will be displayed so that all varieties can be seen at one time so students can begin to
formulate ideas for background. Digital camera batteries will be charged for next class
session. Camera SD cards will be cleared.
Day 2 Students selection of music will be previously downloaded, cued, and playing before
students arrive. The days activity goals and clean up assignments will be posted. Students In-
Progress Art boxes set to side, ready for eventual use. The projector will be set up with cued
Photography Studio PPT, positioned so that all students can see clearly. Photography
Checklist handouts will be printed and handed out to students seat. Students will be pre-
sorted into pairs. Before class, photographic backdrops will be hung in the hallway 2 white
and 2 black background. Digital cameras/phones will be lined up together, a number sticker
placed on each camera. Student partners will sign out and sign in cameras.
students arrive. The days activity goals and clean up assignments will be posted. Students In-
Progress Art boxes set to side, ready for eventual use. Photography Checklist handouts will be
handed back out to students to guide students during photography studio. Students will be
pre-sorted into pairs. Before class, photographic backdrops will be hung in the hallway 2
white and 2 black background. Digital cameras/phones will be lined up together, a number
sticker placed on each camera. Student partners will sign out and sign in cameras.
students arrive. The projector will be set up and cued to the Collage PPT presentation. All
supplies for teacher collage demo are placed at demonstration table. The days activity goals
and clean up assignments will be posted. Students In-Progress Art boxes set to side, ready
for eventual use. Circular armatures, colored construction papers and wallpaper books will be
out on a far table if students get done early and need to move on to making the background.
Glue jars and application paintbrushes will be dispensed in small glass baby food jars with a
container of small paint brushes for application purposes. Art supplies will be grouped
together as such:
Paper materials: circular armatures, display of construction paper colors,
wallpaper books will be on one table at the perimeter of room.
Adhesives/cutting materials: glue, scissors
Materials for emphasis: oil pastels, sharpie markers, embroidery thread and
sewing needles.
Day 5 All supplies for teacher demo of embellishment will be placed on demonstration table.
The days activity goals and clean up assignments will be posted. Students In-Progress Art
boxes will be placed on a table separate from art supplies near the entrance/exit of room for
students to retrieve when they enter room. Art supplies will be grouped together as such:
Paper materials: display of construction paper colors
Adhesives/cutting materials: Alenes glue, scissors
sewing needles.
Day 6 Classical music will be previously selected, downloaded, cued, and playing before
students arrive. The days activity goals and clean up assignments will be posted. The
projector will be set up and cued to Sound Activity & PPT presentation, positioned so that all
students can see clearly. Think Sheet about personally meaningful sound printed and ready to
be handed out. Students In-Progress Art boxes will be placed on a table separate from art
supplies near the entrance/exit of room. The paper cutter will have its own station away from
student movement. One teacher helper will be stationed at the paper cutter for supervision.
Glue jars and application paintbrushes will be set out. Art supplies will be grouped together
as such:
Paper materials: display of construction paper colors
Adhesives/cutting materials: glue, scissors
sewing needles.
Day 7 Students will display their artworks side by side for a peer critique.
6.2 Clean-up of Supplies
Day 1 There is not much clean up today because not using art materials yet. Students will
individually place their think sheets inside their labeled In-Progress Art Box. Students will sign in
their cameras at end of photography studio.
Day 2 Clean-up assignment will be posted for reference. Most of class is for photography studio.
Students will individually be responsible for tidying their work space, returning their materials, and
placing artwork, and/or additional materials for keeps inside their labeled In-Progress Art Box.
Tables will be dismissed in groups to take artwork/materials to folders. Partners will have to sign
in each camera when they are finished taking photos. Student groups will be responsible for
a different task:
1) take down backdrops,
2) gather cameras/check sign in sheet/verify with teacher;
3) consolidate armature/paper/wallpaper area
4) table/floor tidiness monitors
Day 3 Clean-up assignment will be posted for reference. Students will individually be
responsible for tidying their work space, returning their materials, and placing artwork, and/or
additional materials for keeps inside their labeled In-Progress Art Box. Tables will be dismissed in
groups to take artwork to folders. Student groups will be responsible for a different task:
1) wash brushes
2) gather & recycle wallpaper scraps
3) gather & return glue; gather & recycle photo scraps
4) everyone tidies table/floor. Cleanest leaves first.
responsible for tidying their work space, returning their materials, and placing artwork, and/or
additional materials for keeps inside their labeled In-Progress Art Box. Tables will be dismissed in
groups to take artwork to folders. Clean up assignments will be written on board. Student
groups will be responsible for a different task:
1) gather & return all scissors
2) gather & return glue
3) gather & recycle paper and photos scraps
responsible for returning their individual materials, tidying work space, and placing artwork, and/or
additional materials for keeps inside their labeled boxes. Tables will be dismissed in groups to put
boxes away. Student groups will be responsible for a different task:
1) gather & return all scissors, Tidy magazines at text station
responsible for returning their individual materials, tidying work space, and placing artwork, and/or
additional materials for keeps inside their labeled boxes. Tables will be dismissed in groups to
take artwork to boxes. Student groups will be responsible for a different task:
1) gather & return all scissors, Tidy magazines at text station
Day 7 Students will have nothing to clean up today because it is an all-class critique.
8. In-Class Activities:
8.1 SESSION 1
Time Learning Activities Purpose
Orientation/Engagement/Motivation:
Introduction of teacher and students, and how class will be Students learn expectations to
2 min. conducted. guide them in a good work effort.
Teacher begins the Portraiture PPT.

8 min. Topic Question: By a show of hands, teacher and
Who here has created a self-portrait? students can assess who has
What materials did you use? Teacher calls on made self-portraits, and their
students to describe a few previous projects. general experience with them.
We are going to look at a quick look at many different
portraits and think about how the media and composition
changes.
Who can tell me what I mean by media? Students decipher definitions that
(The materials used in the artwork) help them to answer the next
And what is composition? (How the artwork is put association questions regarding
together, how the parts of the artwork are placed those vocabulary words and art.
together)
We are going to quickly go through these portraits to look

at a variety of ways to make portraits.
Association Questions:
How can portraits communicate information about the Students determine how of if the
person in the artwork? (Shows what the person looks portraits in PPT communicate
like, shows personality) more than simply visual likeness.
How do portraits communicate meaning differently as
media and composition change? (They are more Students make connections
expressive, show more emotion, depicts things they between media and composition
like or what they think about things/ideas) with communicating meaning.
Visualization Questions:
After having looked at this variety of portraits -- If you Students reflect on the portraits
were to make a self-portrait that communicated your shown in the PPT, and then they
characteristics, personality traits, values and beliefs, make suggestions as to how they
how might you do that? might personally represent
themselves individually.
Transition Questions:
So, what media do you think we might use for our art
project? Any guesses?
Teacher shows the final project for the art lesson, and Students become aware of the
describes the various aspects of the artwork project at hand, and now have a
Audio Integrated Self-Portrait Collages verbal and visual example from
BW - Multiple perspectives of personality traits, which to guauge expectations and
characteristics and feautures understand the direction that the
COLOR 3 values, beliefs, social issues important project is going.
5 min. to me
Audio clip
So now we have seen what materials and concept are

for our project. Lets talk about what we are going to
do gather ideas for our self-portrait. Student reflect on artistic process
Similar to beginning to write a book, what does an artist to better understand their own
do in order to prepare for making a piece of art? burgeoning practice, as well as
(Research the topic!) the artistic thinking processes
important to art.
What do we need to research for our self-portrait?
(Ourselves!)
These self-portraits are going to reflect who you are,

making this self-portrait is going to give you chance to get Students suggest their
to explore your identity and know yourself better, and it is understanding of how to research
5 min. going to give you the opportunity to tell other people about for answers about their personal
yourself. And you get to do that through photography as beliefs and values.
well as an audio component.
Teacher draws a MIND MAP for Identity. Teacher and

students negotiate components.
So, who can tell me what identity is? How would you
define identity? (personality, characteristics, girl/boy,
work, sports, beliefs, values) Lets make a map!
What things contribute to personal identity. (family,
friends, clothing, likes/dislikes, religion, cultural
heritage, language, beliefs, values, social issues)
Why might you think it is important to understand what

makes up your own personal identity? (When you know
your personal identity, you understand your beliefs,
thoughts and actions. Confidence, stay true to
yourself)
Why might it be important to understand someone
elses personal identity? (So you can understand that
persons perspective. So you can better understand
that person)
Who are some people that you wished better
understood you. (parents, other friends, teachers,
people in authority)
How would you go about investigating your own
personal identity? (asking questions, making a list)
10 min. Structured Practice Students research self as a
Teacher hands out Personal Identity Think Sheets for subject, recording data like a
students to complete in pairs. scientist to gain clearer insight into
personal identity.
Because there are 9 students, there will be three groups of Students can ask for help in an
2 and one group of 3 students. All students will complete individual basis.
the form and then take home another worksheet reminder Students will then work in pairs to
to formulate and gather more thoughtful insights and props share ideas for how to portray
to use in next weeks photography studio. their beliefs/values/social issues
through photography.
Teacher walks around to ask each student to write
down a personally meaningful song on sign-up sheet This worksheet helps to formulate
that they would like to listen to during the next ideas for how to physically
session. (Song will be vetted and downloaded by teacher represent concepts and ideas
to play) using props and body language.
5 min. Guided Practice/Feedback
So now that we have worked on our identity think sheets,
how many of you have some beliefs, values or social
issues written down? Students perceive the visual
connections in Diego Huertas
[SHOW SELF-PORTRAIT COLLAGE AGAIN] photographic portraits to
In our self-portrait collages, we are using photography to representations of personal
portray identity. The photographs we take next week will identity. Students discern how
portray personal characteristics, beliefs and values. So to portray facets of identity
now we are going to look at some images and talk about through props and body language.
how identity has been portrayed.
Looking at and talking about ART
PPT with examples of how to innovatively represent
concepts of values, beliefs and social issues. Questions
persist after PPT.
PHOTO OF INDIGENOUS WOMAN
Here is the artist Diego Huerta. Diego is a Latino artist
from Mexico who is a photographer. He spends the
majority of his time photographing portraits of indigenous Students look closely and discern
cultures in Mexico. how identity is portrayed in the
What do you see in this artwork? (woman, fancy dress, photograph. This helps the
dog, beach) students to think about how they
What personal characteristics and/or personality are will individually visually
depicted? (She looks strong, confident and loves her communicate their identity through
dog) photography.
What aspects of her identity can we perceived through
this photograph? (woman, her dress represents her
culture, maybe this is where she comes from)
How is her culture portrayed? (She is embodying her
culture her headdress, clothing, her stance)
PHOTO OF AFRICAN-AMERICAN GIRL
What values and beliefs of this girl can we interpret
from this photo? (Voicing her opinion, job rights,
marching for rights, activist)
Keep in mind the different ways in which we can
portray our personal identity as a visual representation
in a photograph.
Here are two more creative photographs!
What values, beliefs or personal traits are portrayed in
these photos? (environmental issues, studies a lot) Students can gain insight into
What type of props did the artist used to convey these innovative ways to portray aspects
values, beliefs and personal traits? (plastic bag on of identity for their own self-portrait
head, books surrounding the girl) collage.
Can anyone tell me or show me how they might portray
being concerned about the environment? (hold a Students discover possibility of
plastic bottle of water, hug a plant, hold a car with visual representation of identity
exhaust spurting out and wag my finger, wear a through PPT, verbally describing
political pin) or physically enacting translations
Who here researched themselves to find that playing of their personal research. This
sports is an important aspect of your life? What traits helps them to formulate a better
do you associate with playing sports? (leadership, understanding what props to bring
teamwork) How would you portray that in a photo from home and how to best
graph? compose a photo.
5 min. Closure
Teacher passes out the Homework Reminder Sheet,
and instructs each student to use the Identity Research
Think Sheet to inform the Translation Think Sheet. As
homework, students will write three
values/beliefs/social issues on the sheet. This is also
used as reminder notes for bringing in props for the
next sessions photography studio.
Who can please give examples or definition of identity?

(the characteristics, values and beliefs of a person) Students reflect and synthesize the
Who can tell me three words to describe him/herself? slide show from earlier, days
And how might you visually represent one activities, describing their
characteristic? investigative research and how
Who would like to share one of their values, beliefs or a they are thinking to translate
meaningful social issue with the class? research into a visual
How would you visually represent that concept? representation.
Homework: to gather their props/clothing and bring next

session.
Take home Identity Homework and turn in next day.
8.2 SESSION 2
5 min. Orientation/Engagement/Motivation:
PPT presentation on Photography Studio, Camera Students are reminded of the
Operation & Rules. This presentation gets students back projects goals, and they explore
into thinking about using innovation to take photographs, as how to achieve multiple
well as remembering to use multiple perspectives. perspectives in their photos.
Topic Question:
Last week, we spoke about our project to create self- Practicing use of camera allows
portraits with photography. Today is a photography students to demonstrate
studio day. We have lots to accomplish. knowledge of materials.
Who can share how they translated an aspect of his/her
identity, and how you are going to compose a photo?
Who can give an example of how to use multiple Students critically analyze
perspectives in their photographs? (Taking an aerial artwork, taking note of elements,
photo of someone, using a side shot, photographing from principles to decipher meaning .
below)
Students reflect on the
Visualization Questions: communicative power of media
If we use these images as inspiration, in what choices and use that reflection to
innovative ways can we approach composing photos better inform their own choices of
of each other? What kind of perspectives should we materials.
use?
(Get up close, go far away, use different angles and Students discuss using different
vantage points) perspectives while photographing
How can you achieve variety? (Through not taking a to achieve variety in finished
photo from the same perspective each time.) photographs.
Transition Question:
What are some additional ideas about how to be Students review discussion about
creative when taking photos? (think about hand, arm innovative ways to portray
and body placement, facial features and gestures) concepts in order to sustain and
get new ideas.
Students take their photography checklists and move
to the hallway to photograph.
Presentation/Explicit Instruction:
5 min. Continuation of PPT with operation instruction and rules. Proper safety and use makes for
Sign out cameras in pairs and begin to experiment with ease of use and prevents camera
cameras. damage.
Review of being responsible, etiquette
How to turn on camera Student examine correct use of
How to zoom in and zoom out camera and discover how to take
How to make BW & Color Photos successful photo shots.
How to focus camera
How to take a photo
Signing camera back in
Guided Practice/Feedback/
Independent Practice/Application: Students translate data into
20 min. Students will use their Homework Reminder and/or physical portrayals, contemplating
Photography Studio Checklist (see attached) as guides to how to clearly communicate
visually represent aspects of their personal identity. identity through photographs.
o COLOR - 3 photos portraying Values, Beliefs, Social
Issues This ensures that students have a
o B&W - 10 features or aspects of personality and wide variety of photographs to
personal characteristics (facial close-ups, body parts, use.
clothing from many different angles)
Teacher will walk around to assist with trouble shooting and Gives teacher the time to assess
ideas. progress and understanding.
If students finish early, teacher will move on to a small This keeps students engaged and
group demo of making a background for their portrait. on task rather than disruptive.
Select construction paper or wallpaper, trace,
cut out, and glue to circular armature.
Work notices: 5 min. until switching partners; 2 min. Then

5 min. until switching partners again; 2 min.
3 mn. Clean Up
Students individually return their personal Art Supply Boxes
to designated area.
2 min. Closure
Who can tell us how he/she translated an aspect of This discussion gives students the
your identity into a visual representation? opportunity to describe how they
What was easy or challenging about translating a applied multiple perspectives
written description of personal identity through visual and innovation to their
representations? (It was challenging to think of the photographs
most accurate way to depict an idea)
Allows students to share how they
Who can demonstrate for us an innovative was you problem solved and came to a
represented a value, belief or social issues? visual solution.
Next week, I will have all the photographs ready for

collage. Any ideas of what else you might want to use in
your collages? Self-reflection on the process of
What was it like working in partners to make self- idea inception to photograph.
portraits? (difficult - taking correct photos, nervous.) This allows student to assess the
How was it to problem solve and think creatively. positive and negatives of their own
What was your process to get from beginning idea to process and evaluate its
concept to representing research. Would you have effectiveness.
dont it another way?
8.2 SESSION 3
5 min. Orientation/Engagement/Motivation: Students are reminded of the
Review over how students research identity. Teacher projects goals, and they explore
gives examples from students research and asks how to achieve multiple
questions perspectives in their photos.
Topic Question:
Who can share how they translated an aspect of Students critically analyze
his/her identity, and how you are going to compose a artwork, taking note of elements,
photo? principles to decipher meaning .
What is a different way that you could depict that
aspect of your identity? Students reflect on the
Association Questions: communicative power of media
Who can give an example of how to use multiple choices and use that reflection to
perspectives in their photographs? (Taking an aerial better inform their own choices of
photo of someone, using a side shot, photographing from materials.
below)
If we use these images as inspiration, in what Students discuss using different
innovative ways can we approach composing photos perspectives while photographing
of each other? What kind of perspectives should we to achieve variety in finished
use? photographs.
(Get up close, go far away, use different angles and
vantage points)
How can you achieve variety? (Through not taking a
photo from the same perspective each time.)
Transition Question: Students review discussion about

What are some additional ideas about how to be innovative ways to portray
creative when taking photos? (think about hand, arm concepts in order to sustain and
and body placement, facial features and gestures) get new ideas.
Students take their photography checklists and move

to the hallway to photograph.
Independent Practice/Application: Students reflect and examine
10 min. Students work in their pairs to generate ideas and make a their ideas and plan execution in
strategy for taking photos. order to make the most of their
time and ask questions if
necessary.
Independent Practice/Application:
20 min. Students will use their Homework Reminder and/or Students translate data into
Photography Studio Checklist (see attached) as guides to physical portrayals, contemplating
visually represent aspects of their personal identity. how to clearly communicate
o COLOR - 3 photos portraying Values, Beliefs, Social identity through photographs.
Issues
o B&W - 10 features or aspects of personality and This ensures that students have a
personal characteristics (facial close-ups, body parts, wide variety of photographs to
clothing from many different angles) use.
Teacher will walk around to assist with trouble shooting and

ideas.
If students finish early, they can assist other students with Gives teacher the time to assess
idea generation and photography. If need be, teacher will progress and understanding.
move on to a small group demo of making a background
for their portrait.
Select construction paper or wallpaper, trace, This keeps students engaged and
cut out, and glue to circular armature. on task rather than being
disruptive.
Work notices: 5 min. until switching partners; 2 min. Then
5 min. until switching partners again; 2 min.
5 min. Closure
Who can tell us about a photograph that you creatively This discussion gives students the
translated from an aspect of your identity? OR Who opportunity to describe how they
can demonstrate for us an innovative was you applied multiple perspectives
represented a value, belief or social issues? and innovation to their
photographs
How has researching your identity and doing these
photography studios impacted your thinking about Allows students to reflect and
yourself or others? (I havent thought about these share their thoughts on the project.
aspects of myself and how they all exist at the same Get students reflecting on
time. Its interesting and helpful to learn about other examining about how this project
people.) impacts their lives and others
lives.
Clean Up
Students individually return their personal Art Supply Boxes
to designated area.
8.3 SESSION 4
5 min. PPT Presentation on Collage by teacher
Topic Question:
Who can give a synopsis of what we have These questions offer a review of
done so far in our art class? Why do you think the art project and a time to reflect
its important for middle schoolers to think on the project meaning to
about identity? (Identity building, getting to themselves individually and as a
lnow self and others better) Why is it important whole.
to communicate with others about that
identity? (empathy, know true charcteristics)
Now we are going to think about collaging our
photos into a composition to communicate our
ideas. Lets look at some collage artists:
This presentation exposes students
Begin PPT about Collage artists to contemporary artists, their lives,
Hannah Hoch artwork and purpose for making
Robert Rauschenberg art, as well as how choices in
Romare Bearden artmaking connect to meaning of
Annegret Soltau artwork, too.
Association Questions: Students explore the ways to

What items do you see in these collages? manipulate and adhere photos so
(paper, newspaper, thread, staples, drawings, they can determine themselves
prints, found objects, statuettes) what aesthetic best suits their
What different ways do you notice the identity.
materials and images are manipulated and
affixed to the armature? How are they
adhered to the armature? (cut, torn, glue,
thread, staples, wire, tape)
What about depth? What can you say about
the depth in these collages? (some items have
a 3-D quality to them, they stand out from the
background)
Who would like to share what look they Discussing trial and error,
gravitate toward because you feel that it best modification and experimentation,
represents you and your personal identity? students will relax and take time to
Transition Questions: investigate different compositions,
So how do we go about composing our using innovative thinking for his/her
collage? (Lots of experimentation, trial and artwork.
error!) And how do we accomplish different
surface qualities and adhere materials to our
armature?
Lets find out!
Collage Demonstration with Visual Board
7min. Students will learn: Students will explore how to
Different techniques to manipulate manipulate photographs and
materials for collage. experiment with composition.
Different ways to adhere and affix materials They are exposed to what flexibility
to armature. has to offer in building a higher level
How to compose self-portrait: start with of creativity through problem solving
photographs, then move onto additional and trial and error.
accent materials, items from home, text,
while applying elements and principles of
design
Overlapping, Balance, Emphasis
Use inspiration from PPT to formulate your

own ideas. Lay out composition, edit,
change, add, and subtract until you love it!
Innnovate!
Students will use materials checklist.
Explicit Instruction:
Students are given photos. Students will use
problem solving skills, modification, and trial and
error to experiment with different compositions.
Students individually retrieve their labeled art

supply boxes
23 min. Students are given their photos and begin to This allows student time to formulate
develop their individual layouts for their portraits. a composition that best represents
o If students have not yet made a his/her personal identity without
background, they must finish that job first. making hasty or unthoughtful
o They begin to cut, tear, etc., but NO decisions.
GLUING yet until approved by teacher.)
Work notice 10 min., 5 min., and 2 min.

3 min. Clean Up
Students individually retrieve their labeled art supply
boxes.
2 min. Closure
And who can name some of the artists that we Students can reflect on prior
discussed today in the PPT? learning.
Who can share why you chose your
background, and how and why you chose to Students reflect on what was
manipulate your photos through cutting or successful in their projects and the
tearing? reasons behind their choices.
Who would like to share a successful photo and
explain how it relates to your identity? .
8.4 SESSION 5
3 min. Topic Question: (Classical Music is playing.) This questioning diverts students to
This is different sound playing today. Who thinking about music as a way to
here likes this music? Who doesnt like the express meaning and begins to
music? How does this make you feel? directs them towards the topic of
Association Question: sound as an art form.
Who can tell me why I have been incorporating
sound into our classroom? (To have fun, get to Here is an opportunity for students
know us better, sound can contribute meaning, to critically analyze why I had
too) purposefully incorporated music in
the classroom, persuading them to
Today we are going to talk about sound as a part of think back on their personally
art. We will integrate sound into our Self Portraits meaningful
by pairing them with a 30 recording of sound. choices of music and sound.
Now that can be many different types of sound.
Who can give me a few suggestions? (music,
spoken words, noise)
Can you think of an aspect of your personal
identity that you could represent with sound? Relating sound to personal identity
(caring about the environment bird noises) is important for the middle schoolers
What other sound can you think to represent to be able to connect to multi-
that same concept? (a song about the modal experiences in life.
environment)
What else? What other sounds? (voice ,
sounds of water trickling)
Transition Directive:
Well today we are going to investigate how sound
can enhance meaning in artwork.
What does enhance mean? (to add to, increase, Changing mental direction and
make richer) focusing on sound (instead of
We are going to incorporate sound with our self- visuals) as possible
portrait collages, so lets think about all the different representations of identity help to
ways that we might be able to make meaningful build flexibility which is a core
sound. component of creativity.
Structured Practice/Exploration:
7 min. 3 Different SOUND ACTIVITIES
#1 Sound Activity
Emeka Ogboh Nigerian sounds of the Students distinguish differences in
streets with gallery image (1:30 min.) sound, and the use of sound as an
Emeka Ogbogh video of artist art form. Students perceive the
#2 Sound Activity multiple ways that sound (traditional
Camille Norment Oil Barrels noises and non-traditional) can be created,
#3 Sound Activity in addition to how sound enhances
Arthur Ross Gallery Exhibit: meaning.
Soundscape/Landscape
How did the sound contribute to the meaning of
the artwork?
Did the artwork need the sound to be effective?
How did the sound enhance the meaning of the
artworks?
Explicit Instruction:
5 min. Sound: Discussion of assignment. Hand out Students translate research of self
Think Sheet: into an audio recording. This
Create a 30-second recording to accompany challenges students to translate
your self-portrait collage. It can be voice, their research into another form to
music, other sound OR a combination. It must communicate identity, i.e sound.
enhance the meaning of your final piece.
5 min. Presentation Emphasis
Teacher demonstrates how to add emphasis to Students see firsthand how to add
photos by: details to photos to emphasize
stitching thread along edge of photo photos of their choice.
color edges with oil pastels
drawing on photos with sharpies
making construction paper border
Students individually retrieve supply boxes.

15 min. Students will spend the class period working on This allow students time to
collages demonstrate their use of skills and
Teacher will remind the students to use: tools learned.
OVERLAPPING
REPETITION This reminds students what is
BALANCE expected of their final piece.
EMPHASIS (Oil Pastels, Sharpie Marker or
Embroidery Thread AND space)
Work notice 10 min., 5 min., and 2 min.
2 min. Clean Up
Students individually return their labeled art supply
boxes.
Student groups will be responsible for a Students appreciate the varieties of
different task (see clean up list sound art, and how sound can
communicate meaning.
Closure
Closing Questions
Lets review!
What different kinds of sound can be used for
sound art? (voice, hand-made sounds, music,
singing, environment) When you look at your
collage, what aspect of your self-portrait can you
3 min. enhance through sound?
What are some ideas that you had for recording
audio? How will it enhance your collages
meaning?
HOMEWORK: Handout Sound Worksheet to

brainstorm and complete at home.
Bring in to next class, ready for recording.
8.5 SESSION 6
5 min. Include Topic Question: Sharing allows students to reflect
o Who would like to share his/her sound ideas to on their choices and other students
accompany your collages? Please explain how can offer suggestions.
the sound directly relates to your self-portrait.
o So, relating back to last week, how is your choice
in sound going to enhance your collage? Students practice flexibility by
discussing different sound
Visualization Questions: possibilities and being open to
o Can you think of one way that your audio might suggestions.
be connected to the elements in your collage?
Example of new artist: Nam Jun Paik
While Nam Jun Paik is a precursor to other sound iddle schoolers are very
artists rather than being a contemporary artist, his impressionable, so exposing them
body of work is filled with video, making an audio- to artists of different genres allows
visual segue to time arts. them to have an appreciation and
understanding of a variety of
Transition: genres.
Okay we are going to have a studio day. I will call
you each up to record with the Teacher Helper.
Each student gets 2 minutes.
Students individually retrieve art supply boxes.
25 Independent Practice/Application
min. Students continue to work on collages. This affords students individual time
Teacher individually conferences with students to ask questions regarding own
about sound choice and collages. work
Teacher reminds students of artistic goals:
OVERLAPPING Reminder gives students goals to
REPETITION attain.
BALANCE
EMPHASIS using oil pastels, sharpie
marker, or embroidery thread
SPACE at least 3 relief images
2 min. Clean Up
Students individually return their labeled art supply
boxes.Student groups will be responsible for a
different task (see clean up list).
Example and discussion about writing artist

statement. Hand out Artist Statement & Checklist
Homework
Closure
3 min. All self-portraits placed out for a general review.
Who can tell me how they connected their Students demonstrate how to ask
idea for sound to their collage? and answer questions about the
What is something that you have learned from content of their artwork. They also
a fellow classmates self-portrait that you learn proper etiquette during critique.
didnt know before?
Who would like to a question about a fellow
class mates artwork?
Why do you think that it is important to learn
about others identity?
HOMEWORK Artist Statement for homework.

Teacher will go to pick up from homeroom teacher
at St. Marys.
Next Session - COME TO CLASS FULLY

PREPARED AND READY TO RECORD AUDIO.
8.6 SESSION 7
5 min. Orientation/Engagement/Motivation:
Topic Question:
Who would like to be the first to talk about our process This questioning allows students to
here in the art room for this seven week lesson? reflect on the project as a whole,
Association Questions: analyze their own thoughts and
What did you learn about yourself that you didnt know offer personal insights and opinions.
about before or hadnt thought about much?
Who can see themselves using collage in future art
projects? What did you like most about it? What did
you like least? What would you do differently? What
about sound as art?
Transition Questions
Lets move on into a full-class critique.
32 min. Presentation/Explicit Instruction:
All students artwork is displayed at the front of the
room.
Description of the days activities:
Review of Aurasma app and hand-out for parents Student practice and demonstrate
to download before they come to the art show. proper etiquette for peer-to-peer
Students talk in pairs for 5 minutes then we all talk critique which gives them confidence
as a group in talking about their own art and
Final Critique comfortably discussing others art.
Students are asked to briefly speak about their
artwork and what audio they used.
Teacher points out a few artworks and their
audio component if students are unwilling to
share.
3 min. Closure
How is art about identity helpful to middle Students reflect on the larger social
schoolers? meanings for making art.
How do you think that art about identity help
groups of people? Students make connections
What other topics can you think to make art between other personally important
about using photography, collage or sound? themes and the learned mediums of
art.
9. CRITICAL COMMENTS AND REFLECTION
Surprises within my Teaching Experience

In formulating and teaching my seventh-grade art lesson on identity, I was pleasantly surprised
with the continual engagement the students had with the lesson. Selecting an age-appropriate
theme as well as the technology-based materials of digital photography and recorded sound, gave the
students a different perspective through which to think about art and themselves. Additionally, while
I perceived the seventh graders to potentially be a quiet group of students who might not verbally
contribute within class, they instead were very thoughtful in all of their responses and incredibly
insightful with their interpretations of art. Contrastingly, I was surprised by the inefficient work of
some of the students as well as the occasional disregard for completing homework. This came as a
problem to be solved on the last work day when half of the class did not prepare their audio portion of
the art project. As a result, more in-class time must be devoted to brainstorming, reflection, and
artistic practice. I did request students to work on some think sheets at home, and in the future, I
would do all the work within the classroom.
I also noticed that older students need more time to work on and finish art in comparison to
younger students because of their shifting desire and tendencies to thoughtfully create a piece of art.
While my class was fortunate to be allowed additional time to complete the artwork, I will be more
cognizant in future lesson planning to carefully plan in extra time above and beyond my initial
perceptions.
Best of Teaching
I prepared very thoroughly for my art lesson, building my own understanding of the artists, the art
movements, and their time periods. The techniques were very familiar to me, and I was very confident
in my classroom management skills. I spent considerable time organizing materials and constructing
PowerPoints with goals, vocabulary, and exemplars for most of the days. All these components
worked together to create a lesson to which students responded very positively.
During my opening presentation on portraiture and discussion on identity, the students reacted
quite enthusiastically to the images and concepts presented. In selecting a variety of photographs for
the students to view, I purposefully used multiple perspective photographs that they would find
unusual and intriguing. Their reactions were just as I suspected they had never seen images like
these. As a teacher, I strive to expose students to new and thought-provoking imagery, and I feel that
I accomplished that goal. While discussing the translation of identity into visual representations, the
class viewed a photo of a woman with a plastic bag on her head. Reilly offered his interpretation
saying, This is Mother Earth, and there is so much litter and garbage that she has a bag on her head.
The photo is black and white because there is no green left in the world. During the final critique, I
asked what students thought about this assignment. Two students exclaimed that they loved the art
project. One student said that she like researching her identity. She said she didnt really know
herself, but this project allowed her to explore and find out. Another student took the opportunity to do
a performance piece while describing his artwork during the critique, complete with a British accent.
It was clear that this project contained meaning for the students both individually and as a group by
the way that they cheered each other on, interacted with the self-portraits and wanted to share their
pieces with each other.
The students work ranged in spectrum of artistic expression. While they all followed the
guidelines in creating their self-portraits, each student chose their own means for embellishment. In
the end, they produced self-portraits that truly emulated their identity. One student in particular took
many artmaking risks. Rather than using straight scissors or tearing his photographs like I
demonstrated, he painstakingly cut them out with an X-Acto blade. He then very innovatively layered
and affixed the cut pieces in a surrealistic combination.
Ideas for Improvements

At times during the class I had to divert the direction of the discussion or direct it in a certain way
to accomplish my goals for conceptual learning. While discussing Diego Huertas photo of an
indigenous woman, one girl said that the woman was wearing a weird dress. Rather than letting the
description stand, I reframed her comment: Yes, her clothing may look different than what you or I
am wearing today, but how does this clothing communicate her identity? Then another student said
that the clothing reflected her culture. That was the exact word I was looking for. From there we
discussed different aspects of culture (such as clothing, food, language), building a mind map on the
white board for students to follow along with and contribute toward.
In a future lesson, I would use cell phones or iPads to take photographs. Typical of what I have
witnessed about young people taking photos, they wanted to view each individual photo along the
way. The camera screens were so small that the photos were difficult to view quickly, and it was not
clear if each photo was in focus. This resulted in many blurry photos. Additionally, rather than working
in pairs, I would have students work in groups of three. This allows for one person to be
photographed, one person to be the photographer, and one person to be a coach who assists in
arranging props and the model. Based on the experience of students working in indecisive pairs, I
think an arrangement of three-person groups would help with efficiency.
I found that the lesson needed more emphasis and time devoted to translating identity in visual
representations. Prior to the photography session, I would have them plan their translations during
class, so that they could brainstorm together, collaborate, and create a plan of action. Then while
photographing, there would be three roles: photographer, subject, and coach. Additionally, in regard
to elements and principles, during one discussion, a student had a difficult time understanding
balance. My perception is that the class needed more examples and a hands-on demonstration where
they could move photos around to show me how they understood (or misunderstood) balance and
effective composition techniques.
While the students were consistently engaged during each art class, they chatted quite a bit with
each other when working. Sometimes this appeared to be at the expense of getting work done.
During one class, I played music that the students individually selected, and this had a quieting, talk-
inhibiting effect. In the future, I would do this on most days because it set a steady work mood in the
classroom.
On the last day of class, students were not prepared to record their audio as directed. I quickly
realigned the recording order, and then I individually met with the students to brainstorm and
determine an audio plan while they also finished embellishing the self-portraits. A teacher helper
recorded the audio outside in the hallway, and the process ran very smoothly.
Class critiques are an area in which I feel I need more confidence because they personally gave
me such anxiety when I was younger. I should have asked students to point out different students
use of innovation, and to talk about the communication potential of art, relating it back to their
personal lives and to a greater social context.
Final Thoughts
After preparing and teaching this seventh-grade lesson, I found that I thoroughly enjoy teaching
at the middle school level. These students are yearning for adult topics, yet they are still living in and
enjoying adolescent life. They are thoughtful, creative, and open to a myriad of new learning
experiences. I had the profound pleasure of curating my students work in an all-school art show. My
students were excited to show their family and friends their self-portraits and audio. It was rewarding
to speak with the students outside of class because I truly felt a connection to each of the students
because of the art-making experience we had together as well as their expressions of personal
identity they had all shared with each other and me.
10. Attachments:
10.1 Scoring Rubric
HIGH MEDIUM LOW

PERFORMANCE PERFORMANCE PERFORMANCE
OBJECTIVE I Student completes identity Student completes identity Student completes identity
Student insightfully worksheet with a high level worksheet with a satisfactory worksheet with a poor
completes a personal of investigation. level of investigation. level of investigation.
identity investigation. Insightfully records Records personal data, Possibly does not answer
personal data, thoughts thoughts and opinions in a all question. Inattentively
and opinions to all basic manner. records data, uses
questions in a very detailed superficial language
manner. and/or few details.
OBJECTIVE II Student identifies 5 or more Student identifies 3 or 4 Student cannot list
Student accurately media for portraiture. media for portraiture. different media for
identifies multiple portraiture.
media through which
portraits communicate
personal identity.
OBJECTIVE III Without help, student With prompts, student gives Student cannot provide
Student successfully clearly gives three 2-3 examples of how sound examples, and/or
articulates three ways examples of how sound can be used to express struggles to give any
in which sound can can be used to express personal identity. This can be examples when prompted.
express personal personal identity. This can types of sounds or examples
identity. be types of sound (voice, of integration (sound with
music, composed noises) video, sound alone, sound
and/or examples of with installation, put on
integration (w/ video, w/ headphones)
installation, sound alone,
put on headphones)
OBJECTIVE IV Student uses a high level of Student uses a satisfactory Student uses a low level
Student innovatively innovation to compose level of innovation to of innovation to compose
composes a self- portrait, integrating a compose portrait, using a portrait, copying teacher
portrait. variety of manipulation and variety of manipulation and examples or using very
adhering techniques that is adhering techniques similar to few manipulation and
clearly unique. teacher demonstrations. adhering techniques.
OBJECTIVE V Student communicates Student communicates Student communicates
Student convincingly personal identity at a high personal identity at a personal identity at a low
communicates level by visually satisfactory level by visually level by carelessly
personal identity representing concept in an representing concepts in a representing concepts.
through photography easily recognizable usually recognizable manner. Student only represents
manner. Student has Students has constructed emotion, instead of values
thoughtfully constructed imagery, including some and beliefs. Or student
imagery, including values values and beliefs, that may does not visually
and beliefs, that can be not always be easily represent values and
easily recognized thru recognized through beliefs by through props
metaphor, physical metaphor, physical portrayal or physically portrayal.
portrayal or with the use of or with props. Viewer may
props in photos. have a question about
intended meaning.
OBJECTIVE VI Student uses a high level of Student uses a satisfactory Student uses a low level
Student creatively creativity in translating level of creativity in of creativity in translating
translates research of research of self by making translating research of self by research of self by not
self through original choices in material making mostly original making original choices in
assemblage. and composition. Student choices in material and material and composition.
takes risks with new composition. Student possibly Student follows teacher
materials and portraying uses teacher presented ideas examples, uses materials
aspects of identity, shows instead of creating own. in a basic manner, and
flexibility through Student takes some risks with does not bring in objects
manipulation of materials materials and portraying for assemblage or does
and selected components aspects of identity, show not add more components
of finished piece. some flexibility through in addition to photographs.
manipulation of materials and
selected components.
OBJECTIVE VII Students records audio that Student records audio that Student records audio that
Student appropriately clearly enhances meaning minimally enhances meaning is disconnected from the
records audio to of self-portrait. Very of self-portrait. Some self-portrait and is
enhance meaning of thoughtful intention was put thoughtful intention is unrelated. Student did not
self-portrait. into the audio. apparent. put effort into this aspect.
COMMON CORE Student uses audio and Student uses audio and Student uses audio and
STANDARD ENGLISH assemblage at a high level assemblage at a satisfactory assemblage at a poor
Make strategic use of of success to translate level of success to translate level of success to
digital media and visual data, express information data, express information and translate data, express
displays of data to and enhance enhance understanding of information and enhance
express information understanding of personal personal identity research. understanding of personal
and enhance identity research. Meaning of final artwork is identity research. Meaning
understand of Meaning of final artwork is mostly clear. of final artwork is not
presentations. clear. clear.
10.2 Handouts
Day 1 Identity Think Sheet
Translating Identity Think Sheet
Day 2 Photography Studio Checklist
Day 5 Sound Think Sheet
Day 6 Artist Statement Think Sheet & Checklist

Technology Information Sheet about Aurasma App
10.3 Visual Examples for Instruction (see attachments)

Power Point Presentations
o Portraiture
o Identity
o Photography Studio
o Collage
o Sound
Visual Board
o Manipulation and Affixing Techniques
Teacher Examples
o Images of three different variations of finished examples
10.4 Students Artwork Examples (see attachments)
10.5 Class Photos and St. Mary Exhibition Photos (see attachments)

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EXTENDED LESSON PLAN

Student Teacher: Laura Hulseberg

Central Focus (Big Idea): Identity

Social Issues / Concepts of the Lesson

COMMON CORE STANDARD 7th GRADE READING LITERATURE

OBJECTIVE II Given a slide presentation and discussion on Visual Arts 27.B.3

1.2 Artistic Skill Objectives:

OBJECTIVE V Given a discussion of portraiture and the Visual Arts 26.A.3e

OBJECTIVE VI Given photographs of self, personally, collage Section 26.A.3e

4. Literature and References

4.2 Background of the Topic

4.3 Information about Related Artists, Styles, Movement or Culture

Annegret Soltau (b.1946). Contemporary, German, female photomontage artist who

Robert Rauschenberg (b.1928 d.2008)

Emekah Ogboh African, contemporary sound artist. In Market Symphony, Ogbah

Camille Norment African-American, contemporary sound artist. Her artwork uses

Multiple perspective photomontage he called joiners

Students connect prior knowledge to her clothing and

Photograph of Edith Lee-Payne as she listened to King's I

Students examine the collage to describe the visual

Students describe the visual components and artistic

Students interpret what the artwork is trying to

Students describe the collage and discern the artistic

Students describe the images in the collage and the

Students interpret the cultural references, and how those

Students investigate the artists choice to manipulate the

Students interpret what the artist is trying to communicate

Students compare the two portraits by Soltau and discern

Students discern that artists can manipulate photographs

Students discern that artists can manipulate photographs

Rhythm Wars - Crazy Army Audio/Video:

Student Group Exhibition

Landscape/ Soundscape Various Student Projects

Nam Jun Paik

Kohlberg, L (1976). Moral stages and moralization: the cognitive-developmental approach.

Lesson Ideas for Talking about Self Identity

Identity Think Sheet Questions

Aurasma Audio Integration program

5.3 Art Materials for the Lesson:

6.1 Organization of Supplies

Teacher begins the Portraiture PPT.

We are going to quickly go through these portraits to look

So now we have seen what materials and concept are

These self-portraits are going to reflect who you are,

Teacher draws a MIND MAP for Identity. Teacher and

Why might you think it is important to understand what

Who can please give examples or definition of identity?

Homework: to gather their props/clothing and bring next

Take home Identity Homework and turn in next day.

Work notices: 5 min. until switching partners; 2 min. Then

Next week, I will have all the photographs ready for

Transition Question: Students review discussion about

Students take their photography checklists and move

Teacher will walk around to assist with trouble shooting and

Association Questions: Students explore the ways to

Use inspiration from PPT to formulate your

Students individually retrieve their labeled art

Work notice 10 min., 5 min., and 2 min.

Students individually retrieve supply boxes.

HOMEWORK: Handout Sound Worksheet to

Example and discussion about writing artist

HOMEWORK Artist Statement for homework.

Next Session - COME TO CLASS FULLY