Unit Plan: Turning Myself Inside

Out

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A Unit Study on Discovering Identity By Brenna Crothers Lesson 1: Making My Mark Lesson 2: A Walk In My Shoes Lesson 3: Telling My Story

Turning Myself Inside Out:

7th/8th Grade: Visual Arts, English Language Arts, Social Science & History
Brenna Crothers Art Ed Curriculum Pk-8 Spring 2013

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Table of Contents
Cover Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 1 Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 2 Unit Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3 Lesson Plan #1: Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page Lesson Plan #2: Community & Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5 Lesson Plan #3: Espressing Identity through Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . Page Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cover Art By:

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Pablos Shoes, Benjamin Walker, 2012

STAGE 1 - DESIRED RESULTS:

UNIT RATIONALE: Middle School is the age of developing and understanding ones own Identity within the context of a social structure. In particular during the seventh grade year students begin to wrestle with the notion of who they are and where they fit amongst their peers and eventually the world. Thus during this time it is important for students to discuss and begin to understand Identity through introspection and reflection so that they can develop strong sense of self. In this unit , students will explore personal identity, develop a symbol to represent identity and use that symbol as a tool to communicating identity. Students will explore personal and community identity as well as a how to communicate identity through storytelling. The three lessons in this unit meet Massachusetts Frameworks Learning Standards for art and Common Core Learning Standards for the seventh grade English curriculum, the second lesson also touches on eighth grade social sciences and history standards as well. A. B. ENDURING UNDERSTANDING: Artists reflect on their personal identity when creating meaningful works of art. Art and language are both communication vehicles by which ideas are transmitted. Society influences our identity. ESSENTIAL QUESTION: What is Identity? How do art and language communicate ideas about identity? How do artists express what they think and feel?

Unit Plan: Turning Myself Inside Out C. STATE STANDARDS ADDRESSED:

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MASSACHUSETTS FRAMEWORKS VISUAL ARTS FRAMEWORKS: Learning Standard 1: Media, Materials, & Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to visual arts. Learning Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials and techniques. Learning Standard 4: Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the process of creating and exhibiting their own artwork: drafts, critique. Self-assessment, refinement, and exhibit preparation. Learning Standard 8: Concepts of Styles, Stylistic Influence, and Stylistic Change. Students will Identity Map, River Hunt, 2007 demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of artwork from various historical periods, cultures, and genres. MASSACHUSETTES ENGLISH LANGUAGE ARTS FRAMEWORKS: Reading Standard 3: Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Reading Standard 4: Key Ideas and Details: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Reading Standard 8.A.: Key Ideas and Details MA.8.A. Interpret a literary work by analyzing how the author uses literary elements (e.g., mood, tone, point of view, personification, symbolism). Speaking and Listening Standard 1: Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teach er-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. c. Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Unit Plan: Turning Myself Inside Out MASSACHUSETTES ENGLISH SOCIAL SCIENCES & HISTORY FRAMEWORKS (8th Grade):

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History of China, Japan, and Korea to 1800 WHI.26 Describe Japans cultural and economic relationship to China and Korea. (H, G) WH.27 Describe the influence and consequences of Japanese isolationism to 1800. (H, G) WH.28 Explain how Korea has been both a battleground and a cultural bridge between China and Japan. (H, G) SOCIAL STUDIES Concepts and Skills Stnadar 3: History and Geography:. Construct and interpret time lines of events and civilizations studied. (H)
My Life in Post-It Notes, River Hunt, 2009

D.

UNIT OBJECTIVES: Lesson 1: Students will create visual symbols that reflect their individual identity through visual and written reflections. Lesson 2: Students will analyze their own identity within the context of their cultural and community backgrounds and the influence of those groups on forming their indi visual identity. Lesson 3: Students will interpret their identity via the lens of storytelling through both visual and written representations of identity.

Overarching: Students will demonstrate self-knowledge, awareness, and understanding on the multiple perspectives of identity through reflective exploration of visual culture and literature. Students will communicate ways they identify and how those points of identity compare to others. They will visually articulate their identity in multiple ways.

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STAGE 2 - ASSESSMENT EVIDENCE

A. EVIDENCE LESSON 1: Visual symbols that demonstrate introspection and reflection on students individual identity. LESSON 2: Linoleum prints of a pair of shoes on series of at least four different back grounds that demonstrate students knowledge of identity within the context of culture and integrating text with imagery. LESSON 3: A book composed of all four of the students prints also including a written table of contents, and artist statement revealing the process and discovery of students identity.

STAGE 3 - LEARNING PLAN

A. SCOPE AND SEQUENCE OF LESSONS: LESSON 1: Making My Mark- Through the interpretation and exploration of two artists: visual artist River Hunt and author: Gary Soto each student will design an abstract visual symbol that represents their individual identity on a post it note. Together students will create a composition of the class post-it notes designing a class identity wall. In creating this identity wall students will not only develop a better understanding for the power of visual symbols but also that identity is unique to each person.

My Life in Post-It Notes, River Hunt, 2009

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Teacher Benchmark, Brenna Crothers, February 2013

LESSON 2: A Walk in My Shoes- In this lesson students will review a brief history of printmaking and how it became an art form. Students will look at the prints from the early 1800s to present gaining a better understanding of different style development and how different artists convey cultural identity in their work. Students will develop a linoleum print design of shoes that the students identify with and represent a pivotal time in their lives. Students will create at least four prints on four different backgrounds. In two of these backgrounds students will integrate poetry, in the first background students will integrate phrases from a poem they wrote, and the second background phrases from a poem that they identify themselves with. The two other backgrounds will be a map of where they are from; the second background will be a abstract representation of their culture and or family.

LESSON 3: Telling My Story - Students will reflect on the journey to form their identity thus far and its place in the world around them including family, school, teams, friends, etc. They will observe different artist books and styles of book binding to draw inspiration for their own books. In the books each student will include the four prints, table of contents (with the titles of their four prints) and an artist statement describing their work and experience to understanding identity.

Untitled, Laurie Alpert

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River Hunt Identity in Post-It Notes Gary Soto

Post-it notes Colored Pencil Sharpie Poster board

Designing personal visual symbols and composing class identity wall

MAKING MY MARK: Symbols of Identity

Turning Myself Inside Out A Unit Study on Discovering Identity

Four prints of shoes on backgrounds integrating poetry and visuals.

A WALK IN MY SHOES: Examing culture and Its Role in Identity

TELLING MY STORY: An Investigation of Identity Through Storytelling

Reflections on Assigned literature and Artist Books

Linoleum Ink Carving Tools Watercolor Paper

Written and visual reflection: Integrating poetry, maps, and watercolor.

Book Composed of Prints and Artist Statement

The Uglies The Outsiders