Course/Grade Level: AVI3O0/A

Theme: Identity

Unit: 5
Topic: Identity through
Multimedia

Project Expectations:

Students will apply elements and principles of design to create art works
for the purpose of self-expression and to communicate ideas, information
and/or messages; (A2. The Elements and Principles of Design)
Demonstrate an understanding of conventions and techniques used in
the creation of visual art works; (C2. Conventions and Techniques)
Demonstrate an understanding of the types of knowledge and skills
developed in visual arts, and describe the various opportunities related to
visual arts. (B3. Connections Beyond the Classroom)
Demonstrate an understanding of, and use correct terminology when
referring to, elements, principles and other components related to visual
arts; (C1. Terminology)
Demonstrate an understanding of how art works reflect the society in
which they were created, and how they can affect personal values; (B2.
Art, Society, Values)

Curriculum Expectations:

A1.1 use a variety of strategies (e.g., brainstorming, concept webs, mind maps,
research using sources such as the Internet and/or oral sources) to generate
ideas, individually and/or collaboratively, for solutions to creative challenges
(e.g., creating a media art work based on a theme such as child poverty in
Ontario);
A1.3 document their use of each stage of the creative process in a portfolio (e.g.,
include notes, check lists, rough sketches, preliminary versions, and final products
to provide evidence of planning, exploration, experimentation, production,
reflection, and revision);
A2.2 apply elements and principles of design as well as art-making conventions to
create a variety of art works that explore and/or present a point of view on
contemporary social issues and/or themes (e.g., use line, form, and contrast as
well as imagery and symbols associated with an urban subculture in a drawing or
mixed-media work that explores the issue of discrimination)
B1.3 communicate their understanding of the meanings of a variety of historical
and contemporary art works, based on their interpretation of the works and an
investigation of their historical and/or social context (e.g., Haida masks, or totem
poles; the AIDS Quilt Project; J.M.W. Turners The Slave Ship);
B2.3 describe how creating and analyzing artworks has affected their personal
identity and values and/or changed their perception of society (e.g., with
reference to their emotional awareness, their ability to express themselves, their
approach to fashion, their cultural sensitivity, their awareness of stereotypes, their
relationship with the physical environment, their appreciation of objects
associated with cultural groups, their social awareness);
C3.2 demonstrate an understanding of safe and conscientious practices
associated with the use of materials, property, tools, and technologies in visual
arts, and apply these practices when creating and/or presenting art works (e.g.,
take appropriate precautions when working with hazardous materials; adopt
protective measures when working with sharp or heavy tools; keep their work

space tidy and free of physical and other hazards; demonstrate respect for
physical property, classroom facilities, tools, and technological devices)

Equipment and Materials:

q
Pencil
q
Ruler
q
Sketchbook
q
Markers
q
Watercolour
q
Watercolour Brushes
q
Acrylic Paints
q
Watercolour Paper or Heavy Stock Cartridge
q
Canvas Paper
q
Glue
q
Various additional craft beads, etc.
q
Stapler
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Computers

Resources:
q
See separate bibliography sheet handout
q
Art 21 Videos
q
World Wide Web/Internet Specific Sites:
Vocabulary & Concepts:
Identity
Visceral Art
Heritage
Society
Social Issues
Environmental Issues
Morph
Changes
st
1 Day
Introduction:
Discussion Phase: (10 minutes)
Students will discuss the term identity
They will look at several examples of artists work who explored the idea
of identity; artists such as Cindy Sherman, Barbara Kruger, David
Altmejd, and Jean Michel Basquiat
Sharing Phase: (20 minutes)
Students are introduced to the new unit entitled Stitching the Pieces (of Life) with
the subtitle of Identity Through Multimedia. They will determine the differences of
what is considered to be Identity through paying special attention to their social
and cultural heritage. A Think/Pair/Share Activity as per Think Literacy CrossCurricular will be conducted with the students. Students will be divided into
groups of 3-4 and will look at images that are handed out. The images supplied

are photographs of different social and cultural heritages. The definition of what
Identity is will be established. Students will define and provide reasons in their
groups on a placemat. They will list how and why the particular images become
apparent as Identity imagery.

Next, the group will choose one image that they think is an excellent example of
Identity. Furthermore, they will choose the proper definition of identity in their
brainstorming as a group. They will share their findings to the class in a
presentation format and a consensus of what is Identity is will be made at the
end of the lesson. Students will be assessed through the group work that they
have done and the presentation that was given to the class.

Presentation Phase (10 minutes)

As a group the students will present their findings to the class in a two
minute presentation
Brainstorming Phase II: (20 minutes)
On their sketch pads, students will begin to reflect and plan their ideas
for their art work through a series of questions provided:

How does your heritage shape who you are?

How do you see society with regards to your culture?
How has your background culture evolved over time?
What message do you want society to know about you and your culture?
What social or environmental issue is important to you? Why?
What connections can you make with your cultural background and a
social/environmental/global issue?
2nd Day
Applying Ideas: Create 10-15 Thumbnails
3rd Day-6th Day
Begin creating the pieces of the final artwork of 5x7 squares utilizing different
mediums and techniques

7th Day
Artist Statement

Accommodation: Students can:

i.
For some individuals that cannot draw complicated scene or composition
allow for a simplified composition
ii.
Reduce length and complexity of the images
iii.
For those that work slowly allow them to take home their work (i.e.
drawing or photographs) in order that they may be in tune with the rest of
the class
iv.
They may use computer applications at home, or come in during their
lunch and/or after school
v.
Cut and paste magazine images
vi.
Self recorded devices
vii.
Alfa smart keyboards to type
viii.
Clip art
ix.
Use of Premiere program to allow auditory assistance

Evaluation: Foundations (Knowledge and Understanding): testing of terms,

concepts and processes.
Creating and Presenting (Application): Drawing: methods, etc; Elements and
Principles of Art: application, etc.
Reflecting, Responding, Analyzing (Communication): Discussions: show and
present ideas chosen for the activity and work.
Group Cell marking-looking at each group and marking them on their progress
Self Evaluation Questions-set of questions to be handed out and handed back to
the teacher