Ondrian Duncan Independent Project ARE 6148: Curriculum in Teaching Art October 13, 2013

Vincent van Gogh, Self Portrait 1889

Target Grade Level: Middle School Grades 7-9 Unit Overview: Understanding who you are as an individual is part of the human experience. Artists undertake this endeavor by creating images that explore their identities from multiple dimensions. Creating art about their identities allows artists to communicate who they are in the present, where they come from, how they see themselves, and who they wish to be. This unit focuses on guiding students to make personal inquiries to examine their identity from multiple dimensions. The goal of this unit is for students to understand how they can use art to express and communicate their identity using a variety of art media. Overarching Understandings and Key Concepts: 1. 2. 3. 4. 5. 6. 7. 8. Identity can be linked to our interests, personality, origin, gender, nationality, ethnicity, and location. Artists use their work to explore their identities. Artists create self- portraits to make personal explorations. Artists create to reconcile dualities in their identities. Artists use symbols to communicate meaning. Artists use metaphors to create meaning. Artists use alter egos to represent an alternative side of their identity. Identity can be constructed from multiple perspectives.

Essential Questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. How is our identity linked to our nationality? How does art create a place for artists to explore duality? How is our identity linked with our personal appearance? How do artists use symbols to express their identity? How do artists use animals as a metaphor for human behavior? How can artists use animal forms to express their identities? Why do artists create alter egos? How do artists explore issues of identity through the use of alter egos? How do artists construct an identity for their alter ego?

Goals for Students: 1. 2. 3. 4. 5. 6. 7. 8. Students will be able to articulate specific dimensions of their identity using multiple descriptors. Students will know that identity can be expressed in multiple ways. Students will know that self- portraits allow artists to make personal explorations. Students will know that artists use symbols and metaphors to create meaning. Students will know that alter egos can represent alternative sides to our identity. Students will be able to name multiple artists who explored identity using various media. Students will be able to use multiple forms of media to create desired effects. Students will be able to use their prior knowledge and new understandings to participate in conversations about art and the role of artists.

Teaching Strategies: 1. Present and lead discussions about artists who explore identity. 2. Monitor student progress, research, and work habits. 3. Demonstrate appropriate and safe use of art materials. 4. Scaffold and support student use of art materials.

Lesson 1: Culture Clashing

Lesson Introduction: Artists often use their work to express who they are and where they are from. As a beginning lesson in this unit, students will examine their familys culture or ethnicity and the identity they have gained as part of being a citizen. They will explore how ones identity can be shaped by nationality, ethnicity, and/or place of origin and how it relates to their experience with popular American culture. Essential Questions: Artists: Main : Jiha Moon, Frida Kahlo, Brian Jungen Supplementary: Iona Ronzeal Brown How is our identity linked to our nationality? How does art create a place for artists to explore duality? Why do artists choose to work using multiple forms of art media? Why is it important to write an artist statement?

Standards: VA7PR.1 Understands and applies media, techniques, and processes with care and craftsmanship. VA7PR.4 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art. VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. VA7CU.2 Investigates and discovers personal relationship to community, culture, and world through creating and studying art. VA7C.2 Develops fluency in visual communication. Process: 1. Days before the beginning of the lesson the teacher will send the students home with the Who Are We questionnaire for students to use to ask their parents, grandparents, or other family members general questions that will allow the students to begin personal research. 2. The teacher will introduce the students to the artist Jiha Moon. The teacher will discuss how the artists work examines her Asian origins and American immersion. Students will be asked to read Moons artist statement and relate it to the details of her work. 3. The students will use their Who Are We answers and American local to decide on 2-3 cultures to focus on. The students will research the cultures they choose to gather history, symbols, and

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imagery that is personally meaningful. The students should begin making sketches or gathering pictures at this time. The teacher will lead a discussion with the class to examine how other artists explore identity through duality of nationality. (Frida Kahlo, Brian Jungen) The students are invited to share their findings at this time and how they may use their findings in their own art about identity. The teacher will show the students images of Moons and Jungens work and discuss how artists make choices for media to create meaning. The teacher will invite students to gather ephemera from their research to use in their own work. The teacher will demonstrate how to use several art media to get desired effects. Paint, color pencil, graphite, and oil pastels to create value. Appropriate and safe collage and transfer techniques. Tips for thinking through layers of working. The students will practice with all materials in their sketchbooks. The students will propose 3 ideas of how they can express their identity in a multimedia composition. They need to make sketches and list any media choices with the sketches. They must get the sketches approved before moving on. The students will create a multi- media painting that must employ at least 3 different media. The students must use their research findings to express their identity based on their nationality, culture, or ethnic group. The students will write an artist statement which explains how they represented their identity, what new meanings they have gained from creating the art, how they expressed duality, and what they would like viewers to see in their work. Teacher and students will participate in a critique of the work. The students will share with each other what new meanings they can see in each others work and how the process informed their opinions about identity.

Assessments: Formative- Who Are We questionnaire, Sketchbook (research evidence, sketches, media practice pages) Summative- Completed art piece, artist statement Resources: Boshners, P. ( January 31, 2011). Atlanta: In the studio with Jiha Moon [Blog post]. Retrieved from http://newamericanpaintings.wordpress.com/2011/01/31/atlanta-in-the-studio-with-jiha-moon/ Herrera, H. (1983). Frida: A biography of Frida Kahlo. New York, NY: Harper Collins. Jungen, B. (2009). Brian Jungen -strange comfort. Retrieved from http://nmai.si.edu/exhibitions/jungen/ Moon, J. (2011). Jiha Moon artist statement. Retrieved from www.factor prize.org Storr, R. (2001). Identity. In Art 21: Art in the twenty-first century (pp. 112-161). New York, NY: Harry N. Abrams.

Lesson 2: This is Me
Lesson Introduction: Artists have created self- portraits to explore their identity across art history. The self- portrait as a subject for art making acts as a window into the artists life as we read the elements and details of their images for specific meaning. In this lesson, students will research the life of Frida Kahlo and connect the details of her life to her body of work. Students will use the details of their own lives as inspiration to create imagery which will support a narrative with a self- portrait drawn from direct observation. Essential Questions: Artists: The teacher will focus on the narratives of Frida Kahlo, Vincent Van Gogh, and Albrecht Durer. The teacher will also use a collection of artists self-portraits to scan through for students to see that artists use their style and perspective to create self- portraits across all genres of art. Standards: VA7PR.3 Uses the elements and principles of design along with a variety of media, techniques and skills to produce two-dimensional and three-dimensional works of art. VA7MC.3 Interprets how artists create and communicate meaning in and through their work. VA7AR.2 Critiques personal artworks as well as artwork of others using visual and verbal approaches. VA7AR.3 Reflects and expands the use of visual language throughout the artistic process. VA VA7C.2 Develops fluency in visual communication. 7CU.1 Discovers how the creative process relates to art history. How is our identity linked with our personal appearance? How do artists use proportions to draw portraits accurately? How do artists use symbols to express their identity? How can line create unity and movement in an artwork? Why is craftsmanship important?

Process: 1. The teacher will use a portrait of Frida Kahlo that has been in the classroom for a while and ask students to answer the following questions in their sketchbooks. What do you see? What ideas do you have about the image? What questions do you have about the image? The teacher will allow students to post their questions before continuing with introducing the artist to the class. She will direct the students to listen for any of the answers during her lecture. Following the lecture, she will review the students questions and fill in any unanswered questions. 2. The students will continue to study Kahlos work by creating a composite drawing of details from her work. The students will view several of Kahlos paintings and draw 2-3 elements of each painting that they find interesting. 3. The teacher will demonstrate to the students how artists use the laws of proportions and direct observation to draw portraits. The students will draw a portrait from direct observation. 4. The students will create an I Am poem using the format from a handout. The teacher will present the story behind the self- portraits of Albrecht Durer and Vincent Van Gogh. She will lead a discussion with the students about the aim of portraits and how artists use symbols and details to communicate with the viewer. The teacher will show a collection of artists self- portraits to further illustrate the point. 5. The students will use elements of their I Am poem to inform their research into how they can form meaning in a self-portrait. Students will create 3 sketches of how they can create a self portrait that communicates who they are to their viewer. They may further research any artists who sparked interest as inspiration also. 6. The teacher will demonstrate how values are created using watercolor pencils and how to use control when using the media. Students will produce a test drawing in sketchbooks. 7. The teacher will review with students how artists use the elements and principles of design to create unified compositions. The students will then work independently to develop their work. 8. Each student will create a painting that includes a self- portrait with personal symbols that communicates what is important to them. The portraits should have 3-5 personal symbols and use the elements and principles of design thoughtfully. Control and use of the material will be assessed for neatness and the ability to create values. 9. The students will write an artist statement that describes their work and explains how they have created personal meaning with their choices for imagery. Assessment: Formative- Composite drawing, preliminary self- portrait, I Am poem, sketchbook work (watercolor pencil practice, portrait sketches) Summative- Completed self- portrait, artist statement Resources: Freeman, P. (Ed.). (2001). The diary of Frida Kahlo: An intimate self portrait. New York, NY: Harry N. Abrams.

Herrera, H. (1983). Frida: A biography of Frida Kahlo. New York, NY: Harper Collins. SFMOMA Art Think. (2013). Self and society: tracing identity. Retrieved from www.sfmoma.org/artthink

Lesson 3: My Place in the Zoo

Lesson Introduction: Who we are in public and who we are when we are alone has a place in creating our identity. In literature and art animals are used to create metaphors for understanding who we are as humans. In this lesson students will research how artists have used animals to comment on human behavior and politics. Students will research animal characteristics and behaviors, link their findings to their own personality, and use the findings to inform the making of a personal animal metaphor. Essential Questions: Artists: Walton Ford, James Audubon, Norm Magnusson Standards: VA7PR.2 Creates artwork reflecting a range of concepts, ideas, and subject matter. VA7MC.2 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. VA7MC.3 Interprets how artists create and communicate meaning in and through their work. VA7AR.4 Plans and presents appropriate exhibition(s) for work(s) of art. VA7C.3 Expands knowledge of art as a profession and/or avocation and increases personal life-skills through artistic endeavor. Process: 1. The teacher will ask the students to create a set of lists in their sketchbook. List 1- My Characteristics List 2- Animals I see myself in 2. The teacher will present to the students how artists Walton Ford and Norm Magnusson use their art to make commentary on human behaviors. The teacher will monitor a conversation about how animals can be used as metaphors for human identity and why artists and writers employ animals as metaphors. How do artists use animals as a metaphor for human behavior? How can artists use animal forms to express their identities? How do artists plan a drawing for printmaking? What is the printing process? Why do artists sign and number their prints?

3. The students will each use the Organizational Zoo animal profiler tool to generate a list of animals that can be used to link to their own identity at school. This list is a starting point for conversation and research of what animals can act as a metaphor for each student. Students will share their profile outcomes and what words they used. Each student will then research the animals on both lists to locate the animal that best fits as a metaphor for their personality. 4. The students will create sketches of their chosen animal directly from images. The teacher will revisit the work of Walton Ford and James Audubon, reviewing with the students how Ford creates metaphors and narratives in his work. The teacher will support students while they create new drawings which add a narrative element to express their identity with the animal metaphor. 5. The students will view the Art 21 video segment of Walton Ford. The teacher will present printmaking to the students and demonstrate how artists plan a 3 color print. The students will plan their drawings into three color prints. 6. The teacher will demonstrate the process of reduction printmaking. The teacher will act as a support for the students as they work through the printing process, providing tips and problem solving help. The students will work at their pace to complete the printing process for reduction printmaking. 7. The teacher will call students attention to how artists number, title, and sign their work. The teacher will discuss why artists make prints and what it means to buy a print. The students will create a title for their prints and sign and number each print. 8. The students will write an artist statement about their work explaining how they created a metaphor with the use of the animal they depicted. Assessment: Formative- Sketchbook (Lists, animal research notes, animal sketches), printing 3 color plan Summative- Edition of 5 prints, artist statement Resources: Art 21. (2001-2012). Retrieved from www.pbs.org/art21/ Magnussun, N. (2013). Animal Allegories Retrieved from www.funism.com/art/animal_allegories.html Storr, R. (2001). Identity. In Art 21: Art in the twenty-first century (pp. 112-161). New York, NY: Harry N. Abrams. Organizational Zoo. (2013). Organizational zoo profiler. Retrieved from www.organizational zoo.com/profiler/

Lesson 4: My Alter Ego

Lesson Introduction: Artists have used their work to realize alternative identities that lay inside their true selves. Alter egos can have many purposes in our lives and often help us to answer our questions about life or act as the driver of our personal inquiries. In this lesson, students will examine how artists have used alter egos for differing reasons to inform the creation of their own alter ego. They will design the persona and narrative of their alter ego and create a statue that commemorates the alter ego. Essential Questions: Artists: How artists use alter egos: The teacher will focus on narratives created by Trenton Doyle Hancock, Kerrith Johnson, Andy Warhol, and Cindy Sherman. The teacher will also show alter egos of Claude Cahun, Max Ernst, Frida Kahlo, Marcel Duchamp, and music artist Beyonce Why do humans build statues and memorials: Daniel Chester French- Lincoln Memorial, Lei YixinSculptor of Martin Luther King Jr. Memorial Standards: VA7PR.1 Understands and applies media, techniques, and processes with care and craftsmanship. VA7PR.2 Creates artwork reflecting a range of concepts, ideas, and subject matter. VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. VA7MC.3 Interprets how artists create and communicate meaning in and through their work. VA7C.2 Develops fluency in visual communication. Process: 1. The teacher will ask the students to give answers for what it means to have an alter ego. The teacher will post the students answers to be left up during the lesson. This activity will lead directly to the teacher showing the students examples of artists who use alter egos and monitoring further discussion of why alter egos are created. The students will write a paragraph Why do artists create alter egos? How do artists explore issues of identity through the use of alter egos? How do artists construct an identity for their alter ego? What are the hand building methods for ceramics? Why do humans build statues and memorials?

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that shares their thoughts about alter egos and what alter egos may already be a part of their identity. The teacher will present the work of Trenton Doyle Hancock discussing the narrative of his work and how he created an alter ego to reconcile the subject of his work. The students will conduct research to find information on the use of alter egos by either Andy Warhol or Cindy Sherman. The teacher will monitor a class discussion about how each artist explored their own identity through the use of alter egos in their art work. Then move the conversation and give students more examples, the teacher may use additional art works of alter egos from major artists. To connect with popular culture, the teacher may discuss the use of alter egos by musicians. The teacher will ask the students to revisit their past identity constructions and research. The students will make a list of what role an alter ego can play in their own lives. The students may begin to list characteristics of the alter ego at this time too. The teacher will present the posters of comic book characters and their alter egos by artist Kerrith Johnson. The students will use Superman to complete a Me and The Other Me profile sheet as a class. Following the activity, each student will fill out a profile for themselves. The students will create a series of 4-5 sketches of their alter ego, including any attributes their alter ego would have. The teacher will demonstrate the hand building methods of slab, pinch, and coil. The teacher will demonstrate how to build a figure from clay using these methods and provide problem solving tips at this time. The students will practice these skills by building a small version of their animal from the previous lesson. The students will read the information provided about the Lincoln and Martin Luther King Jr. Memorials from the National Park Service. The students will discuss in groups why memorials and statues are created. Each group will share their findings with the class. The teacher will lead further discussion on the topic and present to students images of both memorials. The students will use ceramics techniques to build a model for a possible statue or memorial for their alter ego. The sculpture should utilize the details of their designs and have a base for the figure to stand or sit on. The students will write an artist statement that describes their alter ego, how their alter ego is tied to their identity, and what their ego does for them.

Assessment: Formative- Alter ego paragraph, Sketchbook (alter ego list, sketches), Me and the Other Me profile Summative- Completed sculpture, artist statement Resources: Art 21. (2001-2012). Retrieved from www.pbs.org/art21/ Davis, L. (2012). Kerrith Johnson casts superheroes and their alter egos in motivational posters. Retrieved from Wwww.comicalliance.com/kerrith-johnson-art-motivational-posters

Galperina, M. (2012, March 26, 2012). 10 famous artists' fascinating alter-egos [Blog post]. Retrieved from www.flavorwire.com National Park Service. (2013). Lincoln Memorial. Retrieved from www.nps.gov National Park Service. (2013). Martin Luther King Jr. Memorial. Retrieved from www.nps.gov

Unit Ending Student Essay Questions and Extensions: 1. Use two artists that we have studied in the unit to explain how they explore issues of identity in their own work. How have they informed your own ideas of how artists create meaning. 2. Use a metaphor to describe your identity using an object in paragraph form. Draw an illustration that personifies you as the object. 3. Choose one of your artworks from this unit. Describe the piece, explain how it communicates your identity, and explain what changes you would make if you revisited the ideas of the lesson. As a result of this unit, students will know: 1. 2. 3. 4. Identity is constructed from multiple dimensions. Artists explore identity in their work to understand who they are as individuals. Artists use their work to communicate meaning. Artists use their work to express their desires.

As a result of this unit, students will be able to: 1. 2. 3. 4. 5. 6. Create a self- portrait from direct observation. Conduct research on a specific topic and use the findings to inform their art making. Articulate how their work represents their identity. Articulate specific meanings they have applied to objects. Recognize the use of metaphors in literature and art. Manipulate various forms of art media for a desired effect.

Resources: Art 21. (2001-2012). Retrieved from www.pbs.org/art21/ Boshners, P. ( January 31, 2011). Atlanta: In the studio with Jiha Moon [Blog post]. Retrieved from http://newamericanpaintings.wordpress.com/2011/01/31/atlanta-in-the-studio-with-jihamoon/ Davis, L. (2012). Kerrith Johnson casts superheroes and their alter egos in motivational posters. Retrieved from Wwww.comicalliance.com/kerrith-johnson-art-motivational-posters Freeman, P. (Ed.). (2001). The diary of Frida Kahlo: An intimate self portrait. New York, NY: Harry N. Abrams. Galperina, M. (2012, March 26, 2012). 10 famous artists' fascinating alter-egos [Blog post]. Retrieved from www.flavorwire.com Herrera, H. (1983). Frida: A biography of Frida Kahlo. New York, NY: Harper Collins. Jungen, B. (2009). Brian Jungen -strange comfort. Retrieved from http://nmai.si.edu/exhibitions/jungen/ Magnussun, N. (2013). Animal Allegories Retrieved from www.funism.com/art/animal_allegories.html Moon, J. (2011). Jiha Moon artist statement. Retrieved from www.factor prize.org National Park Service. (2013). Lincoln Memorial. Retrieved from www.nps.gov National Park Service. (2013). Martin Luther King Jr. Memorial. Retrieved from www.nps.gov Organizational Zoo. (2013). Organizational zoo profiler. Retrieved from www.organizational zoo.com/profiler/ SFMOMA Art Think. (2013). Self and society: tracing identity. Retrieved from www.sfmoma.org/artthink Storr, R. (2001). Identity. In Art 21: Art in the twenty-first century (pp. 112-161). New York, NY: Harry N. Abrams.

I Am Poem
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I am__________________________________________________________ I wonder______________________________________________________ I hear_________________________________________________________ I see__________________________________________________________ I want________________________________________________________ I am__________________________________________________________ I pretend______________________________________________________ I feel_________________________________________________________ I touch________________________________________________________ I worry________________________________________________________ I cry__________________________________________________________ I am__________________________________________________________ I understand___________________________________________________ I say__________________________________________________________ I dream_______________________________________________________ I try__________________________________________________________ I hope________________________________________________________ I am__________________________________________________________

Me
Consider who you are and who your alter ego is. Make a list that considers the following traits.

The Other Me

Personality Special Talents Powers Likes Wants Fears