Unit 1: Identity
Artist: Chuck Close
Self-Portraiture: Crayon
Artist: William Wegman
Artful Personifications: Mixed Media
Unit 1: Identity Reflection
These two lessons both focus on the big idea of identity. Identity is what makes someone or something unique. The first studio does this through personality. As we examined a variety of Disney characters, we looked for one whose identity came close to matching ours. For example, my character, Minnie Mouse, held some of the same identity characteristics as I do, girlie and flirtatious being two of the many. As Bang (2000) talks about how the colors used on a piece of art can evoke a certain feeling, I feel as if the color pink on Minnie’s dress and bow evoke both a feeling of being flirty and girlie. In the second studio, we were to show the identity of a fable while using the concept of mixed media personifications. As I tried to recreate the identity of the Princess and the Pea, I used magazines to cut out the bed and body of the Princess, but cut out a picture of a cat’s head to replace the princess’s head. I chose the cat because cats are typically known for being prissy or “foo-foo” and that is the identity I wanted to create for the princess.
I would use both of these studios in my classroom to show students that they can create an identity for themselves or a character through any art form. As Silverstein and Layne (2010) say, when students are given studios like these, “they can construct and demonstrate their understanding in many ways” (p.4). So, I would use these studios in nearly the same way we used them in our classroom. After the students have an understanding of what identity is and how they can manipulate aspects of art to portray a desired identity, I believe my students would be successful at developing the characters they are trying to invent. I also believe it will give them a better understanding of what identity truly is.
Bang, M. (2000). Picture this:how pictures work. Boston: Brown and Company.
Silverstein, L., & Layne, S. (2010). Defining arts integration.
I would use both of these studios in my classroom to show students that they can create an identity for themselves or a character through any art form. As Silverstein and Layne (2010) say, when students are given studios like these, “they can construct and demonstrate their understanding in many ways” (p.4). So, I would use these studios in nearly the same way we used them in our classroom. After the students have an understanding of what identity is and how they can manipulate aspects of art to portray a desired identity, I believe my students would be successful at developing the characters they are trying to invent. I also believe it will give them a better understanding of what identity truly is.
Bang, M. (2000). Picture this:how pictures work. Boston: Brown and Company.
Silverstein, L., & Layne, S. (2010). Defining arts integration.