DRAFT: This module has unpublished changes.

DIGGING DEEPER – high school

 

Big Idea: Identity (The exploration of identity through the re-introduction of photographic portraiture.)

 

Essential Questions:

How can identity be represented in a photographic portrait?  Who are you beyond your physical image?  How can two images be used to provide a deeper portrait opposed to one?

 

Elegant Problem:

Using 35mm film and digital technology create a diptych that includes a traditional self-portrait and a self portrait that pushes the boundaries of portraiture which conveys an unknown aspect of your self

 

Key Concepts:

Who we are is built upon what we’ve been through, who we’ve known, the friendships we’ve been apart of, where we’ve lived and visited, what we’ve tried and not tried, the emotions we’ve experienced, our accomplishments and failures, our strengths and weaknesses, and the development of our dreams and aspirations.  How do your experiences influence who you are?  

 

Art Concepts:

OVERARCHING:

  • Artists explore questions about who they are by making artwork about themselves.
  • Self-Portraiture can be defined in many ways, often breaking beyond the limitations of the face and body.
    • Artists use perception as a tool for exploring and explaining their understanding of the world.
    • Artists use composition and subject matter to indicate the influence of their lives on their identity.

TOPICAL:

  • Diptychs can be used as a means of exploring an idea on a deeper and more complex level (using comparisons and relationships as a tool).
    • Alternate photo processes, such as cliché verre, are tools for altering perception and exploring emotion in a tactile way.

 

Art Skills:

Exploring self through metaphoric imagery.

 

Using perception and visual indicators, as created through photographic processes and composition, as a means of creating identity in a image.

 

Guiding Questions:

Who we are is built upon what we’ve been through, who we’ve known, the friendships we’ve been apart of, where we’ve lived and visited, what we’ve tried and not tried, the emotions we’ve experienced, our accomplishments and failures, our strengths and weaknesses, and the development of our dreams and aspirations.  How do your experiences influence who you are?  

  • What places do you identify with?  Do you associate with any one location due to a memory or experience?  What would be your ideal place?  Why?
  • Can you think of an object or place that might represent who you are or an aspect of your personality?  Think of memories or simply imagine a place you would want to exist in.

 

Objectives/Goals:

Concepts

  • Students will identify objects, actions, and places that are important to them in order to explore aspects of identity.
  • Students will push the boundaries of portraiture in order to gain deeper understanding of the self through metaphor and association.
  • Students will question cultural norms and social roles as well as surface level forms of identification AND challenge how they have accepted or rejected these norms within their identity. 
  • Students will gain a deeper understanding of identity as it pushes beyond the physical self.
  • Students will redefine their perceptions of both portraiture and identity.
  • Students will focus on the use of cliché verre techniques to emphasize the ephemeral qualities explored in their non-traditional image.

 

Skills

  • Students will learn to use digital technology as a means of increasing their negatives size to use with the cliché verre alternate photography technique.
  • Students will use two images in relation to one another as a means of exploring deeper meaning.
  • Students will integrate cliché verre into image making as a means of exploring emotion.
  • Students will continue to strengthen compositional techniques and technical craftsmanship in the dark room.
  • Students will seek out artists that use photography as a means to explore identity and portraiture, both traditionally and non-traditionally.

Dispositions

  • Photo journals will be used as resources for the students to explore the guiding questions in a open and free manor in order to gain unconstrained understandings.
  • The class environment will push exploration and risk taking, especially in the students’ goal of pushing the bounds of portraiture.
  • Cliché verre will push the students to explore physically the emotional and ephemeral notions of self in order to create a bridge between the verbal associations discovered I their journals.
DRAFT: This module has unpublished changes.