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Unit Introduction.doc

 

Lesson Plan for Day 4 (Unit Introduction):

 

  • Students will work on starter related to homework during attendance.
  • 2 students share what they wrote for the starter.
  • Students are introduced to the Unit, Digging Deeper.
  • Students participate in a brainstorm activity to aid in realizing the traditional portrait
  • Announce homework and answer general questions.

 

Big Idea: The exploration of Identity through the re-introduction of portraiture

 

Essential Questions:

  • Using 35mm film and alternate processes create a diptych that includes a traditional self-portrait and a self-portrait that pushes the boundaries of portraiture that 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:

  • 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.
  • 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:

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 an 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.

 

Objective:

            Create a diptych that includes a traditional self-portrait and a self-portrait that pushes the boundaries of portraiture.

 

Art Problem:

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

 

Sequence and Script:

(11:50am-12:35pm) rough script

 

11:50-11:55 (starter)

            - students get settled and work on started when they come in and while we do attendance

11:55-12:00 (starter review)

            - Max picks student to share what they wrote for starter

            - Cassandra picks student to share what they wrote for starter

            - students hand in paper so we can check hw and comprehension

12:00-12:15 (unit intro)

            - Max segways into unit (Max and Cassandra hand out unit handouts w rubrics and             brainstorming sheets while intro-ing)

            - Cassandra reads questions of inquiry

            - Max reads elegant problem

            - Max segways to diptych example/prototype you will be creating two self portraits for this             unit)           

            - Cassandra covers criteria/components

12:15-12:25 (brainstorming for traditional image)

            - Max seqways into brainstorming

            - Max does first prompt for box 1

            - Max gives ex: guitarist, neurotic, techno geek

            - Cassandra does second prompt for box 1 

            - Max gives ex: cross out neurotic and replace with meticulous or organized, and add family             man

            - Max does prompt for box 2

            - Max gives ex: guitarist→the instrument/equipment, music notes, sound, sound waves, long             fingers, calluses, musician exemplars/ role models, etc.

12:25-12:35 (announce homework and take any questions about unit)

            - Cassandra segways into homework (Max and Cassandra hand master homework schedule)

            - Cassandra covers homework for April 7th (REMEMBER: Keep everything, all images             good or bad because you will be doing a non traditional portrait later!)

            - Max covers note about upcoming due date

 

[For Next Class:

Shoot 1 roll of 36-exposure film for the first half of the diptych representing the traditional self-portrait.

 

Your film must be processed by____________

Your traditional print must be done by___________

 

(You must check in with Max and or Cassandra in the next two classes about your traditional image to make sure you’re on check)

 

Bring 6 images printed out in black and white (cheap copies are fine!) from your photo collection at home that you feel represents you and or aspects of yourself.

2-about full 8.5x11 scale (one with an environment)

2- about 5x6 scale

2- smaller than 5x6 (one with your face)

DRAFT: This module has unpublished changes.