Teacher Quality Standard II
Teachers establish a safe, inclusive, and respectful learning environment for a diverse population of students.
Element B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working towards common goals as a community of leaders.
Evidence Outcomes: designs instruction that reflects diverse backgrounds, experiences, and points of view and attends to student self-identification.
Identity Silhouette Exploration
Objective: Students use the historical technique of the silhouette as a foundation for large scale (3’x3’ or larger) self-expression/identity artwork. Students will transfer their prior knowledge of art elements and media to create a visual representation of personal identity. Students will engage in brainstorming and rough draft steps to consider concept, art media, techniques, and multi-step planning. Students utilize critical thinking skills when analyzing peer work during gallery walk and use constructive visual language to provide feedback to peers during individual critique sessions. Students utilize literacy skills and technology to record their evidence for self reflection and assessment.
Student Work
Reflection:
Middle schoolers are in the throws of trying to figure out who they are and who they would like to be. This is why all four CDE Visual Art Standards at the middle school level include components of identity, self expression, culture and diversity, and community/societal concerns. The purpose of the Identity Silhouette unit is to have students get out of their comfort zone, both by engaging in self reflection through visual representation, and working on a large scale. The critique and self reflection portion of this unit is a key piece to encapsulate the CDE Visual Art Standard: Envision and Critique to Reflect to interpret the intent of others, and analyze works of art using different points of view.
Unit Plan
