What I Am
A First Grade Art Lesson on Identity Sheryl Lamme
What I Am
First Grade Big Idea – Identity Humans are unique, set apart by the characteristics that make them who they are. Key Concepts – Identity is more than physical appearance. Identity has the capacity to grow and change. Identity is developed through family and cultural connections. Memory, beliefs, values, and tradition are all a part of identity. Essential Investigative Questions: Why is it important to be unique? What makes you special? How are you like other people? How are you different from others? Thinking like an artist: Looking closely at oneself involves: noticing deeply, looking at others, examining the things we value, and the connections we have. Images for VTS
Me and My Parrots (1941) Self Portrait With a Monkey (1940)
Images will be displayed side-‐by-‐side. These images were selected because I want students to notice background details, clothing, use of space, and physical characteristics. I hope that they will compare and contrast the two images.
The Crown Heights Children's Story Quilt, 1996, Faith Ringgold
Image selected for it’s strong narrative, multiple images, and cultural connotations.
Tom Hussey, Mirror Series Image selected for ease of accessibility, narrative and mood -‐ hopefully students will discuss aging and memories.
Instructional Activities: Day 1 VTS Kahlo Self-‐Portraits (15-‐20 minutes) View and Discuss Sesame Street Wil I Am music video, watch two time http://youtu.be/cyVzjoj96vs Will.i.am -‐ Sesame Street Lyrics If what I am is what's in me Then I'll stay strong That's who I'll be And I will always be the best Me that I can be There's only one me I am it Have a dream I'll follow it It's up to me to try . And what I Am is THOUGHTFUL. And what I AM is MUSICAL. And what I AM is SMART. And what I AM is BRAVE. And what I AM is HELPFUL. And what I AM is SPECIAL. There's nothing I can't achieve Because in myself I believe in love Gonna keep our heads up high... HIGH! Keep on reachin' high... HIGH! Never gonna quit Just keep gettin' stronger. And nothins' gonna bring us down... No! Never givin' up gotta go... Go! cause I know I'll keep gettin' stronger. What I AM is SUPER. What I AM is PROUD. What I AM is FRIENDLY.
Oh, imma keep my head up high... HIGH! Keep on reachin' high... HIGH! Never gonna quit I'll keep gettin' stronger. And nothins gonna bring me down... No! Never gonna stop gotta go... Go! Because I know I'll keep gettin' stronger What I AM is GROUCHY. What you are is MAGICAL. What you are is SPECIAL. There's nothing I can't achieve cause in myself I believe in NO (?) Gonna hold my head up high Keep on reachin' high I'm never gonna stop I'll keep gettin' stonger. Nothins’ gonna bring me down Never givin' up Gotta go Yeah... I'll keep gettin' stronger.
VTSque discussion of the song-‐ What was the song about? What did you hear that makes you say that? What more did you hear? What does it mean to be: super, proud, friendly, grouchy, magical, special, thoughtful, musical, smart, brave, helpful? What does it mean to hold your head up high? To keep on getting stronger? Play activity – Use manila paper and crayon to draw a picture of yourself doing something you enjoy doing.
Day 2 VTS Ringgold Image (15 minutes) Play song from Sesame Street video. Use 18” x 24” manila paper folded into fourths as a graphic organizer to record: me, doing one thing I’m good at, one family celebration or tradition, a memory of the best day ever, and my favorite possession/s. Allow plenty of freedom for personal interpretation. (30 minutes) Day 3 VTS – Tom Hussey, Mirror Series (15-‐20 minutes) Have students number off 1-‐5, and get into groups per number. Distribute drawings created last period. Students will share drawings with group and interview classmates about their drawings. Review rules for respectful discussion. Return to seats. (15 minutes) Question for group discussion: What new information did you learn about a classmate as a result of your interview? What do you have in common with your classmate? How are you different? (10-‐15 minutes) Art Making Activity Introduce the concept of wearable art – View and Discuss http://prezi.com/bcva36i6xl9f/?utm_campaign=share&utm_medium=copy Day 4 Supplies: 18” X 24” manila paper, crayon. Repeat viewing of prezi. Use the drawing created on day two to generate several ideas for a piece of wearable art. (30 minutes) Discuss ideas with table group. (10 minutes) Select favorite idea and refine idea. (10 minutes.) Day 5 Supplies: newspaper, construction paper, bulletin board roll paper, fabric sraps, buttons, scissors, glue, tape, staplers, miscellaneous trim Review draft, how does it communicate the idea of who you are and how you are special? Make any additions or changes. Assemble supplies. Begin construction. Days 6 – 7 Continue construction of wearable art.
Day 8 Class fashion show. Invite library media specialist to photograph each student modeling his or her piece. Compile still photos into iMovie with Sesame Street song as soundtrack. Day 9 Watch video. Class will participate in vtseque discussion of individual photographs. (Teacher will ask for volunteers who would like having their piece discussed.) Assessment Checklist:
Notices Deeply (Details) Makes Connections (Expresses memories, Uses metaphor) Persists (Concentrates / Not discouraged) Uses Narrative Uses Humor
Skills for the Conceptual Age – Students will create a meaningful design where all parts work together to communicate a personal narrative about their identity. Sharing ideas with others promotes empathy. Teachers example:
Cover page clip art courtesy Ray Larabie, http://www.free-‐graphics.com/