1. Identity/Self-Portrait Unit
7 days long for 6th graders

2. Objectives
Students will create at least one self-portrait focusing on the concept of object symbolism using at least three objects that have meaning.
Students will create at least one self-portrait focusing on the concept of color symbolism using at least two colors that have meaning.
Students will create at least one self-portrait focusing on the concept of emotion using at least two facial features that represent an emotion.
Students will create at least one self-portrait focusing on the concept of clothing symbolism using at least three pieces of clothing that have meaning.
Students will create at least one final self-portrait that displays all four concepts discussed in class (listed above).
Students will understand and identify at least 3 examples of each concept and apply them to their work.
Students will interpret their artwork by being able to explain the meaning of at least 4 of the concepts they included in their work when presenting it to the class.

3. Teacher & Student Materials
Powerpoint
Teacher example
Fill in the blank worksheets
Fill in the blank worksheets
Paper
Colored pencil
Paint
Pencil

4. Critical Key Questions
What do the colors say about the person being represented in this portrait?
What emotion is their facial expression conveying? What makes you think that?
What do the objects do you see in this work? What do you think they say about the person in the portrait?
When you look at their clothing, where do you think they live? What do they do for a living?

5. Vocabulary
Representation: the description or portrayal of someone or something in a particular way or as being of a certain nature.
Symbolism: the use of something to represent ideas or qualities.
Expression: the look on someone's face that conveys a particular emotion.
Compare: estimate, measure, or note the similarity or dissimilarity between.
Contrast: the state of being strikingly different from something else, typically something in juxtaposition or close association.
Personality: the combination of characteristics or qualities that form an individual's distinctive character.
Emotion: a natural instinctive state of mind deriving from one's circumstances, mood, or relationships with others.

6. Lesson 1 – Object Symbolism
Launch
Students will be given a worksheet with a vocabulary list with space next to each word for them to write their own personal definitions, as well as examples of each.
The teacher will begin a class discussion by asking if they know what object symbolism is. Have them give specific examples relating back to themselves. What are some objects that symbolize who they are as a person?
Use Frida Kahlo handout
Instruction
The teacher will give the students the real definition of object symbolism
The teacher will reinforce the concept of object symbolism by showing a PowerPoint of artworks that have clear examples and discussing them with the class.
What objects do you see in this work? Do you think they have a purpose in this artwork or are they just there for decoration? What do you think they say about the person in the portrait?
As the class is having a discussion about object symbolism, the students will fill out their worksheets.
Using colored pencils, have students draw a simple self-portrait incorporating at least three objects that describe them.
Closure
Once completed, students may show their self-portraits to the class and explain the objects they included and what they say about themselves.
What objects did you include? What do they say about you? Why? How?
Ask students if any objects presented have a different meaning to someone else. Why do you think that is?

7. Lesson 2 – Color Symbolism
Launch
Students will pull out their vocabulary/examples worksheet that they were given the first day of the unit and continue to fill it out as the lesson applies.
The teacher will begin a class discussion by asking if they know what color symbolism is. Have them give specific examples relating back to themselves. What are some colors that have meaning? Why do they have this meaning? Is the meaning the same to everyone?
Instruction
The teacher will give the students the real definition of color symbolism
The teacher will reinforce the concept of color symbolism by showing a PowerPoint of artworks that have clear examples and discussing them with the class.
What do the colors that are featured in the artwork say about the person being represented in the portrait? Why?
As the class is having a discussion about color symbolism, the students will fill out their worksheets.
Using colored pencils, have students draw a simple self-portrait using at least two colors that have meaning to the representation of themselves in the portrait.
Closure
Once completed, students may show their self-portraits to the class and explain the colors they included and what they say about themselves.
What colors did you use that have meaning? What do they say about you? Why? How?
Ask students if any of the colors used have a different meaning to someone else. Why do you think that is?

8. Lesson 3 - Emotion Launch
Students will pull out their vocabulary/examples worksheet that they were given the first day of the unit and continue to fill it out as the lesson applies.
The teacher will begin a class discussion by asking if they know how different emotions are represented. Have them give specific examples relating back to themselves. What parts of your face show the most emotion. What do raised eyebrows mean? A frowning face? Wide eyes?
Instruction
The teacher will give the students the real definition of emotion.
The teacher will reinforce the concept of emotion by showing a PowerPoint of artworks that have clear examples and discussing them with the class.
What emotion is their facial expression conveying? What makes you think that?
As the class is having a discussion about emotion, the students will fill out their worksheets.
Using colored pencils, have students draw a simple self-portrait using at least two facial features that represent a single emotion.
Closure
Once completed, students may show their self-portraits to the class and explain the facial features they included and what emotion they convey.
What emotion does the face you drew read as? Why do you think that?
Ask students if any of the facial features used convey a different emotion to someone else. Why do you think that is?

9. Lesson 4 – Clothing Symbolism
Launch
Students will pull out their vocabulary/examples worksheet that they were given the first day of the unit and continue to fill it out as the lesson applies.
The teacher will begin a class discussion by asking if they know what garment/clothing symbolism is. Have them give specific examples relating back to themselves. Certain clothes have different meaning. What are some examples? What gives them these meanings?
Use Cindy Sherman handout
Instruction
The teacher will give the students the real definition of garment/clothing symbolism
The teacher will reinforce the concept of clothing symbolism by showing a PowerPoint of artworks that have clear examples and discussing them with the class.
When you look at their clothing, where do you think they live? Are they rich? Poor? Middle-class? What do you think they do for a living? Where do you think they were going dressed like this?
As the class is having a discussion about clothing symbolism, the students will fill out their worksheets.
Using colored pencils, have students draw a simple self-portrait using at least three pieces of clothing that represent themselves and where they’re going, where they work, or how much money they have.
Since money may be represented in this, students may draw themselves as fictional characters such as kings, cavemen, or businessmen/women so actual status does not need to be shown.
Closure
Once completed, students may show their self-portraits to the class and explain the clothing items they included and what they say about themselves.
What specific clothing items did you include? What do they say about the person being represented in the portrait? Why?
Ask students if any clothing items presented have a different meaning to someone else. Why do you think that is?

10. Lesson 5-6 – Final Self-Portrait
Launch
The teacher will lead a class discussion about the four concepts covered the last four days of class (color symbolism, object symbolism, emotion, and clothing symbolism). Students will reflect back on their vocabulary worksheets if necessary.
The teacher will use a PowerPoint with a collection of portraits that represent the concepts to briefly refresh the student’s memories.
Instruction
Taking these concepts into consideration, students will be instructed to create a final self-portrait using at least one of each concept. Students may use colored pencil, paint, or a combination of both.
If students don’t know how to represent an idea, they may ask a classmate their opinion, or reflect back on the examples shown in class.
How do these objects, colors, clothes, and emotions describe you?
Closure
Students will reflect on the concepts they included and whether or not they are relevant to the assignment and themselves. If not, they will figure out how to correct them.

11. Lesson 7 - Critiques Launch
Students will get the first 10 minutes to add the finishing touches on their final self-portrait.
Is each concept represented in this portrait? Do you think they describe you enough to be understood by someone else viewing your portrait?
Instruction
Each student will get up in front of the class and present their final self-portait.
What objects did you use to symbolize you? What do they mean to you?
What colors did you use to symbolize you? What do they mean to you?
What facial features did you use? What emotion do they convey? Why did you choose this facial expression/emotion?
What clothing items did you include? What did you want these clothing items to represent in this portrait?
List at least two adjectives to describe the person being presented in this portrait?
Closure
Have students reflect on the portraits they saw in class today.
Were there any portraits presented today that gave you a different idea then the idea that the artist wanted you to perceive? Why?