Exploring Our Identities

Exploring Our Identities.pdf

Dublin Core


Exploring Our Identities




“Everyone has one! If I don’t get it, I won’t have any friends.” Everyone has wither heard these words being uttered by a child or have spoken them personally. This attempt at “fitting in” is a life-long issue, whether it is art school as a child trying to gain acceptance into the popular groups or as an adult following the latest fashion trends. Social influences, through peer pressure, stereotypes, or even through the media can not only shape our identity, but can also affect our daily choices.
Throughout this unit, learners will be reflecting on their identity. Learners will be viewing several artists and their artworks and will analyze how identity plays a crucial role throughout our lifetime, both in positive and negative ways. Learners will also develop their own symbol to represent their identity using the foil relief process.


Molly D. Chance


1. CMA 1951.43
- Colonel Alonzo Dargan, William Harrison Scarborough, 1865-1868, oil on canvas
2. CMA 1954.39
- Muse of Painting, Giovanni Battista Lupicini, 1606-1625, oil on canvas
3. CMA 1957.11
- Head, Alfred Henry Maurer, 1929, oil in canvas in composition board


Handheld Art


Columbia Museum of Art

Unit Plan Item Type Metadata


9 classes


Visual Arts Standards:
1. VA6-1.3 Select and apply the most effective materials, techniques, and processes to communicate his or her experiences and ideas through artworks.
2. VA6-1.4 Use art materials and tools in a safe and responsible manner.
3. VA6-2.1 Select a work of art, analyze its composition, and discuss which elements of art and principles of design are used in the work.
4. VA6-3.1 Identify and describe the content in works of visual art.
5. VA6-3.2 Select and use subject matter, symbols, ideas and the elements and principles of design to communicate meaning through his or her art making.
6. VA6-3.3 Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
7. VA6-5.2 Describe, discuss, and evaluate, both orally and in writing, the different qualities and characteristics of her or her own artworks and those of others, including works by South Carolina artists.

Integrated CCSS:
Language Arts
1. 6-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
2. 6-4.2 Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing.
3. 6-4.6 Edit for the correct use of written Standard American English, including punctuation, semicolon, commas to enclose appositives, and commas to separate introductory clauses and phrases.
4. 6-4.7 Spell correctly using Standard American English.
5. 6-5.3 Create written descriptions using precise language and vivid details.


1. The learner will view artists who explore the concept of identity.
2. The learner will discuss how they represent themselves.
3. The learner will explore their identity through personal reflection and small group discussion.
4. The learner will compose a paragraph to explain, “Who am I?”
5. The learner will discuss symbols used in everyday life.
6. The learner will create a symbol that represents their identity.


- Notecards (group discussion)
- Pencils and erasers
- Notebook paper
- Sketchbooks
- Newspaper (place under aluminum foil to create a deeper relief)
- Mat/foam board
- Aluminum foil
- Sharpies
- Glue
- Scissors

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