Unit About Me

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Joella Burns
5 years ago
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1 Unit About Me A B OU T TH E UN I T In this unit students will express their own self image through photography and collage. They will make a self portrait using photographs and real objects that depict their identity. They will relate their own to that of other artists, using photographs and collage. Unit duration: 2 hours per week for weeks. W H ER E TH E UN I T F I T S I N E X PE C T AT I O NS At the end of this unit most students will be able to: Ar t Ye ar 1 0 to use digital media and photography to realise a 2d collage relating to themselves; to analyse and evaluate the of contemporary artists who use collage and self portraiture; develop ideas to make a personal response in the form of a digital collage; make connections with their own and others Art Craft Design 2D 3D Individual Collaborative Line Tone Colour Pattern Texture Shape Form Space Painting Collage Textiles Digital media Sculpture Print making some students will not have made so much progress and will: realise a 2d collage ; develop a basic ability to analyse of selected artists; demonstrate an understanding of collage and portraits; begin to make connections with others V O CA B U LA R Y In this unit students should have an opportunity to use words and phrases related to: image, eg manipulate, compose, collage, narrative, scale identity, eg culture, religion, gender, personal history methods and materials, eg photography, collage, layering, digital imaging communication and presentation, eg symbols, self-portrait, mounting, framing, exhibiting R E SO U R CE S For practical cameras, eg disposable, SLR, polaroid, digital digital equipment and software, eg scanner, Photoshop or Pagemaker 5.0, colour laser copier collage materials, eg glue, paper (plain, colour,and acetate), scissors, photographs and print outs from magazines and books Suggested examples of art, craft and design artists who use self-portraiture, eg Meera Chauda, Chila Burman, Christian Boltanski, Moriko Mori, Gilbert and George, Sonia Boyce, Van Gogh, Rembrandt, David Alfaro Siqueiros, Alighiero e Boetti, Mark Wallinger, Frida Khalo artists who use collage, eg Richard Hamilton, Meera Chauda, Jiri Kolar, Peter Blake, Tariq Alvi, Marion Coutts, Hannah Hoch, David Hockney books and magazines which reflect students interests, eg. comic books (Manga, The Simpsons, Dan Dare, etc), car, sports or music magazines, favourite novels, religious publications favourite posters, foods, cds, other personal objects from home (for scanning) specific that digital explores identity through digital collage, Alexa Wright s series of entitled I in which the artist has digitally collaged a variety of physical disabilities onto her body leaving the viewer uncertain as to her true, physical appearance (lots of info available on the web through a key word search using the artist s name, try the search engine some students will have progressed further. They will also be able to: use digital media and photography to realise a 2d collage which clearly expresses an aspect(s) of their identity; to analyse and evaluate the of contemporary artists who use collage and self portraiture, make independent judgements, developing ideas to make a personal response; make extended connections with their own and others P R IO R LE A R NI N G It will be helpful if students have: experience of manipulating images using digital media ICT skills and abilities at level 5 and above investigated portraits and some of the reasons why portraits are made made collages, combining media and processes developed the habit of reflecting on their own and others F U TU R E L E A RN I N G In GNVQ, A'Level, BTEC and beyond, pupils are expected: to become more independent in research and development to select appropriate stimulus, processes, media and techniques in order to arrive at meaningful, original images A D AP T I NG T HE U NI T OF W OR K Students could: research another theme as a starting point for a collage, eg. the urban environment develop an image combining digital outputs (colour prints) to make a 3d abstract or realistic form, after viewing the of Yinka Shonibare make a memory box, combining computer generated imagery with objects and paint within a container, after viewing the box of Joseph Cornell d@y.t 2001 Browse, save, edit or print Schemes of Work from the d@y.t website at

2 A O 1 R E CO R D O B S ER V A TI O N S, E XP E R IE N C ES A ND I DE A S T H A T A R E A P PR O P RI A T E T O I N T EN T I ON S investigate images and objects relating to themselves and their environment from both past and present times ask students to develop a collection of ten photographs or objects from home that represent both their past and their present life, eg favourite food, childhood photos, souvenir of a visit somewhere understand that objects and images can be symbollic of the self to avoid label clichés, devise a no-label scavenger list record observations on the medium of photography ask students to examine the difference between prints made from a negative, with a digital camera and using a polaroid camera, commenting upon surface texture, image resolution and overall image quality using a chart in their sketchbooks with descriptive vocabulary, eg grainy, pixelated, blurry, sharp, dreamy, painterly, synthetic understand the difference between a variety of photographic processes and prints it s useful to try different formats for Polaroid prints (eg Eyezone cameras) and a variety of lenses (both type and quality) and to view prints made in a variety of ways (eg computer print-outs, from photo labs, newspapers)

3 A O 2 A N AL Y S E A N D E V AL U A TE I MA G E S, O BJ E C TS, AR T E FA C T S S H OW I N G U N DE R S TA N D IN G OF C ON T E XT investigate artists who have made self portraits make a visit with students to a local gallery that exhibits an array of portraits (both self portraits and other types of portraits which may reflect social agrandisement, historical significance, etc.), asking students to select two portraits that they think are successful and to record and compare these s in their sketchbooks, making detailed observations about: the subject matter and how it has been portrayed; composition; mood; and why they feel the s are successful are able to comment upon and compare ideas, methods and approaches used in different portrait students could in pairs, discussing and evaluating their chosen portrait in relation to form and content investigate artists who have used photography and digital collage ask students to examine and record ideas on the photographic, computer manipulated, of Jeff Wall (books widely available via the Internet or from art bookshops), Alexa Wright, Wendy McMurdo or any other artists using digital technology to alter photographs are able to ask and answer questions about how artists present new perspectives using photography and digital software programmes Alexa Wright s may be deemed contraversial by some, a group discussion might aid students understanding of difficult images and offer useful points of discussion in relation to nudity and ethics

4 A 0 3 D E VE L O P A N D E X PL O R E I D EA S US I N G M E DI A, P R O CE S S ES A ND R ES O U RC E S ( R E VI E W IN G, M O D IF Y I NG A ND R EF I N IN G WO R K A S IT P RO G R ES S E S) to develop a series of original images that explore the concept of personal identity discuss with students their preferred photographic method of recording themselves and their identity and ask them to develop a series of self portraits using this method show an ability to make an informed choice of photographic equipment that is most appropriate to their intentions self portraits need not reveal a whole face, but might contain a series of close-ups of facial features such as eyes, mouth or even hair or hands scanners and photocopiers can also be used as photographic devices to investigate ways of digitally manipulating a variety of images that relate to the self ask students to scan in a variety of both old and new pictures and objects, relating to themselves, into the computer encourage students to experiment with different software effects, eg blurring, scaling up and down, cutting, pasting and cropping articulate, and demonstrate skills relating to, the digital processes they have used to achieve particular effects when experimenting and developing ideas, refer to other artists use of resource material, eg composition, scale, texture to physically manipulate images and visual ideas, using them as a starting point for future ask students to prepare a wide selection of source materials, including those which have been digitally altered, for collage by printing out images onto different types of paper (both transparent and opaque) students can then create a series of collage s, based on particular aspects of their identity, using traditional collage techniques select from a wide range of digitally and traditionally produced source material, in order to develop a number of theme-based collages multiple print outs of pictures in different sizes will help students make informed decisions about selecting final images for their collage encouraging students to justify their selection of images will help them to clearly communicate one or more aspects of their identity

5 A O 4 P R ES E N T A PE R S ON A L R E S PO N S E, R EA L I SI N G I N T EN T I ON S AN D MA K I NG C ON N E CT I O NS W IT H TH E WO R K O F OT H E RS that images and objects can symbolise personal identity ask each student to make a presentation about themselves, using their collected objects and photographs from both past and present learn to make a presentation, using both sourced and newly created images and objects that have narrative and emotive content, commenting on their significance the presentation can take place during the initial stages of the project, as a warm up excercise teaching and technical staff can break the ice by making their own presentations to the class to make an informed decision about the selection of a final collage for scaling up and presentation ask students to select one of their self portrait collages to print out onto A4 paper, after cropping and touching up scale-up the final A4 print out to A0 size, using a multiple print colour laser photocopier at a local copier shop or teacher centre make a clear decision about which of their collage s communicates an idea of themselves most effectively students could discuss with classmates which image portrays their identity most clearly, while including other collages produced in their sketchbooks as evidence of experimentation try printing out several versions of the final collage using variations of brightness, in order to test and acheive the best results from the multiple print photocopier to justify decisions made in the light of tools, changes and ing methods ask students to review and document the main changes they have gone through to develop their idea and produce a final outcome having produced a final A0 size picture, ask students to prepare for a presentation to the class, explaining decisions made and how it relates to other artists ing methods and choice of imagery to be able to demonstrate how a variety of thinking and ing processes relate to their own to create a context for their, showing how it may have been informed by the of other artists (please refer to AO2 on portraiture to determine artists that may be useful for comparisons) this process can be related back to the initial presentations of other artists

Pupils will develop ideas using primary and secondary images inspired by Transformations:

Year 12 Theme Transformation Unit 1 INFLUENCES/SOURCES Pupils will develop ideas using primary and secondary images inspired by Transformations: Mechanical forms Natural Forms Buildings Figures Musical