TERRA Teacher Lab Name: Loza, Martha Ivette, Labombard, Kathryn Stauter, Jeffrey School: Little Village Academy Lesson Plan th Grade(s): 7 /8 th Title of Lesson: Identity Topic or Theme of Unit that Lesson is Part of: Who Am I? Subject Area(s): Advisory/Language Arts Schedule: 6-8 class periods Lesson Summary: Students learn about the meaning of "identity", the importance of understanding one's own self, and the power of developing these traits through creative expression. They examine the painting Kalouna in Frogtown by Jamie Wyeth among other fitting portraitures that clearly address the subject of one's identity and learn how to conduct a Close Reads of artwork. Students will share their personal experiences with developing identity and read academic analyses of Wyeth's painting and his background to understand how art can represent similar developments within individuals or society as a whole. Finally they will create works of art that clearly define what they know or have learned about themselves and the importance of understanding identity in our society today. American Artwork on Which Lesson is Based: Jamie Wyeth Kalounna in Frogtown, 1986 36 X 50 1/8 in. Terra Foundation for American Art 1992.163 Big or Main Ideas Students Will Understand: Identity is shaped by cultural past, present environment and future aspirations. Kolunna in Frogtown depicts culture and identity through portrait painting. Using the model of the close read can guide you in interpreting art.
National Standards and Lesson-Specific Objectives Include the Common Core Reading Standards (See section listing them in chart format if you teach social studies use the nonfiction column; if you teach reading use either/both columns.) For other national standards, see http://www.educationworld.com/standards/national/. Standards RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). R.L.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R.L.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL. 8. 2. Determine a theme or central ideal of a text and analyze it development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. R.L. 7.5 Analyze how a drama or poem s form or structure (e.g. soliloquy, sonnet) contributes to its meaning. RL. 8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. Social/Emotional Learning (SEL) Goal 1-Develop self-awareness and selfmanagement skills to achieve school and life success. Objectives Students will Interpret the artist s intentions depiction of rural vs. urban setting to convey identity. Interpret how the artist s use of pop culture alludes to Americanization. Analyze the artist s choices of setting and characters to convey theme (ex. identity) and interpret the identity of the subject in artwork. Analyze the artist s choices of color, line, shape and composition to convey theme (ex. identity) and interpret the identity of the subject in artwork. Compare and contrast the artists choice of color, line, shape and composition in various artworks. Create a work of art and writing piece that reflects their identity. Vocabulary Students Will Learn: Academic vocabulary: mood, theme, assimilation, immigration, adaptation, Laos, pop culture, boat people, civil war, setting (rural vs. urban) Art interpretation vocabulary: color, line, shape, realism, landscape, portrait, narrative, abstract, still life, collage foreground, middle ground, background, point of view, color, contrast, subject, content, context, gaze, mood Assessments: 1. Students produce and explain their own artwork that communicates ideas about who they are. 2. Students compare themes from a piece of artwork to their own identity. 2
Relevant Information about the Time Period Information Civil war in Laos throughout the 50s, 60s, and 70s brings many immigrants to the United States. Every new generation of immigrants still enters the United States working in manual labor jobs not academic ones. In the 1980 s pop culture dominates American life and becomes a major U.S. export. Source Relevant Information about the Artist Information Raised on a Pennsylvania farm and born into a family of artists. Focused on painting subjects that were personally close or meaningful to him. Known for his realist style with a few fantasy elements that addressed the changing face of America. Source Relevant Information about the Artwork Information Subject, Kalounna, is a Laotian immigrant boy who worked for Wyeth s family and was allowed to sign the work with the artist. Source Frogtown is a small farm community in Pennsylvania near Wyeth s boyhood home. Kalounna had an American name, Bruce, but Wyeth chose to name the painting after his Laotian name. Artist s biography and interpretation of Kalounna in Frogtown artwork http/collections.terraamericanart.org/view.objects/asiste m/search$0040/0/datebegin-asc/alphasort- asc?t:state:flow=fa4b8c9e-2d34-4fe3-bf01-85a9688cdocf Artist s biography and interpretation of Kalounna in Frogtown artwork http/collections.terraamericanart.org/view.objects/asiste m/search$0040/0/datebegin-asc/alphasort- asc?t:state:flow=fa4b8c9e-2d34-4fe3-bf01-85a9688cdocf 3
Resources: High-quality art reproductions (Where will you get them and in what format?) Source (e.g., Terra handout, museum store, website URL, etc.) Format (e.g., overhead transparency, poster, jpg, etc.) Field trips to See Original Works of American Art (Indicate type of trip below school field trip or a guide you will prepare for students to use with their families.) X class trip guide for family visit to museum Location: Date: August 2011 class trip Location: guide for family visit to museum Date: Texts, Web sites, and Primary or Secondary Sources for Student Use http://collections.terraamericanart.org/view/objects/asitem/search$0040/0/datebeginasc/alphasort-asc?t:state:flow=c644377b-aefe-488c-ab43-5ef3b83fc532 Terra Foundation website Art Institute of Chicago website Other Materials/Supplies Needed for the Lesson Construction paper Markers (various colors, sizes, tips, and effects) Colored pencils Crayons Glue Scissors Graphic organizer handout PowerPoint of art forms and Kalounna in Frogtown 4
Student Activities Day Emphasis and Objectives of the Day s Lesson 1 Create a work of art and writing piece that reflects their identity. Activities MATERIALS NEEDED: Teacher samples of one line portraits, construction paper, pencil Introduction 1. Model one line self-portrait 2. Create a self-portrait using one line self-portrait 3. Gallery walk of one line self-portraits 2 Analyze the artists choices of color, line, shape and composition to convey theme (ex. identity) and interpret the identity of the subject in artwork. Analyze the artists choices of setting and characters to convey theme (ex. identity) and interpret the identity of the subject in artwork. MATERIALS NEEDED: copy of (digital or hard copies) Kalounna in Frogtown by Jamie Wyeth 1. Close Read Jamie Wyeth, Kalounna in Frogtown (no title, no artist information) Take one minute to view painting What do you see? Students share observations 2. QUESTIONING: Where were you drawn to first? Why were you drawn here first, do you think? (C, L, S) Let s explore color: (boy in red shirt, truck, & red shutters). What patterns in color do you see? How do you see colors being reused? How do colors allow our eyes to travel around the painting? Why might artist have used color in this way to get us to see the things he s chosen to include in the painting? What do you think the boy is feeling? What makes you say that? What do you see that makes you say that? (horizon, hands, body posture, close-up, facial expression, orientation) What do you think is the setting of the artwork? What makes you say that? (rural vs. urban) What is the ethnic background of this boy? Do you think he is happy where he is living? What makes you say that? Where was he born? Country? What makes you say that? Why do you think the artist is having the boy wear the Dallas t-shirt? (Explain pop culture and how America is a big export to the rest of the world; Jersey Shore, Family Guy, The Simpsons) Why did the artist paint this subject (Kalounna)? 3. READ ALOUD: Terra foundation for American Art, Kalounna in Frogtown 4. Discussion Questions: How does this change your interpretation of the artwork? What are some themes in the artwork? 5
Day Emphasis and Objectives of the Day s Lesson 3 Analyze the artist s choices of setting and characters to convey theme (ex. identity) and interpret the identity of the subject in artwork. Analyze the artist s choices of color, line, shape and composition to convey theme (ex. identity) and interpret the identity of the subject in artwork. Activities Field Trip to Art Institute Gallery Activity 1: Exploring Portraits through close read Gallery Activity 2: Create Your Own Story graphic organizer Gallery Activity 3: Put yourself in the artwork narrative writing piece (Use your 5 senses to add details to your writing) Compare and contrast the artist s choice of color, line, shape and composition in various artworks. 4 Compare and contrast the artists choice of color, line, shape and composition in various artworks. Create a work of art and writing piece that reflects their identity. MATERIALS NEEDED: copies of Kalounna in Frogtown by Jamie Wyeth, copies of Kalounna/Myself graphic organizer Guiding Questions: What are some words to describe his identity? What is the artwork identity? 1. Observe Jamie Wyeth, Kalounna in Frogtown painting and Kalounna in Frogtown bio handout 2. Model Graphic Organizer using Kalounna in Frogtown painting and identify cultural past, present environment, and future aspirations using the artist Wyeth as an example 3. With elbow partners, students will have time (15 min.) to complete the graphic organizer for Kalounna. 4. Students will highlight the information that was captured in the artwork 5. Class discussion on observations and chart information. 6. Students will complete Myself portion of graphic organizer. 7. Highlight the information from your graphic organizer to capture in your self-portrait. 6
Day Emphasis and Objectives of the Day s Lesson 5 Create a work of art and writing piece that reflects their identity. Activities 1. Students will brainstorm for identity portrait 2. Students will complete a bi-fold: or Self-portrait of One line portrait strategy On left-side, students will identify words/phrases that they want to portray in their portrait On right-side, students will make visual representations of the words/phrases to add to self-portrait 3. Review a variety of portraits by various artists for inspiration: Archibald J. Motley Jr., Self-Portrait Gilbert Stuart, George Washington (The Landsdowne Portrait) Rufino Tamayo, The Fruit Vendor Barbara Kruger, We will not become what we mean to you Kahlo, Frida, Self-Portrait as a Tehuana (Diego on My Mind) Studio Time Draft a self-portrait Criteria: 1. Portrait 2. Color to convey something about you 3. Include a minimum of 3 important objects or symbols that represent (choice of setting, clothing, background objects, holding objects) 6 Create a work of art and writing piece that reflects their identity. Compare and contrast the artists choice of color, line, shape and composition in various artworks. 1. Continue with Studio Time 2. Close Read on self-portraits 3. Write a 24 word Biography and interpretation of artwork Assessment Students will produce their own artwork (portrait) that communicates their own identity. Students will interpret their peers artwork (portrait). Students will write a biography and interpretation of artwork. Extension Activities: Create a landscape that represents your environment and how it affects your identity and cut a photo of yourself to put in it. Barbara Krueger inspired art piece 7