Ann Nipper CTE 430 PD LESSON

Tuesday, November 6th, 2018

CTE 430 - Leadership and CTSO

Personal Development Identity Mind-Maps and Identity Boxes

Standards
1.1.7 Demonstrate creativity and resourcefulness by contributing new ideas and working with initiative Idaho CTE
1.2.3 Demonstrate critical-thinking and problem-solving skills by analyzing and resolving problems that arise in completing assigned tasks Idaho CTE
VA:Re.7.1.Ia Hypothesize ways in which art influences perception and understanding of human experiences. Idaho Fine Arts - Visual Arts (2017)
VA:Cr1.1.Ia Use multiple approaches to begin creative endeavors. Idaho Fine Arts - Visual Arts (2017)
VA:Cr2.1.IIIa Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept Idaho Fine Arts - Visual Arts (2017)

Name
Personal Development Identity Mind-Maps and Identity Boxes

General Focus
Students will explore their identities by evaluating themselves through inquiry-based questions and they will consider how others might perceive them. Students will create
and design an identity box. Students will bring in small objects to act as symbols to fill their box, and they will create realistic hand-made objects in attempts to fool their
peers/viewers as to what is real and what is fake regarding their identity. The “real” objects in their boxes should represent their strengths and qualities that they want people
to see. The “fake” objects in their boxes should represent how they feel others might perceive them (which are not always accurate or real assumptions) or qualities that they
would like to work on. This unit will be used at the beginning of the year or semester as a get-to-know-yourself and a get-to-know-your-peers activity.

Academic & Content Language

1. Personal Development: The process of improving oneself through activities that improve awareness and self-identity.
2. Identity: Who someone is. The set of behavioral or personal characteristics by which an individual is recognizable as a member of a group.
3. Trompe L’oeil: To fool or trick the eye.
4. Symbol: A thing that represents of stands for something else.
5. Form: Anything that is three-dimensional or appears to be three-dimensional.
6. Texture: The surface quality of an object. The way something feels or the way something appears to feel.
7. Unity: The feeling of harmony between all parts of a work of art in order to create a sense of completeness.
8. Medium: Materials that are used to create a work of art.

Objectives
SWBAT investigate and explore areas of their personality, identity, goals, and dreams.
SWBAT create a visual mind-map detailing aspects of their lives and personal development.
SWBAT create a meaningful identity box that allows them to express their own identity perceptions and the perceptions of others.
SWBAT discuss the questions listed below with their peers.

Prior Knowledge
QUESTIONS
Prior:
1. What is identity?
2. What words would you use to identify yourself?
3. How do you think others perceive you?
4. What words you do think others would use to describe you?
5. What are some physical objects to act as symbols that you feel would represent yourself?
6. What are your goals?
7. What are your strengths?
8. What are your flaws?

During:
1. What are some qualities about yourself that you would like to improve?
2. Does the way you act and carry yourself fool the public eye? (Discussion about trompe l’oeil)

Post:
1. Which objects in your box belong?
2. Which objects in your box don’t belong?
 3. Which objects are real?
4. Which objects are fake?
5. Why?

Anticipated Areas of Misunderstanding

Often times, students have a difficult time being meaningful with some of their choices regarding identity. They tend to focus on their favorite things and hobbies, versus
aspects of their personality and identity.

Procedures
1. Instructor will administer a questionnaire to each of the students featuring the “Prior” questions above as well as some other questions to get students to think about
their goals and hobbies. (5 minutes)
2. Instructor will facilitate a discussion about identity and how/why artists use identity in their artwork. (10 minutes)
3. Homework: http://screencast-o-matic.com/watch/cFXhYzYN1k Students will watch the Screen Cast in order to receive the instructions for their homework. Students will
be instructed to create a visual "Mind-Map" identifying aspects of their personality, goals, dreams, etc. Creativity will be required, and students will need to bring in a
"finished" (colors, inking, pictures, etc.) map.
4. Students will share their "Mind-Maps" in a teacher led gallery walk.
5. These "Mind-Maps" will lead the way as inspiration for students to work on a more in-depth art project inspired by artist Jospeph Cornell. The attached PPT will be
shown. A discussion on identity and personal development will occur. (25 minutes)
6. Students will be asked to bring in a box to act as their identity box as well as 10 small items to act as symbols (they will only end up using 6 total, but the more options for
them at the beginning the better). Five of those items need to represent how the students identify themselves, and five of the items will represent how they feel they
might wrongly be perceived by others.
7. Students will decorate their boxes based on their hobbies, goals, and interests. Students will have access to paint, colored pencils, markers, collage materials, and other
basic classroom art supplies. Students will be given 1-3 art class periods to finish the decoration of their boxes.
8. After their boxes are complete, the instructor will present a PPT showing many examples of trompe l’oeil. Two featured artists in the PPT will be Victor Spinski and
Richard Shaw with examples of their work from BAM Permanent Collection. Students will then begin to work on three trompe l’oeil objects of their own using various
sculpture materials. The objects that they choose to be trompe l’oeils, will be the objects that they feel misrepresent themselves.
9. Students will be given 2-5 art class periods in order to finish their handmade objects. Their goal is to make their objects (using their initial real object for observation)
look as real as possible using the art elements form and texture as their focus.
10. When students are finished with their objects, they will assemble their real and fake objects into their identity boxes.
11. Students will be placed into small groups and will take turns presenting their boxes and having their peers guess and discuss what is real vs. what is fake (kind of like the
game Two Truths and a Lie).
12. Students will end the unit by completing a self-evaluation form.

Materials
Attached Visual Aid
Paper
Pencil
Various Art Supplies (see suggestions in attached PPT)
Projector
CTE 430 PERSONAL DEVELOPMENT MIND MAPS - IDENTITY BOXES.pptx

Assessments
1. Instructor will monitor and observe student’s progress throughout their projects.
2. Students will complete a self-evaluation form at the completion of their project that includes assignment objectives and vocabulary terms they have utilized.
3. Instructor will hold a class discussion to gauge what the students have learned.

Modifications/Accommodations
Students overwhelmed with multiple simultaneous verbal instructions will be provided a written list of tasks.

A print out of the PowerPoint with room for notes will be available for students at the start of class

Reflection
1. What went well? Why?
2. What did not go as you planned/expected? Why?
3. If you were to teach this lesson again to the same group of students, what changes would you make to your instructional strategies that would improve the student
learning? Why?
4. Did the students meet the objectives? How did you know?
5. How did you use feedback from the students to make instructional decisions while you were teaching the lesson?
6. How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their
learning?
7. How did the feedback you gave students help address their needs in relation to the objectives?
8. Analyze your biggest challenge during the lesson. What did you learn from it?
9. How will that impact future lessons?
10. Based on the results of the lesson, what are your next steps?