Identity

Shadow Boxes

5th/ 6th Grade

Joseph Cornell, Untitled (Tilly Losch)

(http://www.mba-lyon.fr/mba/sections/languages/english/exhibition/joseph-cornell-and-s)

Introductory Information:

Grade level and class size: 5th- 6th grade, 20-24 students
Length of class period: 45 minutes, 5-6 classes

Lesson topic and description:
Students will make a shadow box containing objects and/or drawings that reflect
their interests and things that shape their identity. They will think about the people
and items in their lives that form who they are. They will then draw, collage, sculpt,
or otherwise create representations of these things and place them in a box they
have decorated. At the end of the project the boxes will be displayed and students
will guess which box belongs to which classmate.

Stage 1- Desired Results

A. Enduring Understandings:
• Students will understand that the things and people around them shape their
identity.
• Students will understand that they can share the same interests as their
classmates but be different people.
• Students will understand that they can combine more than one material into
a piece of art.
B. Essential Questions:
• How can what and who is around you shape who you are?
• How does having many different aspects of your identity make you different
from your classmates while still having shared interests?
• How do artists combine multiple materials in one artwork?
C. Standards/ Frameworks:
• 1. Methods, Materials, and Techniques. Students will demonstrate
knowledge of the methods, materials, and techniques unique to the visual
arts.
• 3. Observation, Abstraction, Invention, and Expression. Students will
demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.
• 4. Drafting, Revising, and Exhibiting. Students will demonstrate knowledge
of the processes of creating and exhibiting their own artwork: drafts,
critique, self-assessment, refinement, and exhibit preparation.
D. Acquisition/ Learning Objectives:
• Students will understand that you can use more than one medium, and
combine two and three-dimensional objects in an artwork.
• Students will understand that their interests are important aspects of their
lives.
• Students will learn new techniques and new ways of combining materials.
• Students will learn how to display their work.

Stage 2- Assessment Evidence

A. Performance Task as Evidence:
• Each student’s box will show multiple interests and/or things/people in their
lives.
• Each shadow box will use more than one material.
• The boxes will be displayed by the students.

Teacher Sample of Identity Shadow Box (made by Abby Miller)

B. Other Evidence/ Continuum of Assessments:
• Students will sketch out ideas of objects/ people.
• Students will experiment with placement of objects in their box before
gluing.
• Students will discuss successes in their and other students finished shadow
boxes.

Stage 3- Learning Plan

A. Materials and Equipment:
• Boxes- Shoe boxes, shipping boxes, most cardboard boxes
• Paper and pencils for sketching
• White paper
• Colored construction paper
• Paint/ brushes
• Colored pencils
• Markers
• Oil pastels
 • Watercolors
• Cyanotype paper
• Modeling clay
• Magazines
• Pens
• Glue
• Scissors
• String- for hanging
• Sunlight or uv light
• Computer
• Projector
• Items students bring from home
B. Resources: Visual, Text, Media, Web
• Visuals:
o Joseph Cornell. (mid-1950s-early 1960s). Space Object Box: "Little
Bear, etc." motif. [Sculpture]. Retrieved from https://library-artstor-
org.ezproxy.library.tufts.edu/asset/AGUGGENHEIMIG_10313464182
o W. (n.d.). Archives: Joseph Cornell and Surrealism in New York.
Retrieved from http://www.mba-
lyon.fr/mba/sections/languages/english/exhibition/joseph-cornell-
and-s
o (n.d.). Retrieved from
https://www.guggenheim.org/artwork/artist/joseph-cornell
o Cyanotype Paper (6 x 6", White, 24 Sheets). (n.d.). Retrieved from
https://www.bhphotovideo.com/c/product/1331243-
REG/blue_sunprints_16167174_cyanotype_watercolor_paper_6x6.ht
ml
o Blueprint of the Ahnapee & Western Railway. [blueprint]. Retrieved
from https://library-artstor-
org.ezproxy.library.tufts.edu/asset/SS35197_35197_19442919
o Man Ray. (1946). Frosted Objects (of my Affection). [photogram].
Retrieved from https://library-artstor-
org.ezproxy.library.tufts.edu/asset/AWSS35953_35953_40439182
• Text:
o (n.d.). Retrieved from
https://www.guggenheim.org/artwork/artist/joseph-cornell
o Man Ray and his artworks. (n.d.). Retrieved from
http://www.manray.net/


Joseph Cornell Shadow Boxes
(https://library-artstor-org.ezproxy.library.tufts.edu/asset/AGUGGENHEIMIG_10313464182)
(https://www.guggenheim.org/artwork/artist/joseph-cornell)


C. Vocabulary with Definitions:
• Shadow Box- a shallow box that displays objects with personal significance.
• Cyanotype- a photo process that uses the sun to expose an image.
• Surrealism- a style of art where images are based on real life objects but
changed to be bizarre or dream like.
• Identity- Who or what a person or thing is. Identity is the qualities, beliefs,
personality, looks and/or expressions that make a person.
D. Instructional Overview
First Class:
• Teacher will greet class and begin lesson with slideshow. “Our next project
will be making shadow boxes.”
• Teacher will ask class if anyone has heard of shadow boxes and give a
definition (written on board).
• Teacher will introduce Joseph Cornell as a maker of shadow boxes and show
examples of his work.
• Teacher will ask students what images/ objects they saw in Cornell’s work.
• Teacher will explain identity shadow box project. “We’re going to be making
shadow boxes that express our identities. Does anyone know what the word
identity means? Can anyone tell me something that shapes your identity?
What about your family? Your interests? Your pets?” Teacher will write
answers on the board.
• Teacher will show students the teacher example of the shadow box and
explain the elements in it. “In my shadow box I have my cat, a quilt, and my
dad...”
• Teacher will tell students about the materials they can use.
• Teacher will tell students that they will have 5 or 6 classes to work on this
project and there will be some demos at the beginning of the next few
classes.
• The first demo will be on cyanotypes.
• Teacher will explain what a cyanotype is.
• Teacher will show example of how cyanotypes have been used.
• Teacher will introduce artist Man Ray as someone who uses a similar photo
process.
• Teacher will go over steps to doing a cyanotype.
• Teacher will have students pick out their favorite art material to do a demo
cyanotype in class.
• Teacher will ask students why they picked the art material they chose while
cyanotype is exposing.
• While the cyanotype is exposing teacher will ask students to start thinking
about items they can bring from home to expose next class. Teacher will
remind students objects can’t be too big and to think about the outline.
• Teacher will have students do sketches of what they want to make for the
final box.
• At the end of first class teacher will ask students what types of items they’re
going to put in their boxes. And ask what types of materials they’re planning
on using.
• Teacher will remind students to bring in items and a box.
Second Class:
• In the next class teacher will do a demo of using oil pastels and watercolors
together.
• Teacher will help students who want to do cyanotypes, one table at a time.
While other students work on elements for their boxes.
• At the end of class teacher will do a check in and ask students if they’re
working on anything they want to share with the class.
Third Class:
• Teacher will do a demo on collage, both with construction paper and
magazines.
• Teacher will help students who want to continue with cyanotypes.
• At the end of class teacher will do a check in with the class.
Fourth Class:
• Teacher will let students work on projects.
• Teacher will do a check in at the end of class.
Fifth Class:
• Teacher will ask students if they’ve thought about how they want to place
their items in their boxes.
• Teacher will ask students who have finished making their items to play
around with placement in the box.
• Teacher will ask students to glue their items into the box at the end of this
class of to be ready to glue by start of next class.
• Teacher will do a check in at the end of class.
Sixth Class:
• Teacher will show students how to attach string to the back of boxes to hang.
• Teacher will help students hang their boxes.
• Teacher will ask students to look at each other’s boxes and think about what
things they like in each other’s work.
• Teacher will have students guess which box belongs to whom.
 • Teacher will ask students questions and have a final discussion.
E. Questions to Generate Discussion:
• What did you learn about each other and yourself while doing this project?
• Did some of you have similar interests? Are your boxes the same?
• What were some fun parts of this project? What were some challenging
parts?
• What was it like using more than one material? Was it hard to think about all
of the pieces coming together?
F. Learning Activities:
• Students will sketch items they think expresses their identity.
• Students will create items by drawing, painting, sculpting, cyanotype, and/or
collage.
• Students will decorate a box.
• Students will assemble their items in their decorated box.
• Students will hang their completed boxes on the wall.
• Students will look at their classmate’s boxes and discuss them as a class.
• Students will reflect on what they made and ask questions about the process
and their classmate’s projects.

Sample of an in class cyanotype demo result

G. Differentiation:
• Allowing students to work with many materials will make it easier for a wide
range of learners.
• Visual examples of shadow boxes to give ideas.
• Lots of class time to work so no one feels rushed.
• Demos to get ideas going for students who might feel stuck.
• Writing key points on the board so that if anyone missed anything it would
be visible.