VTS-Integrated Unit Planning Guide

LTC 8746: Visual Thinking Strategies II

Adapted from Walker (2001) by Mary J. Franco, Ph.D.

Unit Title: Capturing Identity Grade Level: 8th

Unit Designer: Terra Hass Curriculum Topic: Self-Portrait Photography

National Core Arts Standards (NCAS) Addressed:

Strand (Artist Big Idea (Anchor National
Process) Standard) Standards Missouri Learning Standards (GLEs) - Grade 8
Create 1. Generate and conceptualize artistic Generate ideas, goals, and solutions for original media artworks through
ideas and work. application of focused creative processes, such as divergent thinking and
MA:Cr1.1.8 experimenting
2. Organize and develop artistic ideas Structure and critique ideas, plans, prototypes, and production processes
and work. for media arts productions, considering intent, resources, and the
MA:Cr2.1.8 presentation context.
3. Refine and complete artistic work. a. Implement production processes to integrate content and stylistic
conventions for determined meaning in media arts productions,
demonstrating understanding of associated principles, such as theme and
MA:Cr3.1.8 unity.
b. Refine and modify media artworks, improving technical quality and
intentionally accentuating selected expressive and stylistic elements, to
MA:Cr3.1.8 reflect an understanding of purpose, audience, and place.
Performing/ 4. Select, analyze and interpret a. Integrate multiple contents and forms into unified media arts
Presenting/ Producing artistic work for presentation. productions that convey specific themes or ideas, such as interdisciplinary
MA:Pr4.1.8 projects, or multimedia theatre.
b. Evaluate the results of and implement improvements for presenting
media artworks, considering impacts on personal growth and external
VA:Pr4.1.8 effects.
Responding 7. Perceive and analyze artistic work. a. Compare, contrast, and analyze the qualities of and relationships
MA:Re7.1.8 between the components and style in media artworks.
b. Compare, contrast, and analyze how various forms, methods, and styles
MA:Re7.1.8 in media artworks manage audience experience and create intention.
Connecting 10. Synthesize and relate knowledge a. Access, evaluate, and use internal and external resources to inform the
and personal experiences to make creation of media artworks, such as cultural and societal knowledge,
art. MA:Cn10.1.8 research, and exemplary works.

District Curriculum Goals & Objectives Addressed:

Establish a plan to update curriculum, assessment, instructional practices, and resources to engage
students and increase achievement. (CSIP GOAL)

District Chosen NEE Indicators

Indicator 1.2- The teacher cognitively engages students in the content.
Indicator 1.4- The teacher uses instructional strategies that lead students to problem-solving and
critical thinking.
Indicator 5.3b-The teacher establishes secure teacher-student relationships.
Indicator 7.4-The teacher monitors the effect of instruction on the whole class an individual learning.

Unit Rationale:
Yearbook students are responsible for capturing portraits of their peers in authentic situations to
publish in the yearbook. As the deadline for creating the yearbook approaches, it is time to turn the
camera around and capture the photographer's identity as an artist. Turning the camera and reflecting
inwards allows self-reflection, creating an opportunity to challenge the artist to think deeply and
authentically about oneself. This will be achieved by reviewing photography, lighting, camera
techniques, and artists and digital designers who have incorporated identity into their creations. Artists
will then work through creating digital mood boards to reflect on their identities and how to portray
them before going through the final planning and execution process. 

C Big Idea Identity

o
n Enduring  Enduring Understandings Related to Identity
c Understanding
e s  1. Identity is how one perceives themselves or others, and how others
p (EUs) perceive you. 
t 2. Identity as an artist does not have to be your authentic self; it can be a
u version of yourself to explore. 
a 3. Artists use identity to explore the known and unknown about
l themselves and others. 
F Essential  Essential Questions to Support Understandings Related to Identity
r Questions
a (EQs) ● EU #1-Identity is how one perceives themselves or others and how others
m perceive you. 
e 1. What is my identity?
w 2. What might others think my identity is?
o
r ● EU #2-Identity as an artist does not have to be your authentic self; it can
k be a version of yourself to explore. 
1. What is my authentic self, and how do I portray that?
2. What alternative versions of myself could I explore?

● EU #3-Artists use identity to explore the known and unknown about

themselves and others.
1. How can I use identity to explore what I know and understand about
myself or others?
2. How can I use identity to explore what is unknown about myself or
others?
 Key Artistic List 1-3 Key Artistic Concepts that will inform studio exploration of the Big Idea.
Concepts
(KACs) 1. Identity can encompass concepts such as reinvention, a search for
oneself, change, inside vs. outside, internal demons, status,
stereotypes, and more. 
2. Identity in a self-portrait can have many creative routes that are
authentic to the artist. 
3. The way an artist portrays their identity can have multiple meanings. 
V VTS Image #1 Title & Artist:
T Claude Cahun (Lucy
S Schwob), Untitled
I Autoportrait 1954,
n Autoportrait 1925
s Autoportrait aux
t orchidées 1939
r
u
c EU(s) introduced by
t VTS Image #1: 
i ● EU #1-Identity is
o how one
n perceives
a themselves or
l others and how
A others perceive
c you.  
t EQ(s) seeded by VTS
i Image #1:
v 1. What is my
i identity?
t 2. What might
i others think
e my identity is
s
VTS Image #2 Title & Artist: Cindy
Sherman, Untitled,
2016, Untitled,2016,
Untitled, 2018
EU(s) reinforced,
elaborated &/or
expanded by VTS
Image #2:
●  EU #2-Identity
as an artist does
not have to be
your authentic
self; it can be a
version of
yourself to
explore. 
 EQ(s) explored by
VTS Image #2:
1. What is my
authentic
self, and how
do I portray
that?
2. What
alternative
versions of
myself could
I explore?

VTS Image #3 Title & Artist: Robert

Mapplethorpe,
Self-Portrait, 1988,
1981, 1980
EU(s) assessed by
VTS Image #3:
● EU #3-Artists use
identity to
explore the
known and
unknown about
themselves and
others.
EQ(s) reignited by
VTS Image #3:
1. How can I
use identity
to explore
 what I know
and
understand
about myself
or others?
2. How can I
use identity
to explore
what is
unknown
about myself
or others?

Any additional perspective(s) on the Big Idea prompted for continued

exploration by VTS Image 3: Identity can portray a lot about oneself and
others. It does not have to portray the actual self; it can be a form of discovery
or self-exploration. A way to try on a version of yourself without the
commitments.

N Students will further explore Key Concepts or EUs about the Big Idea by:
o -Identity discovery worksheets, digital mood boards, class critiques, discussions and peer
n evaluations.
-
V
T Students will consider & investigate Essential Questions about the Big Idea by:
S Identity discussions with partners, sketchbook reflections and process planning.
I
n
s Students will explore Key Artistic Concepts by:
t Visual/Graphic/Multimedia and Photography Artist guided research, reflection and whole class
r discussions.
u
c Students will develop/expand Artmaking Knowledge by:
t Use of master studies, photography and design technique review. Followed by self-assessment of
i goals and how this knowledge can assist the artist in achieving their Self Portrait vision of
o perceived Identity.
n
a
l
A
c
t
i
v
i
t
i
e
s
S How will students engage with, explore, expand, & visually express understanding of the Big Idea
t through artmaking?  Describe &/or visually diagram the studio art activity or activities in the
u space below.
d
i
o
A
r
t
m
a
k
i
n
g
A
c
t
i
v
i
t
i
e
s
A List & briefly describe FORMATIVE ASSESSMENT activities/strategies.
s
s
e
s List & briefly describe SUMMATIVE ASSESSMENT activities/strategies.
s
m
e
n
t
A
c
t
i
v
i
t
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e
s

VTS-INTEGRATED STUDIO ART UNIT OUTLINE

Lesson #1 Lesson Outline & Brief Description of Activities
Total Begin class with a VTS session, review photography, lighting, staging, camera settings etc.
Minutes: Followed by portrait photography explorations and reflections on lighting and staging
40 utilized in student discovered portraits.
Lesson #2 Lesson Outline & Brief Description of Activities
Total Begin class with a VTS session. Followed by Identity discussion. What is Identity and how
Minutes: do I identify myself? Create visual/digital mood board about identity, how student
40 perceives themselves and how they feel others perceive them.
Lesson #3 Lesson Outline & Brief Description of Activities
Total Begin class with a VTS session. Discuss how other artists use lighting, staging, and other
Minutes: photography/Design tools to create self-portraits that reflect their identities. Create a
40 digital mood board of inspirational and relatable images. Reflect and discuss how
students as artist can establish similar parameters to discover and display their
perception of identity to others.
Lesson #4 Lesson Outline & Brief Description of Activities
Total Begin class with a VTS session. Continue reflection and planning of final portrait. Pick
Minutes: photography partners or choose to work alone.
40 **Note, due to limited camera resources and school rules against phones. A secondary assignment will be
provided while students are taking turns checking out the camera after school (for my more introverted/shy
artists) or for using class/studio time for setting up portrait sessions.

References
(Unofficial Format)

https://www.mapplethorpe.org/
 https://photographycourse.net/famous-self-portrait-photographers/
https://www.moma.org/artists/8195
https://jwa.org/thisweek/oct/25/1894/surrealist-photographer-claude-cahun-born
https://www.moma.org/artists/5392
https://www.huffpost.com/entry/new-cindy-sherman-exhibition_n_573f6bc5e4b045cc9a71004b