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CURRI C ULUM PL A NNI NG TO OL

Unit Big Idea: Identity

Grade Level: 2nd Grade

Illinois Fine Art Goals:

Week 4

Week 3

Week 2

Week 1

Session

Unit Key Concepts and Essential Questions:

Understanding ones own identity can help them grow as an individual

Identity is not just understanding ones self but also understanding the people and situations around that surround them

Title of Lesson/
Expected
Result[s]
[& Length of
Time to

Reflection:
How I see
myself
40 minutes

Emotions:
How I
express my
self
40 minutes
Mask: how I
want others
to see me
Part 1
40 minutes
Mask: how I
want others
to see me
Part 2
40 minutes

LP Key
Concepts
[list the IMPT
concepts about
the big idea]

-Identity
starts with
understandin
g ones self
-Selfportraits can
be used to
show who
we are, not
only
others,
-Expressions
as a means
of
communicati
ng emotion
-Colors
stimulating
and
representing
-concealing
ones identity
to take on
another
identity
understandin
g how our
identity can
-Concealing
ones identity
to take on
another
identity
Understandin
g how our
identity can

Dialogue/Concepts
[Essential Questions
you will ask; points of
discussion; what they
are learning]
-What are self-

portraits?
-How do selfportraits relate
with identity?
-Can making selfportraits help us to
see our selves
better? How?
What are
emotions?
How can emotions
show about whom
you are?
How are emotions
expressed?
-Why are masks
used?
-What do masks
hide?
-What do masks
show to others?
-How can masks
affect how we are
-Why are masks
used?
-What do masks
hide?
-What do masks
show to others?
-How can masks
affect how we are

Historical/MC &
Contemporary
Art Exemplars
[artworks, books,
artists, visitors,
interviews,

Vincent Van
Gogh, selfportrait 1889

Key Artistic
Concepts
[conceptual
understandings,
materials,

-Self-portrait
-Drawing
Materials:
mirrors,
transparencie
s, sharpies,

Pablo
Picasso, The
old guitarist,
1903

-Color, acting,
working
together,

Comic books
Spiderman

Materials:
paper,
Markers, color
Painting,
Constructing,
making,
cutting, gluing

Comic books
Spider man

Materials:
Paint, thick
Painting,
Constructing,
making,
cutting, gluing
Materials:
Paint, thick

Instructional/Artmaking
Activities
[Bullet point step by step
procedures for the
activities]

-Students will be
given mirrors,
transparencies and
sharpies. The
transparency will
be placed over the
mirror.
-The students will
draw over their
reflection
in thehow
-Demonstrate
emotions can be
communicated
through
expressions, by
having the students
get into pairs with
one person
expressing certain
-Students come up
with their new
superhero identities
-Make masks

-Finish making
masks from last
week
- Interact with one
another while
wearing masks

Closure/
Assessment
[how you will wrap it up and
how you will grade the
lessons results]

-Students will remove


the transparency and
then discuss as a class
what they captured and
drew
-What did you learn
about yourself through
this
activity?
Students
will discuss
and share their emojis
and how the emotion is
expressed through their
emoji
What did we learn
today about emotions?
-Clean up and have the
students think about
what they can add to
their masks next week.

-Discuss and share


how wearing the masks
feels and how it affects
the way they see
themselves or other
see them
How did you feel
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Week 5

Role model:
Who I want
to be
40 minutes

Understandin
g what goals
and
motivations
we work
towards
- Show how
inspiration

What are role


models?
Who are your role
models and how
do they affect you?
Is it important to
have a role
model? Why or

Inspired by
Picasso
Paloma Boudoir
by K Madison
Moore

Reflecting,
writing,
drawing,
Materials:
Color pencils,
pencil, paper

- View powerpoint
on how artists are
inspired by other
artists and how it
affects their work
- Students write or
draw about a role
model they have

-Review Identity as a
whole, and the topics
from the last 5 weeks
What is identity and
what have you learned
about it?
How do others affect

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