Layers of Identity

Central Focus Identity/Different aspects of Identity

Grade Level 4th Grade

Class Size 4

Time 9:00-10:50

Class Demographics 3 white/non-Hispanic, 1 black/African American

National Visual Arts Standards Addressed 3 pts

1. VA:Cr3.1.4a. Revise artwork in progress on the basis of insights gained through peer discussion.
2. .VA:Pr4.1.4a. Analyze the various considerations for presenting and protecting art in various locations, indoor or
outdoor settings, in temporary or permanent forms, and in physical or digital formats.
3. VA:Re8.1.4a. Communicate feelings when engaging works of art and describe subject matter, formal characteristics,
and art-making approaches to discuss meanings of artwork.
4. VA:Cn10 .1.4a. Create works of art that reflect community or cultural traditions.

Common Core State Standards Addressed

CCSS.ELA-LITERACY.SL.4.1.C: Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.L.4.3.A: Choose words and phrases to convey ideas precisely.”

UNIT OVERVIEW

Students will be working on an identity montage drawing that depicts their idealized appearance--including but not limited to
a cartoon drawing, animal, or abstracted portrait, and will include objects describing what they believe and their interests,
using different media and imagery that they feel connected to.

Forms 2D 3D 4D

Frames Cultural Subjective Structural Postmodern

Conceptual Artwork Artist Audience World

Framework
 Student Prior Knowledge and Conceptions

● For this project, it would be beneficial if students had some art background already, but it is not necessary.
Some knowledge of portraiture, color mixing, different media, still life drawing, perspective, and
negative-positive space would be desirable.
● Any gaps in knowledge are unknown at this time but should be easily determined during the first class.

Interdisciplinary Connections 1pt

● Psychology
● History

UNIT OBJECTIVES

1. VA:Cn10 .1.4a.: Students will effectively communicate their thoughts and ideas during an in-progress class
discussion.
2. .VA:Pr4.1.4a.: Students will be able to display work and concisely explain their inspiration for their final piece.
3. VA:Re8.1.4a.: The students will be able to meaningfully express their feelings through imagery in their artwork
as well as verbally when discussing their artworks with the rest of the class.
4. VA:Cn10.1.4a: The students will create artworks that reflect how they perceive themselves, their beliefs, and their
interests - which may relate to their community and/or cultural traditions.

TEACHER MATERIALS 2pts

-Powerpoint presentation -drawing pencils -mirror

-Artist handouts -drawing paper -reference images
-Teacher-made examples -colored pencils -11x14 drawing paper

STUDENT MATERIALS 2pts

-artist handouts -practice paper -magazines

-11x14 drawing paper -colored pencils -scissors
-drawing pencils -mirror -glue
-portrait drawing worksheet -reference images

ARTISTS IN CONTEXT

Key Artists -Alessandro Siviglia

-Helena Hugo (portrait)
-Anette Tjaerby
-Ann Toebbe (still life)
-Anna Valdez

Key Artworks Alessandro Siviglia, the Cangatto, 2018.

 Alessandro Siviglia, Woman and Children.
Helena Hugo, Goldsmith, 2008.
Pablo Picasso, Guernica, 1937.
Ann Toebbe, Moths, 2020.
Anna Valdez, Study-ing, 2015

Key Critical 1. What is your first impression of Angel Love and The Cat With the Sword? (Alessandro
Questions Siviglia).
2. How does Siviglia’s artwork challenge traditional academic painting? (Alessandro
Siviglia).
3. In what ways are these two paintings similar? How are they different? (Pablo Picasso,
Guernica, 1937. Alessandro Siviglia, Corona, 2020).
4. Both pieces are depicting huge events that happened in our world's history. How do you
think this impacted the viewer? How did the artists interpret these events? (Pablo
Picasso, Guernica, 1937. Alessandro Siviglia, Corona, 2020).
5. When viewing her work, do any memories of places, items, old houses, or even family
members come about? (Ann Toebbe).
6. How does Toebbe use different techniques to keep the audience's eyes moving across
the piece? What elements of design does she use? (Ann Toebbe).
7. Why do you think Toebbe’s art is important for viewers to see? Do you think she makes
a connection with audiences through her artwork? (Ann Toebbe).
8. Compare the way in which each artist includes different pieces of significance in their
still lifes. How are they the same? How do they differ? (Ann Toebbe, Hardwood Floors,
2020 and Anna Valdez, Study-ing, 2015).
9. Think of their compositions, the way they use line, color, and shape to engage the
viewer. How does each artist use perspective to their advantage? (Ann Toebbe,
Hardwood Floors, 2020 and Anna Valdez, Study-ing, 2015).

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Portrait: a physical description of an individual, including facial features (i.e. nose, eyes, mouth...)
Identity: what a person is. (i.e. social groups they belong to, things they like, experiences)
Still Life: a representation of objects or a person within a painting, drawing, etc.
Positive Space: an area of space that is taken up by an object/individual, used space.
Negative Space: an open area of space, empty space.
Texture: how something feels or appears. (i.e. smooth, rough, slimy, furry, etc.)
Street Art: Street art is related to graffiti art in that it is created in public locations and is usually
unsanctioned, but it covers a wider range of media and is more connected with graphic design.
Academic Art: Academic art, or academicism or academism, is a style of painting and sculpture
produced under the influence of European academies of art.
Aerosol-Art: Art produced (in public places) using aerosol spray paint; graffiti.
Graffiti: Graffiti art as a term refers to images or text painted usually onto buildings, often using
spray paint.
Figurative Artwork/Art: Figurative art describes any form of art that retains strong references to
the real world and particularly to the human figure.
 Gouache: a technique of painting with opaque watercolors prepared with gum.
Freehand: drawn or executed by hand without guiding instruments, measurements, or other aids
Patterns(ing): a natural or chance marking, configuration, or decorative design, as for wallpaper,
china, textile fabrics, or artwork, etc.
Living space: The place in which a person lives, in particular the part of a house or flat excluding
the kitchen, bathroom, or bedroom - area within a building that in which a person/people may live.

Language Functions analyze, describe, interpret

Language Demands Syntax Discourse

Language Tasks and 1. Students will complete a portrait that includes written elements of their identity.
Activities 2. Students will complete a writing prompt to help reflect on their identity.
3. Students will provide a written reflection.

Language Supports 1. Vocabulary list

2. Artist handout
3. Artist presentation
4. Reflection worksheet
5. Diagrams

SPECIAL PRE-INSTRUCTION PREPARATIONS

● Teacher will have a stack of paper cut

● Teacher will have drawing pencils and colored pencils out
● Presentation will be ready
● Exemplars will be ready

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations 3pts

● Students who have difficulty drawing their portraits may use an outline of a head or body to help with proportions;
the image does not have to be exact - the students can create their self-portrait abstractly.
● Students who have difficulty may individually draw facial features, cut them out and then paste them onto the head
outline.
● Students who have difficulty/who are working slower may add two or three background objects.

Enrichment and Extensions 1pt

● Students may search a variety of magazines and cut out images that appeal to them or that they feel connected with
to add to their backgrounds.
● Students may use patterns and colors that relate to their identity, interests, and/or culture.

Activity for Early Finishers 1 pt

● Students who finish early will write a short paragraph describing the objects they chose to include in their portraits.
● Students who finish early may do an in-depth portrait study.
● Students who finish early may do an in-depth still-life study of texture, reflection, and/or shape.
● Students who finish early may mat their final portrait drawing.

OBJECTIVE-DRIVEN ASSESSMENTS 3pts

1. Students will participate in a formative assessment in the form of an in-progress class critique to gain feedback on
their pieces to work out any miscommunicated ideas.
2. Students will fill out a reflection sheet, demonstrating their knowledge of presenting and displaying work.
3. Students will communicate their thoughts and ideas in choosing their subject, the way in which they created their
piece, and their decisions in creating a composition in a written artist statement.
4. The students will be formally assessed based on their final art piece and a final class critique.

REFERENCES 2pts

About Alessandro Siviglia: A professional painter artist from Italy. SivigliART. (2018, February 13). From,
https://sivigliart.com/about/
Anna Valdez. Anna Valdez's Portfolio. (n.d.). From, https://www.annavaldez.com/about
Ann Toebbe | artist profile with bio - mutualart. (n.d.). From,
https://www.mutualart.com/Artist/Ann-Toebbe/147B04E3D706D15F
Alessandro Siviglia. (2020, April 18). From,
https://alessandrosiviglia-it.translate.goog/articolo-della-dott-ssa-roberta-di-paolo/?_x_tr_sl=it&_x_tr_tl=en&_x_tr_hl=e
n&_x_tr_pto=nui%2Csc
Alessandro Siviglia : Contemporary Italian painter. SINGULART. (n.d.). From,
https://www.singulart.com/en/artist/alessandro-siviglia-1579?campaign_id=202&keyword=alessandro+siviglia&matcht
ype=e&gclid=CjwKCAjwqeWKBhBFEiwABo_XBlIKG1zaOH6cZTav7lGt56a1foXqZ4aH-aoJR_qb6lxAchJwMnCJxhoCi
00QAvD_BwE#interview.
A day with: Alessandro Siviglia. Singulart Magazine. (2019, June 4). From,
https://blog.singulart.com/en/2019/06/06/a-day-with-alessandro-siviglia/?fbclid=IwAR0_4_rJQgaaMwKrPe23UdLeka2
EpzUR52WQtPqKD3wuC2IHwcw_Z4fbzNc
Corona by Alessandro Siviglia (2020) : Painting acrylic on canvas. SINGULART. (n.d.). From,
https://www.singulart.com/en/artworks/alessandro-siviglia-corona-375129.
Dictionary.com. (n.d.). Dictionary.com. Retrieved October 8, 2021, from https://www.dictionary.com/
Everipedia.org. (n.d.). From, https://everipedia.org/wiki/lang_en/alessandro-siviglia
Google. (n.d.). Academic art - google arts & culture. Google. From,
https://artsandculture.google.com/entity/academic-art/m021gt_?hl=en.
Google. (n.d.). Geometric abstraction . Google Arts & Culture. From,
https://artsandculture.google.com/entity/geometric-abstraction/m05bw0l?hl=en
Gouache, exactos + elbow grease: Tour Ann Toebbe's Art Studio! 20x200. (2021, October 7). From,
https://20x200.com/blogs/news/in-the-studio-with-ann-toebbe
Guernica, 1937 by Pablo Picasso. 10 Facts About Guernica by Pablo Picasso. (n.d.). From,
https://www.pablopicasso.org/guernica.jsp.
Gundogdu, A. M. (2020, September 3). Ann Toebbe. artspeak new york - Your ultimate destination for contemporary New
York art. From, https://www.artspeak.nyc/home/2019/6/9/ann-toebbe
Lexico Dictionaries. (n.d.). Aerosol Art. Lexico Dictionaries | English. From,
https://www.lexico.com/en/definition/aerosol_art
 Lexico Dictionaries. (n.d.). Living space. Lexico Dictionaries | English. From,
https://www.lexico.com/definition/living_space
Tate. (n.d.). Art terms. Tate. From, https://www.tate.org.uk/art/art-terms
The Artist. Alessandro Siviglia. (n.d.). From,
https://alessandrosiviglia-it.translate.goog/artista/?_x_tr_sl=it&_x_tr_tl=en&_x_tr_hl=en&_x_tr_pto=nui%2Csc.
Toebbe, A. (n.d.). Ann Toebbe - About. Ann Toebbe. From, https://anntoebbe.com/about/#
The Tunnel. Alessandro Siviglia. (n.d.) From
https://alessandrosiviglia-it.translate.goog/galleria/?_x_tr_sl=it&_x_tr_tl=en&_x_tr_hl=en&_x_tr_pto=nui,sc
5 minutes with artist Ann Toebbe. Children's Museum of the Arts New York. (n.d.). From,
https://cmany.org/blog/view/5-minutes-artist-ann-toebbe-childrens-museum-of-the-art

* Developed and written by (Alyssa Wheat, Camille Paulsen, and Corina Sumner), Art Education, Illinois State University,
2021 *

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1

Launch 1pt Instruction Methods

● Teacher will facilitate a discussion with students to create a list of ● Class discussion
classroom rules. ● Think-Pair-Share
● Teacher will lead “Getting to know you” discussion:
○ What are you going to be for Halloween?
○ What is your favorite candy?
○ If you could have any power what would it be?
○ What is your favorite spooky movie?
○ If you could have a spooky halloween pet (black cat, owl, bat,
rat, wolf), what would you pick?

Instruction 4pts Instruction Methods 1pt

● Teacher will ask students to describe what a portrait is and then provide ● Class discussion
a definition. ● Teacher instruction
● Teacher will ask students to discuss the importance of a portrait. ● Individual work
● Teacher will introduce the first artist, Alessandro Siviglia. ● Pair and share
● After discussing the artist, the teacher will ask the following questions;
○ What is your first impression of Angel Love and The Cat With
the Sword? (Alessandro Siviglia).
○ How does Siviglia’s artwork challenge traditional academic
painting? (Alessandro Siviglia).
● Teacher will introduce supporting artists and ask the following questions;
○ In what ways are these two paintings similar? How are they
different? (Pablo Picasso, Guernica, 1937. Alessandro
Siviglia, Corona, 2020).
○ Both pieces depict huge events that happened in our world's
history. How do you think this impacted the viewer? How did
 the artists interpret these events? (Pablo Picasso, Guernica,
1937. Alessandro Siviglia, Corona, 2020).
● Teacher will explain the project:
○ Each student will draw a self-portrait. Be sure to include
background space.
○ Each student will then choose 5-7 items that they feel
encapsulate their interests and beliefs and draw them in the
background of their piece.
● Teacher will explain that students should focus on the self-portrait
aspect this week and then show examples of self-portraits.
● Teacher will lead mind map activity.
● Students will create mind maps as a guide to creating their portrait.
● Students may begin working on their portraits using mirrors. (Students
may choose to represent themselves in realistic/abstract forms or as
animals).
● Teacher will demonstrate how to draw any features students may have
questions about.
● After about 30-45min, students will be asked to pause working for a
quick in-progress check-in.
● Students will then take a break (5 min)
● Students will continue to work on their self-portraits.
**Caricature examples
**abstract self-portrait
**animals as description

Closure 1pts Instruction Methods 1pt

● Students will clean up materials ● Class discussion

● Students will present their finished identity self-portrait to the class: ● Presentation
○ What do you feel is working well?
○ What do you need help with for the next class?

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2

Launch 1pt Instruction Methods 1pt

● Teacher will lead warm-up activity (Spooky Exquisite Corpse) ● Teacher-led discussion
● Teacher will provide these directions: ● Student share
○ Take a piece of paper and fold it into three equal parts.
○ Draw on the top section of the paper to create the head of an
imaginary character.
○ Fold your image back to conceal it. Extend the lines of your
character’s neck over the edge of the fold so that your
collaborator will know how to connect their image to yours.
 ○ Pass the paper on to a classmate. Keep your image hidden
and have them add a body to your figure in the middle section
of the page.
○ Repeat! Pass the paper to a third person, concealing the first
two sections of the page, and have them add the feet.
Remember to draw lines over the fold into each new section
so the following person knows where to start.
○ Unfold the page and reveal your collaborative image.
● Students will then share and add to their original paper.

Instruction 4pts Instruction Methods 1pts

● Teacher-led discussion
● The teacher will introduce artist, Ann Toebbe. ● Individual student work
○ When viewing her work, do any memories of places, items,
old houses, or even family members come about? (Ann
Toebbe).
○ How does Toebbe use different techniques to keep the
audience's eyes moving across the piece? What elements of
design does she use? (Ann Toebbe).
○ Why do you think Toebbe’s art is important for viewers to see?
Do you think she makes a connection with audiences through
her artwork? (Ann Toebbe)
● The teacher will introduce the supporting artist Anna Valdez.
○ Compare the way in which each artist includes different pieces
of significance in their still lifes. How are they the same? How
do they differ? (Ann Toebbe, Hardwood Floors, 2020 and
Anna Valdez, Study-ing, 2015).
○ Think of their compositions, the way they use line, color, and
shape to engage the viewer. How does each artist use
perspective to their advantage? (Ann Toebbe, Hardwood
Floors, 2020 and Anna Valdez, Study-ing, 2015).
● Students will take a break (5 mins).
● Students will add finishing touches to the subject of their self-portrait
from last class.
● Students will begin adding to the background of their self-portraits that
they started the day before.
● Teacher will provide examples.
● Students will be given the rest of the time to work.

Closure 1pt Instruction Methods 1pt

● Students will mat their final drawing to a black piece of paper. ● Group share
● Students will clean up materials.
● Students will present their finished identity self-portrait to the class and
explain the symbolism present.
69 pts