Grade Level: 8th Grade

Unit Name Dual Identities Lino Prints

Total Time ● 4 School Weeks

● 17-19 Classes
● 6 Total Lessons

Goals 1. Students will learn to determine how to classify different aspects of their
identity and use this as subject matter for creating art. To do this students
will be presented with many examples of what can make up a public
identity versus what can make a private one. Following an idea
generating exercise students will be given examples of how traits of a
personality can be visually represented through the use of symbolism.

2. Students will learn how to operate a basic image editing software. In

order for students to understand the basic tools of the software they will
be given a tutorial and demonstrated how each different function can
serve them in order to create artwork for the unit.

3. Students will learn how to create a monochromatic lino print. To do this

they will be shown how to transfer a linework image to a linoleum block
using transfer paper. Then they will be taught how to use a carving tool
on the linoleum safely. Following that there will be a demonstration of
how to properly apply ink to a block with a brayer. Finally students will be
shown and allowed to practice printing pressless on paper with a barren.

Objectives & 1. Students will determine how to classify what aspects of their identity
Standards might show up in their public identity and what aspects show up in their
private identity. Creating: Anchor Standard #2. Organize and develop
artistic ideas and work.

2. Students will represent different traits of themselves through the use of

symbolism while utilizing digital software for the art making process.
Connecting: Anchor Standard #10. Synthesize and relate knowledge and
personal experiences to make art.

3. Students will demonstrate how to create a lino print by working through

the process of transferring their image, carving it out using carving tools,
and printing onto paper using the materials provided. Presenting: Anchor
Standard #5. Develop and refine artistic techniques and work for
presentation.

4. Students will reflect upon their process and art making in their long
standing portfolio. Responding: Anchor Standard #8. Interpret intent and
meaning in artistic work.

Prerequisites ● Students must have the ability to draw a human face while using a pencil,
though not necessarily to accurate proportions.
● Students must have the knowledge of what makes a personality trait.
● Students must have the knowledge to operate a device and navigate to a
website.

Materials ● A computer, chromebook, or tablet with internet access.

 ● Pencils
● Transfer Papers
● Linoleum Blocks
● Carving Tools with various attachments
● Cut Resistant Work Gloves (Class Set)
● Medium Weight Printing paper
● Brayers
● Barrens
● Water Soluble Printing Ink (Speedball Preferred)
● Drying Racks

Safety Hazards ● Students will be at risk for cuts or abrasions with their carving tools
○ Students will be given cut resistant work gloves to minimize
accidents with their hands.
○ Students will be taught the proper way to hold their tools and to
carve away from any parts of themselves.
● Students will be at risk for inhaling linoleum fibers without proper
ventilation
○ Students will be provided proper ventilation in the workspace and
told not to rest their face too close to the linoleum as they are
working.

Interdisciplinary ● The main interdisciplinary connection for this lesson will be technology
Connections and computer sciences.

Resources ● Various Comic book panels

○
● Image Editing Software: https://photopea.com

Assessment Formative Summative

Visual Arts Journal Rubric Final Project Rubric

Reflection Portfolio Rubric

Part 1 Objectives:
Pub vs Pri ● Students will determine how to classify what aspects of their identity
Identity might show up in their public identity and what aspects show up in their
(Classifying) private identity. Creating: Anchor Standard #2. Organize and develop
artistic ideas and work.
Time Needed:
● 1 Class
Lesson Procedure:
1. This lesson will begin with students being introduced to the idea of using
identity as context and subject matter for artwork in a short presentation.
Students will be shown primarily examples of comic book secret
identities, politicians, celebrities, and an excerpt from youth who feel they
lead double lives.
2. Students will then be given a document with a t-chart that they can use to
name each part of their dual selves and list different qualities they feel
each side of them contains.

Part 2 Objectives:
Visual Art’s ● Students will represent different traits of themselves through the use of
Journal (Digital symbolism while utilizing digital software for the art making process.
Artwork) Connecting: Anchor Standard #10. Synthesize and relate knowledge and
 personal experiences to make art.
Time Needed:
● 2-3 Classes
Lesson Procedure:
1. Students will be shown the work of Cindy Sherman and there will be a
discussion of how her work focuses on the idea of identity through
portrait. Students will then be asked to take their own self portrait using
their devices (selfie)
2. Students will be put through a short tutorial of the digital software
(photopea) and they will be shown how to make a new document and
import their self portrait image.
3. Students will then be shown a majority of the tools that the software has
to offer and their various applications.
4. Finally students will use these tools to split their self portrait in half and
alter each side according to the t-chart from part 1. This could include
altering the photograph or adding and overlapping other imagery from
outside sources.
5. Following their work students will be asked to save and submit online.

Part 3 Objectives:
Transfer Paper, ● Students will demonstrate how to create a lino print by working through
Carving the process of transferring their image, carving it out using carving tools,
Introduction and printing onto paper using the materials provided. Presenting: Anchor
Standard #5. Develop and refine artistic techniques and work for
presentation.
Time Needed:
● 5-6 Classes
Lesson Procedure:
1. Students will begin by printing off black and white imagery of their work
from part 2 and then creating bold line work overtop with a pencil.
2. Following their linework students must apply their image over transfer
paper and their linoleum block of the same size.
3. Students will trace over their line work again with a pen in order to
transfer the image to the linoleum.
4. Students will be given a demonstration on carving and carving safety and
then begin to carve their line work from the linoleum in order to create a
printing block.

Part 4 Objectives:
Using Printing ● Students will demonstrate how to create a lino print by working through
Tools and the process of transferring their image, carving it out using carving tools,
Practice Prints. and printing onto paper using the materials provided. Presenting: Anchor
Standard #5. Develop and refine artistic techniques and work for
presentation.
Time Needed:
● 3-4 Classes
Lesson Procedure:
1. Students will start with a demonstration on how to roll out and apply ink
to the linoleum block with a brayer. Then students will then be shown
how to press the block onto paper with a barren.
2. Following the demonstration students will be divided into groups of three
or four and be given a practice block. Students will need to work together
to provide at least three good prints each by the end of the period.

Part 5 Objectives:
Final Printing ● Students will demonstrate how to create a lino print by working through
Process the process of transferring their image, carving it out using carving tools,
and printing onto paper using the materials provided. Presenting: Anchor
Standard #5. Develop and refine artistic techniques and work for
presentation.
Time Needed:
● 1-2 Classes
Lesson Procedure:
1. Following the practice printing process students will then be asked to
create their own prints. Before starting they will be given a surprise where
they must cut their block in half splitting their portrait image.
2. Now with two linoleum blocks students must now choose two colors and
create a successful print with the two blocks side by side. It will be
recommended they print one color at a time and do their best to line up
the prints.
3. Following the printing process students will be asked to photograph and
submit their work online.

Part 6 Objectives:
Reflection ● Students will reflect upon their process and art making in their long
Portfolio standing portfolio. Responding: Anchor Standard #8. Interpret intent and
meaning in artistic work.
Time Needed:
● 1 Class
Lesson Procedure:
1. Students will be asked to answer the following questions in their
reflection portfolio (a long standing digital document for the class)
a. If you were to give names to your public identity and your private
identity what would they be and why?
b. What was the biggest obstacle you felt like you had to overcome
when working with the print materials in this unit?
c. Why did you make the alterations to your portrait for either side
of your identities?
d. Was it a challenge to think about these different sides of
yourself? Why or why not?
2. Students will also be asked to submit a photo of their VA journal work
and any progress photos taken along the way.
3. Once the portfolio page is complete students will be asked to submit the
file online.
 Annotated Bibliography

Hekman, S. J. (2004). Private selves, public identities: Reconsidering identity politics.

Pennsylvania State University Press.

Hekman argues that personal and public identities need to be understood as different

parts of a person, but that they also overlap and correspond with each other. She

continues to expand upon the importance of identity and how it plays into our politics

today. Her goal is to explain her argument by clearing up some misconceptions she

feels the general public has about private and public identities. I feel that this source

will be helpful in researching my unit. As my unit is planning to explore student identity

this book might provide insight into aspects of identity that I might have not thought

about earlier. This might lead to better suggestions on my part when discussing

identity with my students.

Brunsma, D. L. (2006). Public categories, private identities: Exploring regional differences

in the biracial experience. Social Science Research, 35(3), 555–576.

https://doi.org/10.1016/j.ssresearch.2004.10.002

This article focuses on biracial experience in the United States. The author does this

by taking biracial census polls and comparing them to actual biracial individuals and

recordings of their beliefs about race through survey methods. By comparing these two

sets of data and information Brunsma is attempting to shed light on the differences

between public identification and private identities. This article will hopefully serve as

useful insight into some of the issues that some of my students of mixed race might be

experiencing in their own lives.

Seamon, M. (2012). Enacting Others: Politics of Identity in Eleanor Antin, Nikki S. Lee, Adrian

Piper, and Anna Deavere Smith. Theatre History Studies, 32, 226+. https://link

.gale.com/apps/doc/A306241407/AONE?u=uni_rodit&sid=bookmark-AONE&xid=72ab4575

Author Cherise Smith examines four artists whose works focus on the overlap of politics

and identity. These authors are Eleanor Antin, Adrian Piper, Anna Deavere Smith, and

Nikki Lee. Adrian Piper is a performance artist who creates a fictionalized hyper masculine

character to examine toxic masculinity. Eleanor Antin is an artist that lived out a

fictionalized persona that exploited stereotypes of being black, jewish, and a woman. Anna

Deavere Smith is a performer who put on a one woman show that depicts interviews she

had previously done with individuals on race. Nikki Lee is an artists that engaged in a

series of photographs that were taken after having immersed herself into various

subcultures and getting to know others in those subcultures. I believe that this article will be

a great source of examples in which I can pull from to show my students the idea of identity

and how it can be used in contemporary art today.

Kerinska, N. T. (2018). Lynn Hershman teaches us to dream: Transmedia identities in

contemporary art/Lynn Hershman nos ensina a sonhar: identidades trasmidia na arte

contemporanea. CROMA, (11), 48+. https://link.gale.com/apps/doc/A541641904/AONE?

u=uni_rodit&sid=bookmark-AONE&xid=7a7a3c9d

This article is an examination of a character that was created for the film Teknolust (2002)

and the online interactive experience Agent's Ruby Edream Portal (1999-2002). Kerinska

argues that each version of this character serves as an alter ego and brings special

attention to the theme of personal identity and how that is portrayed in transmedia. I think

that this article will be an interesting example to my students of how the idea of different

identities has been brought up in various forms of visual media and the stories that go with

them.
Quinn, T., Ploof, J., & Hochtritt, L. (Eds.). (2012). Art and social justice education: Culture

as commons. Routledge.

In Chapter 32 of this book Culp and Rodrigez exchange in a dialogue in which Culp

explains how she has shifted the context of her curriculum to be more student identity

focused. She starts by sharing her frustrations toward her students' desire to

participate in stereotypes of what makes art “good.” This led her to pursue the idea of

students completing an investigation of themselves as the subject matter for their work.

Leading to more interesting work that isn’t so concerned with technique and by the

book learning. Though I don’t think that I will be using the same medium or even the

same methods that Culp did in her lesson I do think that her methods for idea

generation are a valuable resource to pull from when thinking about my own lesson on

identity.

Fritzgerald, A., & Rice, S. (2020). Antiracism and universal design for learning: Building

expressways to success. CAST Professional Publishing.

In this book Fritzgerald’s main focus is to promote the idea of Universal Design for

Learning. As spoken of in many chapters of this book Fritzgerald uses this method in

her own classroom located in an urban setting to better help reach out to her students

of color. By promoting “on ramps” to the express to success the author uses relatable

information and personal interest to entice students into approaching education on

their terms. I think that this book can help with my lesson by providing insight on what

aspects of themselve my students might struggle with or have to represent their public

or private identities.

Greene, M. (1988). The dialectic of freedom. Teachers College Press.

 This book explores the relationship between freedom and how it can interact with the

education system. In the beginning of her book Greene takes time to look to the past to

provide examples of how those without power have sought their freedom and the

creative steps they took to get there. Toward the end of her work she takes the time to

suggest different methods of introducing freedom in education by prompting creative

thought and taking initiative for students and educators. I think this book has some

powerful content and I plan to use some of Greene’s suggestions for education to

better help shape my lesson and my curriculum.

Goffman, Erving. The Presentation of Self in Everyday Life. Repr, Penguin Books, 2007.