Using photography and mixed media to explore inner and outer identity
Students will alter photographic self portraits with embroidery and other media to explore their inner vs. outer identity. They will begin with a photography portion, in which they will set up, shoot, edit and print self portraits. They will then use embroidery and other media of their choosing to explore how their inner self differs from their outward appearance. They may take many approaches to this concept, ranging from biological inner structures, to how past experience shapes identity, to fashion and appearance, and so on.
Student Group Targeted
Essential Questions and Key Concepts Related to the Big Idea
Full List of Artists and/or Other Sources of Content
Lesson 1 Intro - 1 period
Lesson 2 photoshoot - 1 period
Lesson 3 photoshop - 1 period
Lesson 4 mid-point crit - half period
Lesson 5 mixed media materials demo - 1 period
Lesson 6 workdays - 4 periods
Lesson 7 critique - 1 period
TOTAL: 10 class periods (1 month)
Materials and Resources
Printer for handouts
Projector to show artists
DSLR camera or camera phones
Sheet for backdrop
Clamp lights or standing lamps
Computers with photoshop (can supplement smartphones)
Printer that can print 11x14
Other media for experimentation
Related Visual Arts Standards of Learning
Related Standards of Learning from other Disciplines
#VA:Cr1.1 Anchor Standard: Generate and conceptualize artistic ideas and work
#VA:Cr3.1 Anchor Standard: Refine and complete artistic work.
Lesson Plan 1: INTRODUCTION
Students will be introduced to the project. A handout with the assignment will be passed out and a presentation of artists will be shown. Students will go over questions they have and begin sketching and brainstorming. Focus will be put on developing a concept and ways to translate inner identity into image.
Lesson Plan 2: PHOTOSHOOT
Students will work as a class to set up a photoshoot for their self-portraits. We will discuss camera basics, including exposure, shutter speed, aperture. We will discuss how to utilize the features on a cell phone camera to replicate these camera elements. They will set up lighting, a backdrop,and set up the camera. Students will be given the option to do their self-portrait outside of school if they wish. The portrait should utilize a plain background (flat color or texture) and can show as much or as little of the body as fits the project. Students must get feedback from the teacher and 1+ other students before taking photos.
Lesson Plan 3: PHOTO EDITING
Students will upload their images to computers and edit using photoshop. They will learn to crop out unwanted details at the edges, adjust exposure, contrast, and other details they request. **If there is no computer lab or photoshop, this step can be done on cell phones.**
Lesson Plan 4: MID-POINT CRIT 1
When students are close to being done with editing, they will have a short, informal critique. Peers can help each other with technical issues that some have mastered. Students will receive feedback before making final touches on their photos. Depending on class size, students will break into small groups to have conversations about each work, and the teacher will float between groups.
Lesson Plan 5: EMBROIDERY AND MIXED MEDIA DEMOS/EXPERIMENTATION
Students will watch demonstrations of different types of embroidery stitches and be given a handout illustrating how to do each stitch. The remainder of class will be spent experimenting with embroidery on paper in students’ sketchbooks. They should be encouraged to try out/make up new types of stitches and patterns. They may also experiment with other media they wish to use, such as paint, pen, scratching tools, etc. This day is meant for play before working on the final piece.
Lesson Plan 6: WORKDAYS
Students will work on embroidering and adding other media to their portraits. The teacher will check in regularly with individual students to discuss ideas and technical issues. This will take around 4 class periods.
Lesson Plan 6: MID-POINT CRIT 2
Students will have an informal critique halfway through the process. They will give each other feedback on their technique as well as provide feedback on what they think the embroidery and other media are meant to say about the person’s identity. If they are unsure, what can be done to make the message more clear? They should be encouraged to share techniques in a mini skill-share format.
Lesson Plan 7: CRITIQUE
Students will have a formal critique of their finished work.
LESSON 1: INTRODUCTION
LESSON 2: PHOTOSHOOT
LESSON 3: PHOTOSHOP
LESSON 4: MID POINT CRIT 1
LESSON 5: EMBROIDERY + MIXED MEDIA EXPERIMENTATION
LESSON 6: WORKDAYS
LESSON 7: MID POINT CRIT 2
LESSON 8: CRITIQUE
Assessment and/or Evaluation Strategies
Rubrics and/or criteria (Include rubrics/criteria (make sure they link with objective of the lesson)
(Explain how the lesson will be structured so that the students will demonstrate their understanding of the concepts; detail what will be used as indicators that the students acquired the skills and knowledge outlined in the objectives/learner outcomes; explain the methods to be used to collect the information upon which to base the evaluation.)
What do you think?
What would I change for the next time I teach this?
What surprised me?
Was it worth doing?
Is it worth doing again?
How can it inform what I do next?
How can the students use the skills that they learned going forward?
Does it pass the “so what” test?
Did it connect on both ends (beginning and end)?
Logistics: set up, order, materials, skills taught?
What other materials may work better?
Was rigor high enough or too high?
How did student respond?
You will alter photographic self portraits with embroidery and other media to explore inner vs. outer identity. You will begin with a photography portion, in which you will set up, shoot, edit and print self portraits. You will then use embroidery and other media of your choosing to explore how their inner self differs from outward appearance. You may take many approaches to this concept, ranging from biological inner structures, to how past experience shapes identity, to fashion and appearance, and so on and so forth.
Editing and printing:
Final portrait critique:
What I’m looking for
Stance on identity. Evidence of time and effort. 3+ ideas or versions of the same idea.
Control over exposure and focus. Composition.
Control over exposure. Framing.
Mastery of back stitch, running stitch, chain stitch, satin stitch. Integration into portrait. Craftsmanship/ control over medium.
Informed decision-making in material use. Control of chosen media.
Consideration of inner self vs outer self, research done into concept, use of symbols or emotion in mark making
Active participation in critiques. Working during class. Keeping up with timeline.