Identity Through Art

Unit: Exploring Identity through Basquiat

Lesson 3 of 3: Creating Identity-Inspired Artworks

Year Level: 12
Duration: 60 minutes
Class Size: 20 Students
Subject: Visual Arts

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Learning Objectives (Australian Curriculum v9 Alignment)

By the end of this lesson, students will:

• Apply visual arts processes, materials, techniques, and conventions to create a mixed media artwork that reflects their personal identity, drawing inspiration from Jean-Michel Basquiat's style and methods (AC9AVA12C01).
• Analyse and articulate how their artistic choices express their identity, including the use of symbols, text, and gestural marks, reflecting conceptual understanding and technical skills (AC9AVA12P01).
• Engage in peer presentations and provide constructive feedback, strengthening critical reflection and communication about artworks (AC9AVA12P02).

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Curriculum Content Descriptions Addressed

• AC9AVA12C01: Use visual conventions, visual arts processes, and material techniques to develop representations that communicate complex ideas about identity and culture.
• AC9AVA12P01: Create artworks that communicate ideas and perspectives through the manipulation of materials and techniques.
• AC9AVA12P02: Present artworks and discuss how ideas and intentions are communicated, gathering and applying feedback for refinement.

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Success Criteria

• Students create an original mixed media artwork at an extended scale that integrates learnt techniques inspired by Basquiat (text, layering, symbolism, gestural marks).
• Students clearly explain how their artwork reflects their identity during presentations.
• Students provide thoughtful peer feedback that connects to artistic expression and conceptual intent.

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Materials Needed

• Large-quality sheets or canvases (A2 or larger)
• Variety of mixed media materials: acrylic paints, oil pastels, charcoal, collage papers, markers, spray paint (if practical and safe), stencils, masking tape, text prints
• Brushes, palette knives, sponges, rags
• Easels or flat work surface
• Audio-visual equipment for presentations
• Peer feedback forms (structured with prompts)

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Lesson Breakdown (60 minutes)

1. Introduction and Recap (10 minutes)

• Briefly review key learnings from previous lessons on Basquiat’s work — his use of mixed media, incorporation of text, symbolism, and raw gestural style.
• Highlight the learning intention: to develop a personal artwork inspired by these techniques that expresses each student’s unique identity.
• Outline the plan for the class: creation phase + presentations + peer feedback.

2. Artmaking: Creating the Artwork (30 minutes)

• Students work independently to develop their larger mixed media artworks, encouraged to draw on Basquiat’s layering techniques, juxtaposition of imagery and text, and symbolic representations of identity.
• Teacher circulates to support individual technical challenges, prompt reflection on artistic choices, and encourage solution-driven practice.
• Encourage students to consider emotional expression, cultural symbols, and textual elements as part of their artwork composition.
• Monitor time closely and support students in preparing for their presentations by thinking about the meaning behind their work and artistic decisions.

3. Presentations and Peer Feedback (15 minutes)

• Each student presents their artwork to the class (approximately 1 minute per student).
• Students discuss the choices they made (materials, symbols, text, composition) and how these relate to their own identity.
• Class peers provide constructive feedback via structured prompts, focusing on:
  • What the artwork communicates about the artist’s identity.
  • Effective use of Basquiat-inspired techniques.
  • Suggestions for refinement or future exploration.
• Teacher facilitates respectful and meaningful critique ensuring all voices are heard.

4. Conclusion and Reflection (5 minutes)

• Recap the value of expressing identity through visual arts and how Basquiat’s style provided inspiration.
• Invite students to journal a brief reflection on what they learned about their own identity and artistic voice through this project.
• Outline next steps: potential for further development, exhibiting works, or incorporating reflections into their visual arts folio.

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Assessment

• Formative assessment through observation and questioning during artmaking phase.
• Summative assessment on final mixed media artwork and oral presentation evaluated with a rubric focusing on:
  • Artistic technique and innovation using Basquiat-inspired methods.
  • Conceptual depth and articulation of personal identity.
  • Engagement with peer feedback and critique process.

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Differentiation

• Provide additional scaffolding or visual examples for students who need assistance in planning or executing mixed media techniques.
• Offer extension tasks for advanced students to research deeper into Basquiat's cultural context or integrate digital media tools.
• Encourage collaborative support and discussion among peers for shared learning opportunities.

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Links to General Capabilities and Cross-Curriculum Priorities

• Critical and Creative Thinking: Experimentation with new and unconventional artmaking methods.
• Personal and Social Capability: Reflecting on identity; respectful peer feedback.
• Aboriginal and Torres Strait Islander Histories and Cultures: Acknowledge Basquiat’s engagement with identity and culture, parallels with First Nations art exploring identity.
• Ethical Understanding: Engaging in respectful critique recognising diverse identities and expressions.

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This lesson plan enables Year 12 students to synthesise their understanding of identity in art, inspired by the bold and expressive works of Jean-Michel Basquiat, consistent with the Australian Curriculum v9 Visual Arts standards for senior secondary students. The blend of creative practice, presentations, and peer interaction nurtures both technical skills and critical thinking, fostering confident, expressive young artists.