Art and Identity

Lesson 12: Exploring Personal Expression

National Curriculum Links

Key Stage 4 (Year 11) Art and Design Programme of Study

AO1: Develop Ideas — Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine Work — Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques, and processes.
AO3: Record Ideas — Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present Work — Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Learning Objectives

By the end of this 30-minute session, students will:

Understand how art can be a powerful tool for expressing personal identity (AO1).
Create a self-portrait that creatively expresses their unique identity through choice of style, media, and symbolism (AO2).
Reflect critically on how their artwork communicates their personal identity (AO3, AO4).

Success Criteria

Students will successfully:

Produce a self-portrait using media and techniques that express their sense of identity.
Identify at least two symbolic elements that represent aspects of their identity within their artwork.
Write a concise reflection (100-150 words) explaining how their self-portrait communicates who they are.

Resources Needed

A3 or A4 drawing/sketch paper
Pencils, charcoal, coloured pencils, or water-based paints
Mirrors or digital self-images (optional)
Reflection worksheet (template with prompts: symbolism, choices, emotions)
Timer or stopwatch

Lesson Structure

1. Introduction (5 minutes)

Begin with a brief whole-class discussion: “How can art show who we are?”
Introduce idea that identity can be shown through facial features, colours, objects, and style.
Show 2-3 examples of self-portraits by artists who use symbolism (e.g. Frida Kahlo, Kehinde Wiley) highlighting elements that represent identity beyond physical appearance.
Link back to National Curriculum AO1 & AO4: emphasise critical understanding and meaningful personal response.

2. Main Activity: Creating a Self-Portrait (20 minutes)

Students will create a self-portrait that goes beyond realistic depiction to include symbols or styles that represent their unique identity, such as cultural background, interests, emotions, or personality traits.
Encourage experimentation with media to reflect mood or personality (e.g. bold colours for confidence, soft pastels for calmness).
Remind students to think critically about their choices (AO2 & AO3).
Teacher circulates, offering personalised prompts:
- “What objects could symbolise something important about you?”
- “How does the colour you chose reflect your personality?”
Use a timer to help the student manage time efficiently.

3. Reflection and Discussion (5 minutes)

Student completes reflection worksheet, addressing:
- What elements of your portrait express who you are?
- Why did you choose these symbols/media?
- How do you feel your artwork communicates your identity?
If time allows, have a quick verbal sharing to consolidate understanding and celebrate individual expressions.
Teacher provides positive feedback aligned with success criteria.

Assessment

Formative assessment through observation and questioning during practical work.
Review student reflections to assess depth of critical thinking and ability to articulate their artistic decisions.
Use success criteria checklist as a quick self-assessment tool for the student and to guide teacher feedback.

Extension Ideas / Differentiation

For students who finish early or need more challenge: Create a short mood board of images or colours that relate to aspects of their identity to accompany their portrait.
For students who need additional support: Provide prompts or templates to help express ideas symbolically, or allow them to create a portrait using collage from magazines and newspapers related to their interests and identity.

Links to Broader Curriculum / Cross-Curricular Connections

PSHE: Exploring personal identity supports emotional literacy and resilience.
English: Writing reflections cultivates literacy and critical thinking skills.
History/Culture: Discussion on personal and cultural identity ties into diversity and citizenship education.

Reflection for Future Lessons

Note how well the student engages with symbolic representation versus literal depiction.
Adjust future lessons to incorporate more or less emphasis on symbolism and reflective writing based on student feedback and performance.

This lesson harnesses the power of personal storytelling through visual art, fostering self-awareness and creativity while being fully embedded in the expectations of the National Curriculum for England.

Teaching Instructions