Exploring Identity

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Lesson Overview

Year Group: Year 10
Subject: Art & Design
Unit Title: Exploring Identity in Art
Lesson Title: Introduction to Identity in Art
Duration: 60 minutes
Curriculum Focus: GCSE Art & Design (specific focus on developing personal response and critical understanding – aligns with AOs 1 & 2 from the UK GCSE Art & Design Assessment Objectives).

This lesson is designed to introduce students to the concept of identity as a theme in art, encouraging them to think about how their personal identity, alongside cultural and societal influences, could shape their creative work.

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Learning Objectives

By the end of the lesson, students will:

1. Understand the concept of "identity" and how it relates to art.
2. Analyse and interpret examples of artworks that focus on personal and cultural identity.
3. Reflect on their own understanding of identity as an artistic theme and consider how they could express this in future work.

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Materials Needed

• Projector or interactive whiteboard
• A3 sketchbooks (or A3 paper if preferred)
• Charcoal pencils, graphite pencils, erasers
• A selection of pictures of identity-focused artworks (e.g., Frida Kahlo's self-portraits, Yinka Shonibare's cultural narrative artworks, Grayson Perry's ceramics)
• Student journals
• Whiteboard markers

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Lesson Structure

1. Starter Activity (10 minutes): Reflecting on Identity (Individual and Pair-Share)

Aim: Engage students with the lesson theme and start them thinking about the concept of identity.

1. Begin by writing "Identity is..." on the board.
2. Ask students to individually spend 2 minutes answering this prompt in their sketchbooks. Encourage them to think broadly (e.g., personal identity, cultural identity, gender, family, etc.).
3. Pair-share: Each student pairs up with another and shares their response. Ask them to find one word or idea they both wrote down (e.g., "culture", "memory") and share their findings with the class.

Transition Note: Use the shared words or ideas as a segue into discussing the significance of identity in art.

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2. Teacher Input (15 minutes): Identity in Art (Discussion and Analysis)

Aim: Introduce students to how identity has been used as a lens by famous artists, fostering critical interpretation and open discussion.

1. Display 3-4 selected artworks that focus on personal and cultural identity (e.g., Frida Kahlo's The Two Fridas, Yinka Shonibare's The Swing, Jean-Michel Basquiat's untitled works). Ensure works represent cultural diversity.
2. Facilitate a discussion around questions such as:
   • "What does this artwork tell us about the artist’s identity?"
   • "How does the artist use colour, texture, or symbols to communicate this?"
   • "Does this artwork make you reflect on your own identity? How?"
3. Highlight key points that align with GCSE Assessment Objective 1: "Develop ideas through investigations, demonstrating critical understanding of sources."

Differentiation Option: Use visual prompts and sentence starters for students who need support in articulating their responses, such as:

• "This artwork makes me think about..."
• "The use of [symbol/element] suggests..."

Key Takeaway: Emphasise that art can be deeply personal but also connect to wider cultural narratives.

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3. Main Activity (25 minutes): Personal Identity Sketch Exercise

Aim: Encourage students to reflect on their own identity and begin expressing it visually.

1. Prompt: "Create a quick, symbolic self-portrait that reflects something about who you are." This doesn’t need to be literal. Students can incorporate symbols, abstract forms, or narrative elements (e.g., a tree might reflect growth, or a certain object might relate to their family).
2. Provide tools (charcoal for bold marks, graphite for fine details) and encourage exploration. Remind students to focus on ideas rather than perfection.
3. Circulate the room, offering guidance and asking reflective questions:
   • "What part of your identity does this element represent?"
   • "How might you build on this in a more detailed artwork?"

Stretch Task: Students who complete the task early can annotate their work with brief sentences explaining their chosen symbols or design.

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4. Plenary (10 minutes): Group Reflection and Connection

Aim: Tie the lesson back to its objectives and foster group connection.

1. Display all the self-portraits at the front of the class (optional: use a "gallery wall" format).
2. Invite students to share:
   • One symbol or aspect they included and why.
   • How this exercise made them think about their identity.
3. Wrap up with the question: "How can exploring identity help shape our art?" Encourage responses that link directly to the key learning objectives of individual reflection, cultural significance, and artistic expression.

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Assessment Opportunities

1. Formative Assessment: Observe and make notes on student participation during the discussion (analytical thinking and articulation).
2. Sketch Review: Informally assess students' self-portrait sketches for creativity and their ability to visually communicate personal ideas.
3. Self-Reflection: Use verbal student reflections during the plenary to gauge understanding of the concept.

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Homework/Extension Task

"Visual Identity Mood Board": Ask students to create a mood board (collage or digital format) that represents their own identity. They may use magazine cut-outs, drawings, photos, or text to show aspects of their personal and cultural identity. They should bring this to Lesson 2 for further exploration.

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Teacher Tips

1. Cultural Sensitivity: Be mindful of students with diverse backgrounds and experiences. Frame discussions around inclusivity and respect for different interpretations of identity.
2. Supportive Atmosphere: Encourage open discussion but provide an opt-out option for students who are uncomfortable with sharing personal aspects.
3. Link to Curriculum: Highlight how this foundational exploration ties to producing GCSE coursework that requires a personal and meaningful response.

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Reflection for Teacher

• Did students engage with the concept of identity and relate it to their own experiences?
• Did the selected artworks provoke thoughtful discussion and inspire creative approaches?
• Were students able to begin expressing personal ideas visually?