Chiffon Thomas
week 3 lesson plan by Victoria Grullon 

Title: 

Curating your Alter-Ego Through The Use of Symbols and Setting

Big Ideas:

Students will be tasked to curate an alter-ego and ultimately a story using symbols and setting. This will allow students to think about their own methods of storytelling and bring them to understand how certain images and the placement of these images can inform a story/mode of expression. They will explore local issues that they care about. 

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Overview and Essential Questions:

This lesson will be executed in two parts: 

1. Alter-ego development - Building upon the artist video and handout, students understand how Pamela Phatsimo Sunstrum uses storytelling in her artist practice. Now they will be tasked to create their own alter-ego and challenge themselves on what they want to convey as a storyteller. They will define how their alter-ego would look, strengths, weaknesses, fears, and even powers that make up their alter-ego’s profile. After that they will research images that can represent the profile of their alter ego. 

2. Mask Making - By this point their alter-ego has been developed and now it is time to realize their alter-ego. Students will be challenged to answer “What truths are your alter-ego seeking to find?” and based on the traits of their alter-ego “What images can best represent your alter-ego and why?” “How can you become more like your alter-ego?”

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Relevance/Rationale:

 

This lesson is meant to push students to become curious about their ability to dream, create, and realize characters or alter-egos. Although they are being tasked to create a fictional character, the aim is for them to reflect on how they see or don’t see themselves in the character. It is relevant because at times the limits around age, class, and race can be seen as limitations in the pursuit of their aspirations. In creating the mask, students can imagine a reality with unlimited possibilities that can work to solve seemingly big and ‘out of reach’ issues. Students will imagine a world without these constraints and potentially see the power in themselves. 

Outcomes/Objectives:

• effectively develop a character (physical and emotional traits)

• begin to understand the basics of creating a narrative

• use images to convey meaning and/or themes

• arrange collage materials on a canvas

• use color and line to convey meaning and/or themes

 

(1c: Setting Instructional Outcomes)

• VA:Cr1.1.3a  - Elaborate on an imaginative idea

• VA:Cr1.2.3a - Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

• VA:Cr2.2.3a - Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes

• VA:Re.7.2.3a - Determine messages communicated by an image.

• VA:Re8.1.3a - Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood

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Artists:

Pamela Phatsimo Sunstrum

1. The Incense Burner (2017)

2. Landlord (2018)

3. Sister (2018)

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Class Information:

Stratton Academy of the Arts is a school for grades k-5 and it has an arts integrated curriculum. The families in the community are mostly low-income families, with a predominantly Black population. Some families are from the Congo, and the language apart from English is French for some students.

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Technologies and Other Materials /Resources: 

 

• Artist Handout + Video 

• National Geographic + Architecture + Misc. Magazines

• Newspaper

• Stencils (shapes, letters, numbers)

• Pencils 

• Multi-color Construction paper

• Glue 

• Scissors

• Thread

• Puff Balls

• Glitter

• Crayons, Colored Pencils, Markers, Pens, Highlighters

• Popsicles sticks

• Ziploc Bags

• Handheld Hole Puncher

• Projector / Laptop

 

Academic Vocabulary:

• alter-ego

• identity

• storytelling

• narrative

• setting

• context

• collage

Lesson Procedures: 

• Movement activity: Students will be split into two equal groups and will be asked to choose one crayon. The two groups will then line up in their respective groups. There will be three medium-sized white posters hung up in the classroom (one for group 1, one for group 2, and one for the demonstration. Teachers will give each student about ten seconds to draw a scribble or doodle that represents how they feel today. The Head and Assistant teachers will demonstrate this exercise. During the demonstration the teachers are urged to use a lot of expressive movements while drawing on the poster to give students a good reference on how to go about the exercise. After each student draws on their group’s respective poster, teachers will take down the poster, set it on the ground, and ask that students sit around their poster. 

• Group Discussion: Instructors will prompt students to look at the poster for a few moments and then ask the following questions:

  • What do you notice about the poster? Are there any patterns or any lines that look especially different from the others?

  • Can you see the line that you made?

    • Start by explaining why you made your line and how that related to how you feel today / how you are showing up today 

    • For those that say yes, ask about why they chose that color and why they chose to make the line in that manner? Ask them to explain how their line is related to how they felt today.

  • Was it hard to create a line that represented how you felt? Why?

    • As a response, you can explain that this poster is a representation of the many ways that students show up today. Note how they’re all stacked on top of each other because emotions are very complex, especially when there are competing feelings all in the same space.

• Class Discussion: The Head Teacher will then ask students:

  • What do you think this activity was all about? Why do you think I asked you all to participate in this activity?

Then the Head teacher will reference back to the Program Agreements and highlight the ‘Treat others with care and respect’. Refer back to the points made in the discussion and explain that this poster is a representation of the many ways that students show up today. Notice how maybe people felt the same (ex: feeling good, tired, or angry) and that each representation of those same feelings are expressed in different ways. That can be complicated. 

Then the teaching team will then hang all the posters back on the wall to show the variety

• The Big Idea: We are not aware of how others may feel when entering the same place. What if they already had a bad day, maybe someone was bullied earlier today, or maybe a person was having a great after many bad days. For that reason, we need to treat each other with care and respect because we don’t know what others are really going through. Be kind to one another. Treat others with the same amount of respect that you require/deserve.

     Part B - Creating + Painting the Base of the Mask Day 1

• Students will be split off into two major groups: Group A (2nd and 3rd graders) and Group B (1st graders). There will be two support teachers in Group A and three teachers in Group B. Once the students are seated at their respective tables, they each will be given a disposable apron (support teachers will help as needed). The respective teachers will give the acrylic paint demonstration: Brush Handling, Don’t use more than you need, Protect your clothes, Be Mindful of Your Neighbor. 

• SETUP: Each table will be lined with poster paper, the floor beneath it will be lined with paper, two half-filled cups of water, medium-sized paint brushes. Every student will have a paper plate of paint. Each student will have white paint paper (it will either be pre-cut into the mask shape or it will have guidelines for students that want to cut out their own).

• The Head Teacher will then call the attention of all the students and preview the mask/Alter-Ego Project. Ask students what they think alter-egos are. Explain what you see alter-egos as. Alter-Egos can represent a version of yourself that you may be nervous or even scared to show in reality. Think of a world of no judgment, nothing prevents you from expressing your authentic self. What would that look like? Think OUTSIDE the box! It doesn’t have to look like a real person, real skin tone, hair color, eyes or anything like that. Be creative! Then show the class your teacher sample of painting the base of the mask.

• Then we’ll put on the ‘Victoria’s Art Room’ music playlist and begin 10-minute dedicated artmaking with minimal to no teacher input. After that point students can ask for some guidance, tips, and suggestions. 

• ***If time allows, support teachers will demonstrate how to cut and fold the paper to create a 3D mask. Then, they will help students that need support after the demonstration. 

• At the 10-minute mark before class ends, the Head Teacher will notify students that it is time to start making their final markings and to put any used paint brushes in the cup of water. Students will then remove and dispose of their aprons, dispose of their painting plates if there’s no salvageable paint. 

• ***If time allows, support teachers can play a game of Red Light, Green Light or Duck Duck Goose.

    Part C - Introducing the Artist + Artist Practice Day 2

• At this time students will be asked to sit around the projected screen. I will present my artist slides around Pamela Phatsimo Sunstrum. Where she grew up, what subjects she likes to create, and what she uses to create, then I will highlight her Alter-Ego Asme. To do this focus on one of her works. Explain why made the painting, what role her alter-ego plays in the situation. Her alter-ego can be present in intangible settings and that there’s a sense of freedom that comes with being able to use an alter-ego. She can be anywhere and everywhere. She also used symbols to situate Asme. Focus on one of the symbols she used and encourage the students to use them in their masks! Ask students about their favorite fictional character and why? If your alter-ego could have a special ability, kind of like a superpower, what would it be? Explain that Asme’s special ability is to be anywhere and everywhere all at once. Include a slide that shows what the different colors could mean, what they could mean around the world (South African Meaning). 

    Part D - Decorating the Mask + Realizing Your Alter Ego 

• The classroom will be broken up into different stations: Cutting Station (Collage/Construction Paper), Sequins/Puffballs Station, Marker/Crayons/Sharpie Station. 

Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English Language Learners, and high achieving students to ensure that all students have access to and are able to engage appropriately in this lesson. How will you encourage students to seek help through an online format? Be specific.

(1e: Designing Coherent Instruction)

Students will be able to choose what medium that they want to explore outside of painting. I will lead small groups and show students how to leverage the various mediums’ qualities. We’ll also provide stencils to aid the process of bringing their ideas to life. 

Assessment Criteria for Success:

• How and when will you assess student learning throughout the lesson (formative)?

• How will you and your students know if they have successfully met the outcomes?

• What is the criteria for mastery of the lesson outcome(s)?

• Describe any (formative and summative) assessments to be used.

(1f: Designing Student Assessments)

• The alter-ego and landscape/setting must be identifiable 

• Students should be able to verbally explain their intention for the piece

• Effort should be shown in the final product

• Students should have completed a draft of the project

Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you prevent them from occurring?

(1a: Demonstrating Knowledge of Content and Pedagogy)

 

Reflections: List at least three questions you will ask yourself after the lesson is taught.

(4a: Reflecting on Teaching)

• How was time used during the execution of this lesson?

• How could the lesson be more collaborative between student-to-student?

• How can I incorporate technology into this lesson? Would it have been helpful?