This document outlines an art lesson plan about ego for 5th/6th grade students. It introduces Japanese artist Konoka Kitigawa who explores identity and ego through portraiture. Key concepts are that ego is a construction of self developed through self views and influenced by social aspects. Students will make boxes representing their self and peer perceptions of ego using collage materials. They will discuss their artwork and reflect on how their views of themselves. The lesson aims to help students understand ego and how it relates to identity formation and perception.
This document outlines an art lesson plan about ego for 5th/6th grade students. It introduces Japanese artist Konoka Kitigawa who explores identity and ego through portraiture. Key concepts are that ego is a construction of self developed through self views and influenced by social aspects. Students will make boxes representing their self and peer perceptions of ego using collage materials. They will discuss their artwork and reflect on how their views of themselves. The lesson aims to help students understand ego and how it relates to identity formation and perception.
This document outlines an art lesson plan about ego for 5th/6th grade students. It introduces Japanese artist Konoka Kitigawa who explores identity and ego through portraiture. Key concepts are that ego is a construction of self developed through self views and influenced by social aspects. Students will make boxes representing their self and peer perceptions of ego using collage materials. They will discuss their artwork and reflect on how their views of themselves. The lesson aims to help students understand ego and how it relates to identity formation and perception.
This document outlines an art lesson plan about ego for 5th/6th grade students. It introduces Japanese artist Konoka Kitigawa who explores identity and ego through portraiture. Key concepts are that ego is a construction of self developed through self views and influenced by social aspects. Students will make boxes representing their self and peer perceptions of ego using collage materials. They will discuss their artwork and reflect on how their views of themselves. The lesson aims to help students understand ego and how it relates to identity formation and perception.
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EGO
MEANING MAKING 5th / 6th Grade MELINDA DOSS
BROOKE MATHEWS
JORDAN THOMPSON
KELLY HUANG
INSPIRATION ARTIST:
Konoka Kitigawa
Japanese artist Studied at Tama Art University Graduate School of Fine Arts Medium: Oil Paints Explores Big Ideas of identity and ego through portraiture
Konoka Kitigawa
Throughout history and across cultures, people
have been concerned with
EGO
KEY CONCEPTS: Ego
Is a construction of self.
Is developed based on self views.
Can be influenced by social aspects of our lives.
Can be expressed or concealed through art.
Throughout history and across cultures, people
have been concerned with
EGO
ESSENTIAL QUESTIONS:
What is ego?
How is ego a construction of self?
Does ego change as a person grows/ages?
How is ego influenced by social aspects of our lives?
STUDIO INVESTIGATION:
Who do you think I am?
Lesson
Overview
Construct a small box and use various artistic methods to
create representations of self-perceived ego and peerperceived ego on the inside and outside of the box.
STUDIO INVESTIGATION:
Who do you think I am?
TSW
Be able to assemble images of self-perceived and peer-perceived ego
(Visual Arts)
Be able to discuss the images that they have used in their art making. (Literacy)
Be able to reflect on the view that they have of themselves.
(Health)
STUDIO INVESTIGATION:
Who do you think I am?
Materials
Boxes
Magazines
Scissors
Newspaper
Mod podge
Brushes
Cups
Paint
Markers
Brayer
STUDIO INVESTIGATION:
Examples
Vocabulary
Collage - artistic composition made of various materials glued on a
surface
Expressive Content images that convey ideas and emotions
PEER REVIEWED READING
Past, Present, Future: Stories of Identity in an
Elementary Art Room by Jodie Pellish
Knowledge, memory, and experience are important aspects of ego and
identity formations.
Understanding self leads to a unique perception of the world.
Formation and understanding of Story is an essential aspect of self
understanding.
Students as Investigators, teachers as Facilitators.
Connection in art leads to in depth expression Meaning Making
Students celebrate cherished aspects of themselves, learning new things
about understanding others, while finding new ways to see themselves (Pellish, p. 6).
Ticket Out: GALLERY WALK
After completion of project, clean up materials and tables.
Set completed boxes on table at seat.
Push in chairs and begin walking clockwise around the classroom to
view other students work.
Reflection
Was it difficult to find images or to come up with ideas that you felt represented yourself?
What new ideas do you have after the Gallery Walk?
