(6th grade)

Big Idea: IdentityContent Area: Fingerprint analysis, self-representation, Cheryl Sorg, collage, written reflection, non-representational art

Content StatementThe lesson will begin with an introduction to the lesson’s big idea:

identity and the various methods of identification. The students will discuss

the following methods: physical attributes (fingerprints, facial features, DNA),

written statements, and other visual representations. Furthermore, the

lesson will discuss the various ways artists use identification in their work.

The part of the discussion will focus on the difference between realistic self-

portrait and non-representational self-portraits. At this point, the students

will be introduced to the artwork of Cheryl Sorg and her series of fingerprints

—non-representation portraits. For the art-making portion of the project

the students will create self-portrait inspired by Cheryl Sorg. This project will

be mixed media based and combine all methods of identification discussed.

The art project will begin with the students taking their own fingerprints and

writing an “About Me” statement. Then the students will trace an enlarged

image of their fingerprint with marker onto a transparent film. The student’s

will substitute the natural lines found in the print with the written

statement’s words. The student’s will finalize the project by collaging magazine cutouts of images that represent

them. The student’s work must demonstrate: good craftsmanship, the proper handling of materials and a

successful self-portrait involving the mentioned identification methods.

Objectives After class discussion on identity the students will be able to describe the various attributes of

identification. After taking their own fingerprints, the students will be able to demostrate the fingerprint analysis

process. After viewing and discussing the artwork of Cheryl Sorg, the students will be explain the use of

identification in art. After creating a Cheyl Sorg inspired fingerprint self portrait, the students will be able to demonstrate how

to create a non-representational self- portrait.

Standards of Education

Fingerprints: Exploring Self Portraits

(Related National Standards for Visual Arts Education)1. Content Standard: Understanding and applying media, techniques, and processes3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas

(Related Virginia Visual Arts Standards of Learning)6.1 The student will use, and record in a sketchbook/journal, steps of the art-making process,

including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.

6.3 The student will communicate personal ideas, experiences, and narratives through the creation of works of art, using a variety of media.

6.9 The student will identify the components of an artist’s style, including materials, design, technique, subject matter, and purpose.

(Related Virginia Standards of Learning for Math, Science, English, History, Etc.)

English6.7 The student will write narration, description, exposition, and persuasion.

Materials/Resources(For student)

1 Clear fingerprint (thumb) enlarged to 8 ½ x 11 in.1 pencil1 sharpie1 clear plastic paper protector1 pair of scissors1 glues stickMagazines

Time Required3/4 anticipated number of day(s). Class period last approximately 90

minutes.

(Estimated)Time flow:Snapshot moment (5 min)PowerPoint Presentation/discussion (10 min)Demonstration (5/10 min)Art Supplies distribution (5min)Independent work (45/50 min)Clean up (10 min)Check for Understanding/Closure (5 min)

Itinerary and Strategies Key terms/vocabulary to be introduced:

Fingerprint analysis, self-representation, Cheryl Sorg, collage, written reflection, non-representational art

Motivation and explanations: The students will be introduced to the following methods of identification: physical attributes

(fingerprints, facial features, DNA), written statements, and other visual representationsEach identification method discussed will be introduced through a PowerPoint presentation. Each presentation with not only discusses the importance of this method to one’s identity but also demonstrate its relevance to the arts. The art-making portion of the project will be greatly inspired by the artwork of Cheryl Sorg and her series of fingerprints—an exploration of non-representational self-portraits.

Questioning strategies/discussion: During each PowerPoint presentation the students will discuss the identification method being

presented. Group discussion will focus on: how does this method relate to you and how could you use this method in art to represent yourself. Key questions include but are not limited to: How do you think this method helps us identify someone? What could we utilize this method in our self-portraits? Do you think this artwork is a successful self-portrait? Etc.

Student independent practice/activity overview: For the art-making portion of the project the student’s will create self-portrait inspired by Cheryl

Sorg. This project will be mixed media based and combine all methods of identification discussed. The art project will begin with the students taking their own fingerprints and writing an “About Me” statement. Then the students will trace an enlarged image of their fingerprint with marker onto a transparent film. The students will substitute the natural lines found in the print with the written statement’s words. The students will finalize the project by collaging magazine cutouts of images that represent them. The student’s work must demonstrate: good craftsmanship, the proper handling of materials and a successful self-portrait involving the mentioned identification methods.

Checking for Understanding/Closure Each part of the lesson will end with an opportunity to discuss the overall class progress of the

project. Wrap up questions may include but are not limited to: What was different about this process than the other techniques we have learned? Do you think this work is successful? What did you find most difficult about this process? If you could do this project again, what would you do differently?

Evaluation StrategiesEach day student will participate in class discussions. Being present and participating in each

discussion counts towards the students overall participation grade. During the PowerPoint presentation students will participate in a discussion on the artworks of Cheryl Sorg and various processes of identity. See section Questioning strategies/discussions for examples of evaluation questions. At the end of the lesson, students will participate in a discussion focused on the completed work of each individual student. See section Check for Understanding/Closure for examples of evaluation questions. Further evaluation on each student’s completed work will be based on the attached rubric.

Example of Student WorkFingerprints: Exploring Self Portraits (6th Grade)

“About Me Narrative”(In Progress)—Vivian Nguyen

(6th grade student)Pencil

“Self Portrait Collage”—Marina R. (6th grade student)

Mixed Media