Lesson Plan: Exploring Personal Identity through Art

Duration: 2 x 1 hour sessions (plus cleanup time)

Overview

In this lesson series, students will explore the concept of personal identity through the lens of contemporary artist Reko Rennie. They will create a continuous line self-portrait and incorporate personal symbols that represent their identities. This exercise encourages creativity, self-reflection, and fine motor skills.

Lesson Objectives

By the end of this lesson series, students will be able to:

• Understand the concept of personal identity in art.
• Develop skills in continuous line drawing.
• Create a self-portrait that expresses individual identity.
• Sketch and refine personal symbols that are meaningful to each student.

Materials Needed

• Sketchbooks or drawing paper
• Pencils
• Erasers
• Mirrors or smartphones for selfies
• Coloured pencils

---

Individual Work Segment

Duration: 30 minutes

Introduction to Individual Work

During the Individual Work segment, students will engage in self-reflection and hands-on creativity based on the concepts discussed in the lesson. The goal is for each student to create a unique piece that embodies their personal identity and reflections.

Suggested Activities

1. Self-Reflection Writing (10 minutes)

   • Begin the session with a brief reflective writing exercise. Students will spend the first ten minutes writing responses to the following prompts in their sketchbooks:
     • "What makes me unique?"
     • "What are the key symbols that represent my identity?"
     • "How do I want to express myself through my art?"
   • Encourage students to think deeply and to consider their backgrounds, cultures, hobbies, and personal experiences.

2. Continuous Line Drawing (10 minutes)

   • Next, students will create a continuous line self-portrait using the feedback from their reflective writing.
   • Remind them to focus on the flow of their lines and how it represents their personality rather than aiming for photographic accuracy.
   • Encourage them to glance between their mirror or selfie and their drawing, allowing the line to represent a 'stream of consciousness' approach.

3. Incorporation of Personal Symbols (10 minutes)

   • Finally, students will sketch personal symbols that hold meaning for them around their self-portrait. This could include:
     • Objects representing hobbies, such as a musical note for a musician or a book for a reader.
     • Patterns or designs that relate to their cultural identities.
     • Abstract shapes that convey their feelings or aspirations.
   • Suggest they visually tie these symbols into their continuous line self-portrait, enhancing the theme of personal identity.

Wrap-Up and Sharing (Optional)

• In the final minutes of the session, consider allowing a few volunteers to share their self-portraits and the symbols they've incorporated, fostering a classroom discussion about the diverse identities represented.
• Remind students to keep their sketches safe for the next session, where they will refine and add colour to their works.

Cleanup

Ensure students allocate time at the end of the session to clean their workspaces, tidy up any materials used, and store their sketchbooks safely.

---

This structured approach to the Individual Work segment not only promotes artistic skills but encourages students to delve into their personal narratives, fostering a deeper understanding of themselves and their identities through art.