Lesson Overview:
The exemplars for this lesson are Lucas Samaras and Joseph Cornell, two artists who explored the idea of personal identity through their art. Both created small "portrait" boxes that reveal as well as conceal identity through the use of objects and symbols. Students will research the artists' lives and background, and then use the concepts of symbolic representation to present themselves by creating their own box that displays their own internal and external identity. Students will decorate their box and place their drawn self-portrait on the outside, inviting the viewer to find out more. They will then explore the concepts of visual symbols and metaphors and thoughtfully choose at least three items to represent their inner selves to go inside the box.
Length of Lesson:
Three 45-minute class periods
Instructional Objectives:
Students will:
- explore and interpret the work of Lucas Samaras and Joseph Cornell, describe their use of diverse symbols and objects to signify new meaning and identity.
- define and compile materials that explore personal and cultural identity.
- create "identity boxes", with artistic representation of their internal and external identity.
Supplies:
- Cigar type boxes or flat small shoeboxes with lids
- Images of Lucas Samaras and Joseph Cornell's artwork
- Variety of small objects and images from magazines
- Paper
- Pencils
- Tempera paint
- Construction paper
- Inexpensive craft items
- Fabric scraps
- Glue
- Markers
- Variety of small, personally symbolic objects
- Images from magazines
- Personal photos and imagery (color photocopies are recommended)
Instructional Plan:
Note: Prior to beginning this lesson, familiarize yourself with Lucas Samaras and Joseph Cornell's artwork and their themes of personal identity and use of objects and symbols. Note the concepts of literal identity or representational portraits and symbolic identity and that this lesson deals with both of these concepts (i.e. the external and internal identity of a person.) The box the students will create is symbolic in that the outside of the box represents the external self and the inside of the box represents the internal self, or what one is choosing to reveal.
Warm Up
Gather students together and hold up objects and pictures you have brought from your own personal collection. These can be objects such as a graduation tassel, baby items, lock of hair, mementos - any object that represents something about you or has special significance. Discuss with the students these items, and what importance they have to you. Have students identify the items, their purpose, and where or how they may have been used. Ask students to guess why you might have saved these objects. Do they say something about you? Do they show interests or personal feelings? Ask students questions such as: "What did you think when you first saw these objects? How do these objects tell something about me? What would you want people to know about you? Can we know everything about someone just by looking at him or her? What importance do objects and pictures have in communicating meaning? Ask the students to verbally share with the class some of the objects they have kept and why they have kept them.
Guided Instruction
Begin a general discussion about symbolism with students. Discuss common, everyday symbols with students and draw familiar symbols on the board like the plus sign, peace sign, heart, etc. Ask students about the significance of these symbols. Are they used for different purposes, and do those uses change their meaning? Explain that people use symbols to create a "message" in graphic and fine art, often incorporating widely recognized imagery. If time permits, a brief discussion of the difference between logos and symbols can be very useful; students should recognize the difference between culturally and personally understood symbols (like hearts) and the brand-symbols of a commodity, like the golden arches or the Nike "swoosh."
Next, discuss personal symbols. Explain that artists often use symbols and imagery that have personal meaning for them, but may not be familiar or known to someone viewing the work. What is our "identity", and how can it be artistically represented? You may wish to use ArtsNet Minnesota's explanation of identity as a reference point and to spark class dicussion. How do we create our identity and understand its meaning? Present various objects from the classroom and discuss the different meanings these objects could have. Ask students to brainstorm the physical characteristics of each object. For example, an object like a paintbrush can mean that the person is an artist. A bookmark can mean the person likes to read, etc. Write the object name on the board and as students give meanings for that object, discuss it and write the meanings next to the object name.
Have students view the Assemblages of Joseph Cornell and Lucas Samaras slideshow. As students view each image, ask them to think about the meanings for the objects used on these assemblages, or "identity boxes." For example, the nails on the box could represent...? Ask the students to throw out any answer that comes into their head. Write the object name on the board and as students give potential meanings for that object, write the meanings next to the object name and discuss their responses.
Independent Practice
Part I
Note: Prior to this part of the lesson, put student desks/tables in small groups and place a variety of everyday objects at each group. These objects can range from natural objects like seashells and rocks to movie tickets, receipts, and other man-made objects.
Have small groups of students sit at each table grouping, and have each group look at objects and images that the teacher has placed on the tables. Tell each group to pick three, and list as many meanings they can think of for the object. Students should write down their ideas.
Next, students will complete the Identity Survey and keep the survey with them. Give a small paper bag to each student, on which they will write their name. Students should put their completed survey in the sack and take it home. Students should put at least three objects that represent themselves into their paper bag and bring it to the next class. Explain to students that they may use a photograph, but that it must be a photo of them doing something significant, or a photo of someone (family, friend) who is important to them. Tell students that the photograph does not have to be literal, but rather can be symbolic of their identity.
Display examples of artist self-portraits in the classroom. Some examples you may include are Frida Kahlo, Albrecht Durer, and Van Gogh. Compare and contrast these self-portraits with the Lucas Samaras and Joseph Cornell boxes. Do students comprehend that both the portraits and the identity boxes are types of self-portraits and that they communicate ideas about the artist? Reference the previous discussion comparing literal vs. symbolic interpretation, then explain that one art form is representational, the other symbolic. Tell students that they will be making both of these kinds of self-portraits to go onto their artwork.
Part II
Students will draw a representational self -portrait, which will be attached to the outside of their identity box. Give each student a sheet of white paper large enough to cover one side of their box. You may need to instruct the class on drawing faces, proportions, noticing details etc. As a guideline, use the A Lifetime of Color: Sanford ArtEdventures technique demonstration of drawing facial proportions. You may wish to make copies of the self-portrait template in the online example, and have students trace over this very lightly with pencil onto their drawing paper.
Demonstrate for students how to begin drawing a self-portrait. You may wish to use the following steps:
- Give each student a small mirror to use. Have students use the mirror and the template draw their self-portrait. Students should draw the eyes, nose, mouth and ears first, and put in the hair last. (Students tend to want to do the hair first, and get stuck on this.)
- Instruct students to notice shapes, and proportions, and their own individual features. Assist students in noticing their unique differences, but encourage the students not to get too bogged down as it won't be perfect. (check for understanding)
Students should use colored pencil to draw in individual coloring of skin, eyes, hair, etc. Again, assist students in drawing in the basic shape of their hair, and encourage them not to become too bogged down in individual hair strands. Students will glue this portrait onto either the top, or one of the sides, of their box, if it is deep enough. Then, they should decorate the outside of their box using scrap paper, fabric, beads, sequins, paint, craft items, etc. Remind students to cover the entire box, except the bottom, with a variety of materials, colors, and patterns - the box needs to attract the attention of the viewer. Have students line the inside of their box, but remind them to keep it simple, so as not to detract from the objects which will go inside.
Conclusion
Have students place their three items inside their boxes and set them around the room. Students will open each other's boxes and look at them. Encourage them to discuss the contents, and their meaning, of each other's boxes. They should also discuss any associated meaning attached to the decorations on the outside of their boxes. Discuss the concepts of internal and external identity, and the differences between literal identity and symbolic identity. Ask students questions like:
- "How can others really know what is going on on the inside of us?"
- "How does your external self (appearance, behavior, etc.) communicate your internal self?"
- "Did you learn something new about a classmate today? Describe what you learned.
- How do photographs and artwork communicate meaning about a person? How is this process different from reading or hearing a story about a person?"
Assessment:
Use the Assessment Rubric to evaluate students' understanding and successful completion of their project.
Sources:
Print
- Siegfried, Joan C. Lucas Samaras: Boxes, Exhibition Catalog. Chicago: Museum of Contemporary Art 1971.
Web
Authors:
-
Barbara Gardner, Graduate Student
University of Houston
Houston, TX
