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rachel Gelzinnis

on 7 March 2016

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Transcript of Identity

Exploring the notion of identity in society and culture through the Arts

Exploring Personal Identity
High school and the discovery of identity coincide during the teenage years. It's a time when students
with different
personas, social groups
ascertain where and how they
. Exploring the idea of
personal identity
gives students the opportunity to
while developing
and an
of the art world.
Exploring Cultural Identity
Prior Knowledge

In their Visual Diary students choose an artist to research and investigate. They explore techniques, materials and methods the artists have applied in their art. This artist will be used for inspiration for own self portrait.
Who am I?
Upon researching the social and cultural influences of their chosen artist, students
on their own
and write a short
of their life.

Using the Feldman 4 step model of art criticism Students anaylse and respond to a work of art.

: What do you see in the artwork? What techniques and materials have been used? What is happening?

: How are the elements and principles of art organised and applies in this art work?

: What is the artist trying to say?What is the story, mood and meaning of this artwork?

: Is this work successful technically or conceptually? Why or why not? Explain.
Learner Profile Annotated Mindmap - Year 10 Visual Arts
IB Learner Profile Attribute

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical responses.
IB Learner Profile Attribute
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Discussing and defining
the discussion, using the aid of a mindmap the class list some different ways identity is defined/discussed in contemporary society e.g personal identity, cultural identity, national identity, individual identity and group identity.

Discuss how these forms of identity are different or related?
In groups of three /four students discuss and reflect on what are the factors that shape identity? Consider the role of gender, race, age, beliefs, ethnicity, religion, class, history, events and physical environment in shaping identity.
Is identity something that is fixed?

Is identity natural or constructed or something that changes over time?

Explain in short written
Art makes us see ourselves and our
to the world in which we live. Art education helps us to
and discuss differences in not just our own
but those that are not our own. In doing so students learn to
the "other".
Responsive Art Criticism
Students are
into applying and writing about the elements and principles of art.

Artworks, artists and cultural influence are discussed orally and in short answer responses.
Prior knowledge
Artworks and artists are explored in a social and cultural context to help understand political, social and environmental influences
Comparative Analysis
students identify two artworks that
they believe
make an interesting
in how they express or suggest ideas about identity.

Pairs present the artworks and their findings to the rest of the class.

Example: An historical and contemporary artwork that each express a view about
national identity

Sydney Nolan
Tracey Moffatt
Students come to the subject having viewed, discussed and experimented with different styles, techniques and materials.

Study and knowledge of traditional and non-traditional artists and art syles and genres.
Self-portrait Artwork
Drawing on previous prior knowledge and recent research, critical analysis and experimentation, students create a Self-portrait artwork.

Artist statement
is produced reflecting and explaining the techniques,
for the work.
Student work
Student work
Theoretical Practice

Developing thinking skills is a key feature of the constructivist approach that heavily influences all IB programmes. The teaching and learning model based on inquiry, action and reflection is one of the six approaches to teaching that underpins the IB Curriculum at all levels. Inquiry-based learning and teaching can take many forms such as 'Structured Inquiry, Guided Inquiry and Open Inquiry" (Staver and bay 1987)

The "Identity" mindmap incorporates activities that supports students to critically analyse, discuss and write about artists and artworks. It also asks students to creatively examine and reflect on this learning, to explore the idea of identity in regards to "self' and questions how society and culture influences these perceptions. This gained knowledge and understanding of Identity is then reinterpreted into an original artwork.

Collaboration learning which is deeply in grained in the theories of Vygotsky and Piaget (IBO) and is a key focus of the teaching and learning in the DP is involves some of the activities developed for this topic. The idea of "Identity is introduced with teacher guided inquiry and class discussion. Influences of society and culture are introduced and students work in teams to discuss and respond to set and open questions surrounding factors that shape identity.

Students are asked to respond to artworks structured with the Feldman model. This model of art criticism developed in the 1960's by Edmund Burke Feldman guides students into 4 stages of inquiry and response. This model can be scaffolded with prior knowledge built upon as the learner progresses through the grades. It also allows for differentiation, to either simplify or extend the learner depending on their needs and capabilities.

Group work
Class and group discussion
Art-making practice

The IB Diploma Visual Art programme aims to encourage students to challenge their own creative and cultural expectations. (IBO 2016) All the activities developed here are based on the DP Visual Art Syllabus core outline which consists of three interrelated areas; Visual Arts in Context, Visual Arts Methods and Communication in Visual Arts.

The activities have been structured to encourage students to explore different perspectives and cultures that inform and influence artists and their practice; as well as addressing ways of making art through exploration and experimentation of skills, techniques and processes through different media and methods. Students are required to create an artwork through a process of reflection and evaluation of the knowledge and skills they have gained in reference to the topic.

The Visual Diary which is a major component of the DP Visual Arts programme is implemented to display research,experimentation and reflection in the process of creativity.

They begin to
their own ideas of
What do they want their art to reflect about themselves? What materials, methods and techniques
will be applied? How will they represent the
concept of "Indentity"creatively?

International Baccalaureate Organisation(2013)
Approaching to teaching and learning in the Diploma Programme.
Cardiff, Wales IBO

International Baccalaureate Organisation. (2013)
LB Learner Profile in Review: Report and Recommendation
(Executive Summary)

International Baccalaureate Organisation (2016)
Visual Arts Guide - First Examination 2016
. Cardiff, Wales IBO

Feldman, E.B. (1970)
Becoming Human Through Art.
Englewood Cliffs, N.J: Prentice Hall

Hendy-Eckers et al. (2013)
Articulate Art for VCE - Units 1-4.
Cambridge University Press

Ibo.org, Diploma Programme -
Approaches to Teaching and Learning
. Cardiff, Wales

Rasanen, M. (2012)
Cultural identity and visual multiliteracy
. University of Art and Design, Helsinki

Smowman et al. (2009)
Psychology; Applied to Teaching
.Milton, Qld: John Wiley & Sons Australia
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