DigitalIntegratedUnitDesign

TitleofUnit ExploringIdentity GradeLevel HighSchoolAccomplishedCurriculumArea Art TimeFrame 3WeeksDevelopedBy NingZhan(Jenny)

NationalVisualArtsStandardsCreating(AnchorStandard1,2and3)Presenting(AnchorStandard5)Responding(AnchorStandard7)Connecting(Standard11)

ISTEStandardsStandard1:EmpoweredLearner(a,b,andc)Standard2:DigitalCitizen(a,b)Standard3:KnowledgeConstructor(a,d)Standard6:CreativeCommunication(a,d)Standard7:GlobalCollaborator(a,b,candd)

RationaleandGoalforthisUnit:“Livinginaworldwhereeverybodywearsmasksduetolackofself-identity,abravegirlencountersthetruththatsetsherfree”.IwasimpressedbyafilmmakernamedKalhilKJAdameshowheemploysstrongvisualstoconveyhismessageclearly.Highschoolisthemostimportanttimeforstudentstoconstructtheiridentity,tobeawareofthemselvesindifferentlenses.Identitiesareswapped,sculpted,sweptasideandadopted,whileartmakingcanbeawonderfulopportunityforyoungstudentstoexplorethemselveswhiledevelopingafeelandappreciationfortheartworld.Additionally,highschoolstudentsshouldbeawareofhowdigitaltechnologyinfluenceonhumans’life,evenaffectingtheirownidentity.Moreover,studentsshouldnoticethephysicaltraumathat“amplifiesthepsychologicalshockgeneratedbyever-fastercyclesoftechnologicalinvention,development,andobsolescence(Paul,p.170)”.Thisunitisdesignedtointroducetheworldofidentityandtheworldofart(traditionaland digital forms) as one, and it openswith a unit exploring personal identity hand in handwith storyboard and animation (drawing aswell).With the advent ofglobalization andmulticulturalism, many countries and regions focus attention onmulticultural and intercultural education in order to address students’ culturaldifferences and promote their cultural and global awareness. (Larkou, 2014).Moreover, students can get benefit from the knowledge, perspectives and frames ofreference by studying and experiencing other cultures and groups. (Manifold,M. C.,Willis, S. and Zimmerman, E. 2014). Therefore, this course finishes with thecollaborationandcommunicationwithChinesestudentsinmanyways.Forinstance,AmericanstudentsandChinesestudentswillmakeanimationabouttheiridentities,andtheywill commentoneachother’sworkandshare their thoughts, suggestionsandopinionvia internet.Hopefully, studentscouldpromoteself-awarenessandcultural,globalawarenessthroughthisunit.Certainly,thegoalistopresentopportunitiesforpositivesocialandindividualgrowth,meanwhile,tonurtureartisticgrowthandexploration.Finally,itistoencouragethedevelopmentofapersonalvoice.

EnduringBigIdea:IdentityThecommunicationTheoryofIdentityidentifiesfouraspectsofidentity:personal,relational,enacted,andcommunallayers.Thepersonallayerofidentityisanindividual’sself-concepts,whichreflectsthetraditionalconceptualizationofidentity.(Hecht,1993)Self-conceptis“acollectionofbeliefsaboutoneselfthatincludeselementssuchasacademicperformancegenderidentity,sexualidentity,andracialidentity.Generally,self-conceptembodiestheanswerto‘WhoamI?’”

EssentialQuestions KnowledgeBaseandKeyConcepts

1. WhoamI?Whatismyidentity?2. WhatdoesIDENTITYmeantoyou?3. Howdoartistsrepresentthemselves?4. Whatmaterialsandmethodsdoartistsimplement?5. Whatfactorsshapeorinfluenceyouridentity?(Doestechnologyhave

influencedonyouridentity,suchasFacebook?)6. Canyouidentifythedifferencesbetweenidentityinrealityandcyberspace?7. Howcanyoudevelopyouridentityandself-awareness?(Doyouthink

technologydevelopandextendyouridentityandself-awareness?)8. Howdoestechnologyempoweryourpersonalvoice?9. Howcanwefosteroursocialandculturalidentities?

1. Artmakingcanbeameansforexploringidentityandself-awareness.2. Artistsexploreidentitieswithdifferentmethods(traditionalanddigital)to

createdynamicworksofart.3. Anartist’srace,gender,nationality,activities(e.g.,sportsormusic),

religion,socio-economicstatus,culture,keylifeexperiencescaninfluencehis/herworkandprocess.

4. Exploringyouridentityandculturewillbuildconfidence.5. Technology(newmedia)haseffectonyouridentity.6. Personalidentitycanbereawakenedthroughnewmedia,andyour

personalvoicecanbeempoweredvianewmedia.

Objectives PriorKnowledgeStudentswill:o Identifyfacetsoftheirpersonalidentities;o Contemplateonhowartistsdepictstheiridentitiesviatraditionalformsand

digitalforms;o Observeandanalyzehowrace,religion,family,technologyandotherfactors

influencetheidentityofartists,highschoolstudents;o BrainstormtheiridentityandcreateamindmapviaPopplet;o CreateaDropboxaccount;o Createstoryboardsandnarrativesabouttheirstories;o CreateanimationvideosviaAnimationCreatorHDanduploadtoDropbox;o CollaboratewithChinesestudentswhoaretakingthiscourseaswellinChinain

manyways.BothAmericanstudentsandChinesestudentswilluploadtheiranimationstoDropboxandgetfeedbackfromeachother.TheywillbuildupgoodfriendshipwithChinesestudentsandgettoknowChina,Chinesepeople,viseverse;

o Promotetheirculturalandglobalawareness.

Forthisunit,itisimportantforstudentstoknowhowtouseadesktoporiPadpriortotakethiscourse.Itisbetterthattheyhaveexperiencedsocialmediasandsometechnology.Inthisunit,wearegoingtoexploreidentity,sobasically,studentsarebettertobeawareofthemselvesindifferentscopes,includinginclass,school,home,community,city,andevenbigger.

LessonVignettesLesson1:IntroductiontoIdentityDay1 o Demonstratethesignificanceofidentity;

o Asawarm-up,askstudentstorespondforafewminutesinwritingtothequestion“WhoamI?”;o Explainthattheclasswillexamineissuesrelatedtoidentityingreaterdepthbywatchingsomevideos;o WatchTEDTalk:WhoamI?Aphilosophicalinquiry

https://www.youtube.com/watch?v=UHwVyplU3Pg&version=3o WatchRandomTV:WhoamI?

https://www.youtube.com/watch?v=Q93iL-HSiNc&version=3o WatchTheSchoolofLife:WhoamI?

https://www.youtube.com/watch?v=oocunV4JX4w&version=3

o Teacherleadsstudentstodefineanddiscussidentityinthelensesofpersonal,social,corporate,emotional,physical,national,andfake.

Lesson2:HowArtistsExploreIdentityDay2Artistsexploreidentitywithtraditionalforms

o WatchVideo:Howartistsexploreidentity|ModernArt&Ideashttps://www.youtube.com/watch?v=NICodKeadp0o HavestudentsVTSartworksbyFridaKahlowhowasaMexicanpainter.Shemostlypaintedself-portraitsandwasinspiredbyMexicanpopularculture,andsheemployedanaïvefolkartstyletoexplorequestionsofidentity,postcolonialism,gender,class,andraceinMexicansociety.Shesaid,“I

paintself-portraitsbecauseIamsooftenalone,becauseIamthepersonIknowbest.”o StudentwillalsoviewanddiscussartworksbyAndyWarhol whowasanAmericanartist,directorandproducer.Hewasaleadingfigureinthe visualartmovementknownaspopart.Hisworksexploretherelationship between

artisticexpression,celebrityculture,andadvertisingthatflourishedbythe1960s,and spanavarietyofmedia,includingpainting,silkscreening,photography,film,andsculpture.

Day3Artistsexploreidentitywithdigitalforms

o WatchVideo:IdentitySHORTFILM(AwardWinningInspirationalShort)https://www.youtube.com/watch?v=ikGVWEvUzNMo HavestudentsVTSthisshortfilmbyKalhilKJAdameswhoisafilmmakerandfearlesstruth-seeker,depictsafictionalworldinwhicheveryonewearsmasksastheresultofalackofself-identity.Themaincharacterisahighschoolgirlwhostartsoutvaguelyawareofhowproblematicthismaskedstandardis,butasthefilmprogresses,sheclearlydevelopsastrongerandstrongersenseofindividual

identitythatcauseshertoquestioneverythingaroundher.TheuseofmasksinIdentitystandsasastrongmetaphorforthewaypeoplelearntohidebehindfacadesandaltertheiridentitiestogainacceptancefrompeers-aphenomenonofhumannaturethatisespeciallypresentduringtheyoungeryearsspentinschool.AdamescreatedIdentityspecificallyasamessagetotheyouthoftheworldwhoareinschool;hewantedthisfilmtobeareminderthatsocietydoesnotdefineanindividual,butratheranindividualdefineshimselforherselfbydiscoveringinternaltruth.

o WatchVideo:IdentityandRepresentationhttps://www.youtube.com/watch?v=i4tWZ87AGxs,createdbyTanyaBlaeserwhoisJuniorAnimatorandVideoEditorbasedinJohannesburg,SouthAfrica.Thisvideoisaself-reflectiveexperimentalvideoexploringTanyaBlaeser’sidentity(specificallygenderidentity)duetohercolonialbackgroundandfamilyhistory.Italsoexploresideasofrepresentationbyfilmingandeditingtypically"mundane"tasksorchoresasonewouldrepresentabattle,afightoranadventure.

o Havestudentsdiscusshowsounds,differentshotsizeshaveeffectonLesson3:YourStoryaboutYourIdentityDay4Brainstormyouridentityandmakeamindmap

o Handoutthebrainstormsheet(appendix1)andhavestudentscontemplateoneachquestionsandwriteitdown; o Askvolunteerstosharewhattheyhavewritten.Pointoutthefactorsoftheiridentitiesthatseemtohaveplayedakeyroleinshaping

howtheyseethemselves,suchasrace,gender,nationality,activities(e.g.,sportsormusic),religion,socio-economicstatus,culture,keylifeexperiencesandsoforth;

o TeachstudentshowtousePopplet(https://popplet.com/);o Havestudentscreatemindmapsabouttheiridentities;o Havestudentsrespondtosomequestionsrelatedtotheirmindmaps(appendix2);

Day5Storyboard o Introductiontotheprojectthatwearegoingtomake;o HavestudentswatchtheArtAssignmenthttps://www.youtube.com/watch?v=RXPqk6Lg9W4&feature=youtu.be;o Handoutthestoryboardsheetandteachstudentswhatthefunctionofstoryboardisandhowtousethat;o Havestudentsmaketheirstoryboards;

Day6–9Animation o Havestudentswatchthetutorial:HowtoMakeanAnimationbyUsingAnimationCreatorHD https://www.youtube.com/watch?v=SmwANDLq0fY&t=7s;

o Studentsstartmakingtheiranimationsbasedontheirstoryboards;Lesson4:CollaborationwithChineseStudentsinChinaDay10DropboxandFeedback

o TeachstudentshowtouseDropbox;o HavestudentsuploadtheiranimationstoClassroomDropboxaccount;o HavestudentssignupaDropboxaccountindividually;(Teacherneedstosharethefolderwithallstudentsbysendingtheinvitation,

whichisalink.Oncestudentsclickedonthelink,theyareautomaticallyaddedinthisfolder,whichmeanstheyareeditorsofthisfolder,andtheycandelete,shareandcommentoneachdocument.DocumentsonDropboxareprivateandtheyarenotpublictoeveryone,onlycanpeoplewhohavethelinkopenit);

o Havestudentswatcheverystudent’sanimationandleavetheirfeedbackonDropbox;Day11Feedback o Havestudentswatcheverystudent’sanimationandleavetheirfeedbackonDropbox;Day12CollaborationandcommunicationwithChinesestudentsinChina

o WatchsomeofChinesestudents’animation,andhavestudentsVTSthosevideos;o HavestudentscommentoneveryChinesestudents’videos,theycansharetheir“wows”,“whatif”andsoon;o ReadChinesestudents’commentsonDropboxandreplytothem;

Day13Summativereflection

o HavestudentsreflectonwhattheyhavelearnedfromthisprocessofmakingartworksandthecollaborativeandcommunicationwithChinesestudents;

o Havestudentswritedownareflection;

AssessmentStrategiesFormative Summative

o Participationo MindMapo Storyboardwithnarrativeso PeerResponseo Self-assessment

o Animationvideoo Writingreflection

Resources:Hecht,M.L.(1993).2002—aresearchodyssey:Towardthedevelopmentofacommunicationtheoryofidentity.CommunicationsMonographs,60(1),76-82.Larkou,F.(2014).UsingArtifactstoPromoteCulturalAwarenessinCyprusPrimarySchools.InManifold,M.C.,Willis,S.andZimmerman,E.(2014).CulturallySensitiveArtEducationinaGlobalWorld(pp.23-39).Alexandria,VA:NationalArtEducationAssociation.Manifold,M.C.,Willis,S.andZimmerman,E.(2014).CulturallySensitiveArtEducationinaGlobalWorld.Alexandria,VA:NationalArtEducationAssociation.Paul,C.(2015).DigitalArt(worldofart)Thirdedition.DigitalTools:http://www.dropbox.comhttp://www.popplet.com

http://www.youtube.comAppendix1

Appendix2