Will Whitten

Content: Introduction activity to get to know a bit about the students in our classroom by creating emojis that represent themselves from construction paper and art supplies. We’ll also introduce ourselves by showing the students our examples of an emoji self-portrait.

Outcome: CP6.10

Create visual art works that express ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

f.       Reflect on how images, elements of art, and principles of composition can be organized to convey meaning and express identity in visual art (e.g., What messages or ideas does our art work convey about identity?).

Outcome: CP6.11

Investigate and use various visual art forms, images, and art-making processes to express ideas about identity.

d.     Identify and create visual patterns.

e.      Examine ways of creating contrast (e.g., bold/subtle, rough/smooth, light/dark).

f.       Observe, interpret, and discuss the use of symbols to represent ideas.

g.      Use the Internet and other sources (e.g., local artists) to gain information about the use of symbolic imagery and apply to own work.

h.     Demonstrate how symbols and other images can be used to convey meaning (e.g., create a visual statement about personal and/or cultural identity)

Lesson Preparation:

Equipment/ Materials:

•  Poster board

•  Construction paper

•  Markers

•  Glue sticks

Advanced Preparation:

•  Prepared example emojis

Set: (5-10 minutes)

Ms. Elder and Mr. Whitten introduce themselves using their prepared example emojis. Students are prompted to begin thinking about what emojis they might use to create their own “emoji self-portrait”

Development: (20-30 minutes)

Students are asked to create between 5-8 emojis that represent themselves. The emojis can be ones that exist already or they may create their own. The students should start identifying symbols that might describe them as an individual.   Once students are done they can bring the emoji to the poster board to start creating the group poster

Closure: (5-10 minutes)

Ms. Elder and Mr. Whitten will show the students their collective class portrait. Next students will be asked to discuss the things we see that are common and things that are unique. We will wrap up by pointing out that these similarities and differences are what make us who we are as a group.

As the students are creating Ms. Elder and Mr. Whitten will circulate through out the class talking to the students about what they’re working on and how it represents them.

If a student finishes quickly Ms. Elder and Mr. Whitten will challenge them to find a couple more that could represent them. They can feel free to ask friends and classmates for things that they may not have thought of about themselves.

Early finished students can also help attach the emojis to the group poster.