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Learning Objectives 

Students will: 

• 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 explore personal and cultural identity.
• Identify and compile materials related to personal and cultural identity. 
• Create “identity boxes” with artistic representation of your internal and external identity.
• Draw a representational self-portrait.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Websites

Additional Materials

• Personal collection of objects and photos
• Paper bags
• Drawing paper
• Colored pencils
• Small boxes
• Craft material

Teacher Background

Prior to beginning this lesson, familiarize yourself with and artwork, their themes of personal identity, and their 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 that 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. Explore the to build background knowledge. 

Student Prerequisites 

Familiarity with self-portraits and the concept of individual identity.

Accessibility Notes

Provide assistive technologies during research and the art-making process. Allow sufficient space for movement around the room.

Engage

1. 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.

2. Have students identify and discuss the items, their purpose, where or how they may have been used, and their importance to you.

3. Ask students to guess why you might have saved these objects. Use the to facilitate student discourse.

4. Begin a general discussion about symbolism with students. Ask students to come to the board and draw common, everyday symbols like the plus sign, peace sign, heart, etc. Ask students about the significance of these symbols. What is their purpose or meaning?

5. Explain that people use symbols to create a “message” in graphic and fine art, often incorporating widely recognized imagery. Discuss the difference between logos and symbols. Students should recognize the difference between culturally and personally understood symbols (like hearts) and the brand-symbols of a commodity, like the McDonald’s golden arches or the Nike “swoosh.”

6. Have students work in pairs or small groups to complete the and include their own symbols in the blank spaces. Follow-up with a class discussion (more information on the ).

Build

1. Discuss personal symbols. Explain that artists often use symbols and imagery that have personal meaning but may not be familiar or known to someone viewing the work. What is our “identity” and how can it be artistically represented? How do we create our identity and understand its meaning? View definition for a deeper explanation. 

2. 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 the person is an artist. A bookmark can mean the person likes to read, etc. Record students’ responses and discuss the meaning of the object.

3. Display the . Explore the concept map questions related to communication, movement, and placement of objects in Cornell’s box. Then have students research other assemblages of and . As students view each image, ask them to discuss the meaning of each object. Record students’ responses and discuss the meaning related to the object.

4. Have each group look at objects and images placed on the tables in small groups. Tell each group to choose three objects and list as many meanings as they can think of on the . 

5. Next, students will complete the . Give a small paper bag to each student and label it with their name. Students should put their completed survey in the bag 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, friends) who is important to them. Tell students that the photograph does not have to be literal, but, rather, can be symbolic of their identity.

6. Display examples of artist self-portraits in the classroom. Some examples you may include are , , and . Compare and contrast these self-portraits with the Lucas Samaras and Joseph Cornell boxes. Be sure that students comprehend that both the portraits and the “identity boxes” are types of self-portraits and that they communicate ideas about the artist.

7. Tell students that they will be making both of these kinds of self-portraits to go onto their artwork. Reference the previous discussion comparing literal vs. symbolic interpretation, then explain that one art form is representational, the other symbolic.

Apply 

1. Distribute and review the . 

2. Give each student a box and a sheet of white paper large enough to cover one side of their box. Students will draw a representational self-portrait. You may need to instruct the class on drawing faces, proportions, noticing details, etc. 

3. Demonstrate for students how to begin drawing a self-portrait. Give each student a small mirror. Have students use the mirror and the template to draw their self-portraits. Students should first draw the eyes, nose, mouth, and ears. Then draw in the hair last. Instruct students to notice shapes, proportions, and their own individual features. Assist students in noticing their unique differences.

4. Direct students to use colored pencils to draw in the individual coloring of skin, eyes, hair, etc. Assist students in drawing in the basic shape of their hair. They can explore for inspiration.

5. Next, students will 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, and instruct them to keep it simple, so as not to detract from the objects which will go inside.

Reflect

1. Have students place the three items inside of their boxes, attach their self-portrait, and display them around the room.

2. Students will open each other’s boxes and look at them. Encourage them to discuss the symbolic meaning behind the contents in each box. 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.

3. Assess students’ knowledge with the following written response: What do the symbols and objects reveal about your identity? What do they communicate about your internal and external self? How does this process differ from other ways you learn about peers?