Lesson Concept Design: The Spaces That Define UsLisa McMurtrie

The lesson that I would like to teach regards an individual’s identity. The

lesson would be a directed towards grade twelve students, and would take place in a

studio setting, for a duration of three hours. Students would be given a sketchbook,

mirror, and drawing materials to sketch ideas- however the final piece will be a

painting; acrylic on canvas. This lesson is student-centered, and I will be using the

inside-out notion of applying creativity. I would like students to critically think

about their everyday lifestyle, in relation to their body. Students will be creating a

self- portrait, situating their body in a setting that best defines their identity.

Art making is an extension of the self, and I believe that it is important to

establish a relationship between your body, and objects/subjects that occupy the

spaces you live in. In this lesson, my intention is that students will create a unique

space; realistic or imaginative, that symbolically defines their personality and/or

identity. In that space, they will situate their body in a way that works well with the

environment. For example students may use their corporeal, abstractions,

representations, or symbolist approaches to present their body in their space. This

is a great activity for grade twelve students; because they are at an age where they

are starting to establish who they are, and who they want to be.

Initially, students will be given a piece of paper to make a verb list of

every action the have taken- from the moment they woke up, until their arrival in

the class. This will give students an idea of their actions and movements they

perform daily. For example:

- To open (eyes) - To wash - To dress - To run

- To eat - To breathe - To remove - To remember

- To touch - To close - To stroke - To listen

- To watch - To stretch - To sweat - To walk

- To chew - To draw - To lift - To buy

This is a process which artist Richard Serra used to describe actions that relate

“oneself, material, place and process.” Serra would use this list as a subsequent

practice in multiple mediums (see attached image of Serra’s Verb List). Next they

will get into a group of three-four to discuss their lists, and build upon their list after

possibly being influenced by peers. Next they are going to make a mind-map of the

places/spaces they have visited for the past week to determine what space would

best represent their identity-portrait. Next I will show examples of artists who have

created spaces/narratives for their body. I will show images such as Frida Kahlo’s

“The Broken Column”, and Dali’s “Self Portrait” 1954 (See attached images). I will

get students back into their groups to discuss what they think the symbolic meaning

is behind one of these narratives. The groups will each answer the following

questions:

1) What captures your attention in this painting? Why?

2) What would you ask the artist if they were here?

3) What can you notice about the artists face? How does the artist use the space

around them to communicate their personal experiences?

4) What do you think was happening in the artists’ life when this painting was

created?

Each group will present ideas to the class to generate discussion. What are the

similarities? What are the differences? All activities above will be a duration of sixty

minutes.

For the next half hour, students will create a reference image in their

sketchbook, drawing from ideas and concepts presented from the verb list, and

concept map. Students will choose a setting- that best represents their identity, and

think about which elements they would like to represent in a symbolist form. For

example referring to Khalo’s piece, “Who are the monkeys; Who do they represent?

Why are they there? Students can think about their daily actions (ie. If an individual

is a dancer, perhaps they will transform their standing leg into a tree trunk to

represent a grounding, or they will dissolve their floating hand to represent a

weightless quality).

For the last hour and fifteen minutes, students will develop their self-portrait

and create their realistic or imaginative personal space.

I am using Jane Bates’ “inside-out orientation” in creating this lesson plan. I

would like the students to observe their everyday experiences- and to look within to

find symbolic meaning in their routine. Through group work students are provided

with a safe environment to speak their opinion, and connections to their own ideas,

experiences and expressions. Through the inside-out orientation of creating a verb

list, a concept map, and ultimately a portrait that defines a personal space, students

create a notion of the authentic self. Students are able to define what they do, what

they like, how they want to express themselves, what is important, and what

environment they feel comfortable in. This is an open ended teaching activity, as

students are creating in a constructivist environment while generating their own

ideas and connections to personal experiences and interpretations.

I will take the last fifteen minutes of the lesson to do a gallery walk. Students will

display their work, and as a group students will circulate throughout the room to

regard their peer’s work. This is something I really liked while assisting in the

studio. Students are given an opportunity to share their constructive criticism, and

likes about their peer’s work. Each student will pick a work that they are drawn to,

and explain the narrative that they see in the painting. There is no right or wrong

answer, I am more interested in their ability to critically assess the painting and get

creative! I will ask volunteers to share their observations (students may answer

questions mentioned in above module).

As an artist I focus primarily on the figure, in context with dreams, thoughts and

desires. This project reflects my artistic practice personally because I am very

interested in the spaces which we inhabit our everyday lives. I incorporate

symbolism in my work so that it is relatable to others without revealing my initial

intentions. Through AGO fieldwork I learned that I am more interested in what

stories students can develop from artwork. After assisting in a grade twelve class in

the studio, I realized that I really enjoy working with that age group. I knew that this

was the age group I would set my lesson concept design. Students were very

responsive to feedback, and were placing the figure into spaces that they had

created themselves. While assisting with younger students in the studio I observed

that students were rarely asking questions about facts, but more so asking questions

about how the piece relates to experience. This is when I realized that I really want

students to explore these stories that are embedded in paintings, sculptures etc.

This project and the ideas explored throughout, contribute to art and design

education because it is encouraging students to be mindful and observe their

everyday surroundings, while connecting their thoughts and desires. Students are

able to create a narrative through their everyday routine that can be represented in

a symbolist form. Students are creating a space that an audience can find similarities

or differences with in relation to their own personal experiences.

Richard Serra, To Collect 1967-68

Frida Khalo, The Broken Column, 1944

Salvador Dali, Self- Portrait, 1954

Lisa McMurtrie, Imaginative Landscape, 2012