Description of the Unit –

Students will carefully choose imagery that symbolizes or represents aspects of themselves to arrange in collage form within a silhouette of their own profile.

Activity statement –

If images and symbols from the everyday world could be used to represent who you are, what images and symbols would you choose? Students will explore this idea, in the process discussing the ways in which we sometimes consciously and unconsciously choose to align ourselves with certain images and symbols through the clothes we wear, the way we might decorate our rooms, how we select products to consume, etc.

This unit was one my students already explored in second grade, when I first introduce them to the concept of symbolism. https://anitasagastegui.com/2020/04/29/2nd-grade-symbolism-through-a-personal-collage/. I like to re-introduce this unit in seventh grade now that they are adolescents and perhaps would choose completely different kinds of images to represent them in their collage. If possible, I like to have them compare their two collages, so I try to keep the second grade pieces to share with them in seventh grade. Students will carefully look through and choose images and symbols that in some way represent them. They will then consider size and placement of these images in order to create a compelling composition within a real-life silhouette of their profiles, making sure to leave no empty spaces between images. They will share and discuss their choices with the rest of the class.

Goals –

Students should…

Understand:

• The concept of symbolism
• Ways in which to use imagery to communicate aspects of one’s self
• How the arrangement of the images affects composition and focal point

Know:

• The terms: symbolism, composition, focal point

Be able to:

• Articulate their choices to their peers

Objectives –

Students will:

• Create a collage with images of personal importance
• Make deliberate choices about the arrangement of these images within the collage
• Describe their choices and process to their peers

Resources and materials –

• Exemplars of previous silhouette collages demonstrating strong and weak compositions
• As many, and varied sources for collage material including books and magazines for students to select images and text from
• White Bristol paper, about 14 x 26
• Black Bristol paper, also about 14 x 26
• Scissors
• Glue sticks
• A lamp that can be used to project a student’s silhouette (as a shadow) onto a blank wall that a classmate can then trace onto the white Bristol paper
• Tape to affix the white paper to a wall while a classmate traces one’s silhouette

Questions –

• What is a symbol?
• What does it mean for one thing to symbolize another?
• What kinds of images would you choose to represent you? Why?
• What is the focal point of your collage?
• How will you arrange the remaining images around the focal point?
• Tell us about the choices you made in selecting these images.
• Tell us about why you decided to arrange these images this way.

Evaluation –

Did students:

Understand how to choose appropriate symbols to represent themselves?

Did students use their understanding of composition and focal point to create a compelling arrangement of images?

Did students clearly articulate their choices?

Informal:

• Group discussions
• Oral and written responses to essential questions
• Peer collaboration