1a: Materials needed for week one
1) For teachers:
Major Reproduction: Duane Michals.  Who am I?. 1995. Black and White Photo. (The photo expresses my theme of finding your identity and                 contemplating how others see it.)
Reproduction:  Al Hansen. Calliope Venus.  1986. Hershey bar wrappers, silver paint. (This work will accent the theme of labels and stereotypes.)
Extra:  Gary Hill. Viewer. 1996. Five channel video installation. (This work will be used to Understand we all use stereotypes to a degree.)
Extra:  Pop culture characters: Batman/Bruce Wayne, Superman/Clark Kent, Yoda of Star Wars, and Albert Einstein. (These works will address the themes of secret identities, exaggerated stereotypes, and ideas that you can’t tell a book by its cover.)
2) For students work:
Plastic paper, paper, colored paper, pens of all sizes, markers, inks, paints, brushes, tape, and glue, All proven to work on the plastic paper.  Mirrors, visual aids, magazines, and material from pop culture. (Wrappers and labels)
2a: Materials needed for week two
1) For teachers:
Same as above.
2) For student work:
Same as the above, plus precut mate board, any images the students were interested in using or where having trouble depicting,
1c: Advanced preparation needed for week one.
I will need to gather material that will be used in a creative ways on the plastic surface.  I will need to gather interesting images, magazines, and material from pop culture. I need to continually think of ways to improve and execute my lesson plan.
1d: Advanced preparation needed for week two.
 I will precut mats so the students can finalize and appropriately present each work.  I will assess and adjust my lesson plan and mentality from the information I gather in the first class.  I will find particular images the student were interest in or that they were struggling with.
1e: Classroom expectations:
-I will respect you.  I expect the same respect towards your peers, yourself, and me.
           -Students will use appropriate language/content.
           -Students will pay attention and listen when teacher is talking.
           -Students will participate.
 2: These are my lesson objectives.
a) Social issue based:
In what way can interpreting the artworks, be used to help students consider their own identity and how it is presented and perceived?  The students will learn how their existence in society is effected by their public expression of one’s self.  Students will look into stereotypes and see how to avoid and surpass them. Students will examine their own identity and how it relates to society.  Student will see the how other artist presented social issues in their artwork. The students will find ways and means of presenting their own social ideas in their own art.
b) Historical/cultural context:
Can analyzing the historical and cultural context of the artworks presented help the students to understand and appreciate the artworks and their meanings?  The students will learn that the artist’s cultures and the events of their lives, effect their art.  The students will learn that the more you know about the artist the better the chances are that they will understand the artist work.  The student will use their own cultures and experiences to produce ideas and motivation for their artwork.
c) Aesthetic Inquiry:
Will questioning the presented art of its importance in the art world or of its classification as art, have an effect on the students in their perception or creation of art?  The students will learn how everyday pop-culture material can be used to form art.  Students will learn to question art for its value.  Students will learn to look at pop-culture images for a deeper meaning and how they relate to their world.  Students will learn to look past stereotypical categories of people and artwork to find the true person or message.  The students will create their own artwork while considering qualities of messages in art.
d) Studio Inquiry: (Creating with media)
In what way will students creating multi-media, three layered pieces of art help to communicate their ideas and intentions?  The students will learn to use a variety of different materials and techniques. They will use these to develop three thought provoking levels that will ultimately be placed together to produce a final image.  The students will learn to convert their ideas to meaningful images on a page.  The students will learn how overlapping and combining images affects the message and form of the final picture.  The students will learn how different media and method can be use to express the ideas.
e) Studio Inquiry: (Using design elements and principles)
In what way will the students learning and executing some of the elements and principles of design help them in communicating their ideas?  The students will learn how to control their artwork through elements and principles of design in order to create levels of ideas to later be combined.  Each level will represent a different way in which they feel they are preserved in society, they will create this representation with the use of elements and principles of design.  The students will learn to consider each layer and it’s relationship to the other layers toward a final composition.
3: This is what I will do/ask:
I will engage the students with several images, which they should be very familiar with.  The images were pulled from are pop culture to represent stereotypes, misconceptions, and the ideas surrounding identity. The pictures include Bruce Wayne and Batman, Clark Kent and Superman, Yoda, and Albert Einstein.  I will use these images to include the students in a conversation about the possible themes, behind or inherent in the pictures.  I will use lots of question to open the students’ eye towards the theme of identity, while including issues about stereotypes and labels.  (5-Min)
? Who can tell me who is in these pictures? (Bring the students into the conversation.)
? What are some of the many similarities and differences between these characters? (Get the students to think past their initial response)
? If Bruce Wayne and Batman (Clark Kent and Superman) are the same guy, why are they viewed so differently? (Get the students to contemplate stereotypes and secret identities.)
? Suppose you didn’t know who Albert Einstein was and saw him on the street. What might be your first impression of him? (Get the student to realize the stereotype they place on others.)
Albert Einstein was one of the most brilliant men ever.
? Suppose you didn’t know who Yoda is and aliens are fairly common.  Would you be intimidated or threatened by him?   (Get the student to think about misconceptions.)
Yoda is actually one of the most powerful Jedi Knights.
? Is there an automatic stereotype or label slapped on these characters? (Accentuate the idea)
? How can we relate this phenomenon to our lives? (Relate all these ideas generated by the characters to their own experiences.)

4: This is how I will
  I will communicate with the students through further discussion and questions. (5-Min)
“We can’t stop others from using stereotypes on people but we can work on our own thoughts.”
? What are some ways we can avoid stereotypes? (To get students to think of solutions)
? We know labels can only be a small part of our personality. How do you think that applies for others? (To get the student to consider not using stereotypes)
? If you feel happy inside, how could you get others to notice that?
? If we understood our identity more couldn’t we improve our persona? (To get the students to understand they can.)
? What do you wish people noticed about you?
? What features do you think people notice? (To generate ideas about themselves and for their artwork.)
? What are some ways to get deal stereotypes? (To get the students to think of good ways to present themselves.)
5: Script Day #1
Greetings
 Review of classroom expectations.
 Begin introduction with pop characters. (Section3)
 Critical Inquiry
I will direct the student attention to Duane Michals’ Black and white photograph, Who Am I? And Al Hansen’s collage, Calliope Venus.  I will give the students a minute just to look at the two art works.  Once the students have a chance to study the artworks I will ask them to describe them.  I will use question to lead the students in a conversation about the meanings of the two art works.  Our discussion will begin with Who Am I?
Some of these question will only be asked if necessary.
? How many heads do you see? (Forcing the students to study the photo.)
? Do the three sets of eyes all look the same?  (Get the students to see the possibility of different emotions expressed.)
? What might a mirror be used for?
? What might the mirror be reflecting?
? If that happened to be you in the photo sitting there, what would the mirror be reflecting? (Getting the students to see themselves in the picture.  Illuminating the idea that the piece is about identity and a reflection of one’s self)
? What might be the significance of the three different faces of the same person, at the same time? (Lead students to understand differences within themselves and the different ways they may be perceived by others.)
? What is the title of the work? (Exaggerate point)
? Are you the same now as you were five years ago?
? Think about a time when you discovered something new about yourself? (Understanding your identity might change)
? Think about a time when you have been misunderstood? (Provoke thoughts of past experiences)
I will then ask the students to describe the Calliope Venus collage.
? Why do you think the artist chose to leave out the arms, legs, and head? (Get the students to think how it accentuates what is left and removes the most expressive aspects of the figure.)
? What are Hershey wrappers? (Labels)
? What might the Hershey wrappers represent? (Stereotypes)
I will have the students read the words. “She, her, oh, mom/wow” I will explain how the words in the collage are used like labels for females.  “Labels are used to categorize just like stereotypes are used to categorize people.”
? Do you think there’s more to the average female then depicted here?
? In what ways do stereotypes and labels lead to misconceptions and limitations of people? (To get the students to relate stereotypes to their life.)
? Can anyone tell me what a person’s persona is and how it relates to our discussion? (To define the word, in reference to our theme.)
? Why would it be important to think about how others view you? (To get the students to contemplate their identity. To get them to realize the importance of their persona.)
 (section 4)

I will explain the basic idea for their studio work.  “I want everyone to think about the way they are viewed in society, by their friend, family, teacher, or even strangers. You will have a minimum of three sheets of plastic paper. Each sheet will represent at least one of these:
a. Different ways you feel you are viewed in society.
b.  Reflections on your identity.
c. Ideas on stereotypes and labels.
d. A part of your identity that may be hidden.
On the bottom or top piece, students will create an image of themselves.  That they want people to see and recognize them as.  They may also show a part of him or her no one knows. The final piece will be the combination of these three layers on top of each other to produce one image.  Each student will have the opportunity to use several different types of medium and techniques to express their ideas.”
-This will be the beginning of my demo. I will have the students’ gather around to get a close look at what I’ll show and do.
-I will have several version of my own work in this multi media project to be used as models.  In my examples I use inks, markers, paint (acrylics or model), tape, and collage.
-The students will have the opportunity to use any or all of these with their work.
-I will ask the students what they have worked with in the past.
-The models will allow me to point out a lot of different possibilities for their work.
-I will present a demonstration on the plastic paper and it’s limitation.  The students will have to come up with unique and interesting ways to work with such a medium.
-I will show students how the ink can be used to create motion, patterns or texture.
-We will talk about contour lines, shapes, and overlapping.
- The students will have the opportunity to use mirrors.  The students should think about what they see in the mirror, or what other may see.  They can use the mirror to help understand stereotypes or as a reference for their work.
-The students will be able to see the models as separate layers and as a whole so they can consider composition and the possibilities of over doing it.
-I will compare collage to Hansen’s work and explain that the bottom level is paper and they can do virtually any thing or nothing with it.
-Each one of these could be a lesson on it’s own.  I have no idea what level these students are at.  I will be very basic and broad in my demonstrations.
-I will explain they have today and next week to finish and mate these pictures.
-I will remind the students that each level is a representation of self, through they’re own and other’s eyes.
-I will insist that they sketch out their ideas before starting on the plastic paper.
-I will tell the students I want to see their sketch before they get the plastic paper.
 3:45 I will have the student start working
 I will interact with the students, throughout studio.  I will be concerned with the students personal concerns or confusion.
 Closure
I will discus and ask question about the theme of the lesson.
? How could understanding how others see you, help you? (To get the students to understand peoples reaction work to change bad reactions)
? How could understanding your identity help you? (The more you know about yourself the better you can present it.)
? How can we get past stereotypes? (The students should understand first that they exist. They should also try to avoid them and use their personality to surpass them.)
6: Script Day #2
I will consider the first day of class; these considerations will determine how the second day of teaching will be executed.  Radical changes in the plan, more studio time, less studio time and the unexpected will all be considered.  I will have to accommodate for new students and be prepared for losing some.
 Greetings
 Review of classroom expectations.
Re-introduction with pop characters. (Section3)
 Critical Inquiry
I will redirect the student attention to Duane Michals’ Black and white photograph, Who Am I? And Al Hansen’s collage, Calliope Venus. Depending on what we were able to discus in last class, I will quickly recap.
? What were some of the main ideas and meanings we pulled out of this photo? (Get the students to participate and remember.)
? If that happened to be you in the photo sitting there, what would the mirror be reflecting? (Getting the students to see themselves in the picture.  Illuminating the idea that the piece is about identity and a reflection of one’s self)
? What might be the significance of the three different faces of the same person, at the same time? (Lead students to understand differences within themselves and the different ways they may be perceived by others.)
I will then ask the students to explain what they learned about the Calliope Venus collage.
? What might the Hershey wrappers represent? (Stereotypes)
? In what ways do stereotypes and labels lead to misconceptions and limitations of people? (To get the students to relate stereotypes to their life.)
? Can anyone tell me what a person’s persona is and how it relates to our discussion? (To define the word, in reference to our theme.)
? Why would it be important to think about how others view you? (To get the students to contemplate their identity. To get them to realize the important of their persona.)
I will show the student a new work by Gary Hill called the Viewer. I will explain how it’s a Five-channel video installation and consists of life size images.  I will explain how the seventeen men just stare out at the viewer and never say a word.
? How might this picture relate to the theme of the lesson? (Get the students to find the ideas on their own)
? What ethnicity are all the men? (Race stereotypes)
 (section 4)

I will re-explain explain the basic idea for their studio work.  “I want everyone to think about the way they are viewed in society, by their friends, family, teachers, or even strangers.  You will have a minimum of three sheets of plastic paper. Each sheet will represent at least one of these:
e. Different ways you feel you are viewed in society.
f.  Reflections on your identity.
g. Ideas on stereotypes and labels.
h. A part of your identity that may be hidden.
On the bottom or top piece, students will create an image of themselves.  That they want people to see and recognize them as.  They may also show a part of him or her no one knows. The final piece will be the combination of these three layers to produce one image.  Each student will have the opportunity to use several different types of medium and techniques to express their ideas.”
-I will present my models once again and review some of the techniques and methods we worked on the week previous.
-Anyone, who wasn’t here, I will demonstrate and explain once everyone gets started.
-I will demonstrate how I want the final product to look. (Neatly put together and mated)
 I will have the student start working.
 I will work with anyone who was not here the week before to include them in the lesson.  I will interact with the students, throughout studio.  I will be concerned with the students personal concerns or confusion.
 Closure
I will discus and ask question about the theme of the lesson.
? What are some of the ways you used art to express your identity? (Do they understand the lesson)?
? Is the way you depicted yourself in the artwork the same as the way you depicted how others see you? (To get the students to see there is a difference and ask the question. “How can we change this?”)
? How can we get past stereotypes? (The students should understand first that they exist. They should also try to avoid them and use their personality to surpass them.)
7: This is what I will look for in the student’s studio and design
My main concerns will be that the students are trying to communicate ideas throughout their work.  They will need to continually work with all the layers to create a final composition.  The methods and materials the students use should be used for expressive purposes. The students’ original sketches should take ten to fifteen minutes.  Depending on what the student create for each level, will determined how long each level will take to complete.  The students will have at least twenty minutes of studio time each day.  They will need at least three levels to their work.  The students will have the option of designing the bottom layer or not.  The student will have to mate and organize their work for proper display.  This should take no longer then ten minutes. (Mates pre-cut)
? What colors would fit your ideas best? (Relate colors with meaning)
? Do you what smooth or jagged (short or long) lines in your picture? (Relate how lines affect meaning)
? How would patterns or repetition affect your work? (Movement, confusion, different ideas, exaggeration)
? Do you want to be realistic or abstract? (Take away the pressures of realistic images. To get the student to consider what may best reflect their idea.)
? Are their any symbols that would reflect your ideas? (Pop labels, animals, signs, words)
? How could you use contrast to make your point? (Light may equal knowledge, dark may equal lack of knowledge, white outlines, black outlines to bring a focus to something important)
? Each of you will be overlapping shapes. How can you use that to affect the space in the picture? (Get students to think of way of using the medium to there advantage.)
8: This is what I will expect the very best student to create.
The best student will articulate several different ideas relating to identity, stereotypes, and themselves in society.  Each layer will represent a different idea and when combined will speak about one’s self in reference to others.  The work will address not only what the student feels but how others look upon them.  The best student will use a variety of methods and materials used to create their ideas.  They will choose aspects of the elements and principles of design to best communicate their ideas. The final piece will be well crafted and express meaning that shows they understand the theme.
? Does the work have a working composition? (Center of interest, balance, rhythm, and movement)
? Did the student choose methods and materials for the use of expression? (Not just because it looks cool or fun)
? Are the layers different and express different ideas? (Did the students push themselves?)
? Is there an expression of the theme? (Not just an excuse to draw something)
8b: This is what I expect the very best student to understand.
The very best student will understand how important person’s identity is to them. They will take the time now and in the future to probe there own mind to see how they are presenting themselves and to ask the question. Who am I? They will realize that society only knows what they see and usually have preconceived notions due to stereotypes. They will strive not to fall into stereotype-traps and to work past stereotypes subjected onto them.  They will do this with effort and their personality.  The best student will understand how all these ideas can be expressed with their own artwork and interpreted from others work.
I will take the time to explain my own work to the students. I’ll let the students see how I expressed my ideas.
Questions are in the closure section of the scripts