Teacher: Ifeoma Ejiogu Grade Level: 7th-8th

Subject: Art Duration: 4 - 45-minute periods

Lesson Title: “A Walk in My Shoes”
Theme Concept & Central Focus:
Who are we and what defines us? If I were to trade shoes with someone else, what would I
see? What would I do? Who will I talk to? We all have wear different shoes – meaning we all
have different lives. It is important to reflect on what makes us different and what makes us
who we are. What our qualities, characteristics, habits, dislikes, likes, personality traits, and
history is all a part of our identity. Everyone is created uniquely and has something to offer.
We often go through life without understanding who we are and who the people around us
are. When we share our interests, dislikes, opinions, values, culture, etc. we come to find out
that the people around us are alike in many ways. Although we may all come from different
places, we are all human and important. We run into people of different cultures that share
different languages without knowing that they share many similarities. Sometimes our voice is
hard to be heard and sometimes we would love to share with others who we are but are
afraid of rejection. Making connections through symbolic images and our identity we can all
share who we are without having to speak one word. The students will learn to search and
explore deeper meanings of who they are in the way they strategically choose images and
assemble them. They will learn how these images can really be a means for communicating
their life.
Rationale/Context for Learning:
Every student has differences that should be cherished. This lesson will shed light on how each
student is different but also, share similarities with one another. To appreciate others for who
they are is an important life skill that can be used throughout their entire life experience. At
this time, students are still learning who they are and where they come from. Taking the time
to understand those unique qualities and character traits is important for our self-esteem This
lesson will give them the opportunity to reflect and ask questions to themselves and possibly
other family members. It will also give them the opportunity to communicate who they are to
others. Connecting symbols with identity will help students to reflect on who they are and
learn about their peers. It will develop their critical thinking skills through analyzing the
artwork of other students and master artists. Learning about each other creates a safer
learning environment where all students feel welcomed, acknowledged, and important.
Prior Knowledge:
For students to successfully complete this lesson, they must know how to:

1. Make connections with images and their potential meanings

2. Reflect on who they are (interests, values, family, culture)
3. Talk and share with others their ideas and opinions
4. See how art can communicate to others through symbolism
5. Compose a collage

Objectives:
Overall objective for the lesson:

Students will be challenged to be creative in the way they assemble and combine materials
together. They will enhance their ability to reflect and think about who they are, what
represents them, where they are from, and how they can connect that through imagery and
text. In addition, they will also strengthen their ability to make connections to feelings,
emotions, events, etc., by using the principles of design and elements of art. They will grow in
their abilities to analyze the work of others and draw conclusions by identifying symbolic
imagery and markings.

Day 1:
- Students will understand what a symbol is and how it is used in art by analyzing and
identifying the symbols within artwork.
- Students will understand why artists use symbols in their art by discussing and talking
about the history of symbolism.
- Students will work collaboratively and brainstorm the possible meanings of different
symbolic objects given to them.
Day 2: - Planning day
- Students will define what a collage is by looking at examples.
- Students will comprehend how artists use symbols within a collage by looking at the
artwork of other artists and recognizing the symbols they use.
- (non-art) Students will identify where the writer used symbolism in the text and create
ways an artist can use images to represent the meaning instead.
- Students will self-reflect on symbols that represent who they are by completing a
planning sheet.
- Students will strengthen their ability to make emotional connections between
themselves and art by using imagery, the principles of design, and the elements of art
in their planning.
Day 3 – working day #1:
- Students will create a collage that has meaning, purpose, and intentionality by using
images that are symbolic to who they are.
- Students will draw two symbolic images that relate to them to include in their collage
Day 4: - working day #2:
- Students will create a collage that has meaning, purpose, and intentionality by using
images that are symbolic to who they are.
- Students will showcase their artwork and engage in a group critique by analyzing each
other’s work.

Content Standards
NCAS Anchor Standard # 7: Perceive and analyze artistic work.
Enduring Understanding: Individual aesthetic and empathetic awareness developed through
engagement with art can lead to understanding and appreciation of self, others, the natural
world, and constructed environments.
Essential Question: How do life experiences influence the way you relate to art? How does
learning about art impact how we perceive the world? What can we learn from our responses
to art?
VA:Re7.1.5: Compare one's own interpretation of a work of art with the interpretation of
others.
NJCC Visual & Performing Arts standard 1.3 Performance: All students will synthesize those
skills, media, methods, and technologies appropriate to creating, performing, and/or
presenting works of art in dance, music, theatre, and visual art
Indicator 1.3.5.D.5: Collaborate in the creation of works of art using multiple art media and art
mediums, and present the completed works in exhibition areas inside and outside the
classroom.
NJCC English Language Arts: Reading
CCSS.ELA-Literacy.RL.5.4: Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.

Academic Language:
Language Functions: Defining what symbolism is in art and everyday life. Interpreting the
different meanings and messages certain symbolic images and objects can have. Predicting the
overall meaning and message that the artist is trying to communicate through his/her artwork.
Identifying symbolic components in art – line, color, images, etc. Explaining how many images
together can create a theme being communicated by the artist.
Vocabulary: Symbol, symbolism, collage, color, scale, composition, analyze, communicate,
inference, reflection, arrangement
Discourse: Reflecting and planning on one’s self-image by searching for images that reflect
who they are. Creating a composition that represents personal interests, ideas, values, culture,
etc. Experimenting with and applying scale and color. Creating a solid and fully composed
collage. Drawing relevant and personal images that can apply to their collage. Participating in
group conversation and art critiques that utilize art language.
Syntax: How artists compose their symbols on their surface is important to how the viewers
will interpret the artwork. There are many ways to highlight significance by just organizing a
purposeful composition. Artists use the space wisely to communicate to the artists and to
create aesthetically pleasing artwork. Using a variety of color, mediums, texture, etc. in collage
gives the viewers more to interpret, analyze, and take interest in.

Evidence & Assessment of Student Learning:

Pre-Assessment: The teacher will build off a previous lesson given to the students that
requires students to come up with ways to represent a movement through drawing. The
results and answers to questions will determine the direction of the lesson. In addition, the
students will be given an exit card previous to the lesson that asks: “What is symbolism and
how is it used in art?” Their responses will determine how many students do not know, do
know, and somewhat have an idea.

Day 1&2: Formative Assessment: The teacher will listen to the responses of the students
during classroom discussion, critiques, and activities that require critical thinking responses.
The teacher will use their analysis of symbolic images to determine their understanding.

Day 3&4: Summative Assessment: (Performance)Students will complete a planning sheet that
will demonstrate their understanding of what symbolism is and then apply their understanding
by creating their own work that demonstrates who they are through the images they chose.

Expectations for Student Learning – Standards & Criteria:

Exceeds expectations: The student responds to critical questions about concepts of art that
relates to concepts and shows evidence of thought and analysis. The student asks thought
provoking and responsive questions during the lesson activities such as discussions,
questioning, group work, art critiques, etc. Student can identify symbols and interpret multiple
meanings behind them. The student is well prepared by thoughtfully planning and making
intentional decisions for each image used, placed, and drawn. The student is fully engaged,
completes all work, and uses both inside and outside resources to effectively complete
assignments.

Meets Expectations: The student is responsive during classroom critiques, discussions,

questioning, etc. and adds on to the ideas and responses of others - all related to the concepts
being taught. The student is engaged and participates in activities. The student plans well and
is organized in his/her thoughts and decisions. The student shows evidence of reflection
through planning and arrangement of images on the surface. Student can identify symbols
within artwork and can interpret a possible meaning for the symbol. Student completes work
and uses all resources available to successfully complete assignments.

Below Expectations: The student asks few questions that are unrelated to or show lack of
thought towards the lesson activities, assignments, and concepts within. The student shows
some level of understanding through responses but does not take the time to build upon their
understanding. The student has difficulty making connections to him/herself to images and
symbols. The student shows little effort in planning and creating a composition that represents
them entirely. Reasons for images used in their project do not fully reflect them. The student
struggles to reflect on his/her own identity.

Introduction/Anticipatory Set:
Day 1: Before the students start to make a collage that represents who they are, I will place
three images on the board that communicate a sentence to them. I will ask if anyone can
understand what I am trying to say. I will give them a few minutes to come up with some
conclusions. I will then lead them into the meaning of symbolism in art and literature, why
artist use it, when it started in art, and why it is important. “What are some symbols that you
may be familiar with?”
Day 2: “If I were to put on your shoes for a day, what would that look like for me? Identity.
Why is it important for us to know who we are? Ask questions to the students that will help
them to start thinking about the importance of identity and who they are. “How can I
communicate to others who I am without a single word?” Is it possible? Ask students to think
of ways they can represent themselves.
Day 3&4: Talk about what is expected of them and where they should be at during this time.
What they should know and what they should be doing.

Teaching Strategies & Sequence of Activities to Facilitate Student Learning:

Day 1:
1. Show 3 symbolic images on the board that communicate something and ask students
to come up with a possible meaning
2. Introduce what symbolism is, how it started in art, and how it is used in
literature/music all the time
3. Give each table an object and have them come up with meanings for that object
4. Each table will share what they have come up with
5. Start planning sheet
Day 2:
1. Talk about identity by asking what it would look like if we were to switch places.
2. Ask the students why we should get to know ourselves and others.
3. Talk about how we can represent who we are through images
4. Show images/objects that show culture
5. Analyze artwork by Bearden and Massogona. Show examples of collages
6. Explain project and show examples
7. Finish planning sheet
8. If there is time, cut out cardboard shoe sole and begin drawing two symbolic images
Day 3:
1. Talk further about project and what the goal is.
2. Trace shoe sole template, cut out cardboard shoe sole.
3. Flip through magazines to find images that they can place on their collage
 4. Students arrange the composition before they paste their images down.
Day 4:
1. Finish finding images to fill the shoe sole up
2. Compose and glue images to the shoe sole
3. Complete reflection sheet
4. Have students talk about each other’s work
5. Identify who they are and compare others work
Conclusion:
Now that the students have finished their shoe sole collage that represented who they are.
They will know be able to see their classmates hung up. The students will take time to look at
their classmates and analyze the images that they chose to include. I will direct a group
critique and as a group we will talk about the symbols that are chosen, what it may mean for
the artist, and do they think they successfully portrayed who they are.

Students will complete the self-reflection and self-assessment sheet and talk about each
other’s work.

Differentiation/Extension:

ELL students(s):
- Additional time will be given to those who are struggling to understand the material.
- Planning sheet will be translated from English to spanish, creole, and French for those
who cannot understand the directions. English language will still be visible for learning.
- The teacher will closely monitor progress
- Provided with a step by step instruction sheet that will be translated to fit needs
- Visuals and demonstrations will be provided for better understanding
- Students will be seated by other students who can help them learn/translate
Above-Average Students:
- Students who are above average will be challenged to choose images that symbolize
deeper meanings instead of more literal meanings. They will be encouraged to dive
deeper into the meanings of images and colors and find unique ways to portray who
they are.

*All students will be given an instruction sheet prior to so that they are able to stay on task ,
not waste time and to minimize confusion.

What Ifs:
What if the students are struggling with images to find for their collage?
The teacher will recommend thinking about their interests, and what they see in their
everyday life. The teacher will also recommend the student to ask people closest to them to
help them come up with ideas.
What if a student is finished with their work before everyone else?
The teacher will provide a checklist and reflection sheet so that the students can check over
their work and analyze it themselves.
What if the student cannot find the image they are looking for?
The student can choose to have that picture drawn or think of a new way to portray their idea.
What if students have difficulty explaining their ideas and concepts to support reasons for
artmaking choices?
The teacher will encourage them to process to others their ideas and concepts more so that
they will get comfortable and improve their ability to explain thoroughly.
Materials & Resources needed:
Day 1:
3 symbolic print outs (lion, rooted tree, fist), 6 symbolic objects, famous artwork
Day 2:
Planning Sheet, Cardboard (collage base), Stencil, Scissors, Envelopes, White paper, Writing Utensil
Day 3:
Planning Sheet, Cardboard (collage base), Scissors, Envelopes, Glue, Magazines/paper, Writing
Utensil, Stencil
Day 4:
Planning Sheet, Cardboard (collage base), Scissors, Envelopes, Glue, Magazines/paper, Writing
Utensil, Stencil, Reflection/Checklist sheet
References:
Artist Massogona Sylla - http://massogona-sylla.com/
Romare Bearden - http://www.theartstory.org/artist-bearden-romare.htm