Instagram in the Art Classroom




Ideas for uses in lessons.

LESSON 2

II. Insta Lesson: Popular culture-The Celebrity Identity, Lesson 1 & Lesson Purpose: What do I want students to learn or accomplish today?
Students will learn about photo editing applications, specifically Instagram and how celebrities use it to promote their “brand.” Students will also learn about celebrity identity formation.

III. UNIT Key Concepts:

Identify the key concepts to be investigated in this unit. 
Students will learn about how humans construct their identity through social media
Students will think critically about their social media choices and learn to deconstruct the visual images they and others create.
Students will learn how social media is used as a form of artistic expression.

IV. Essential Question:
How do students construct their identity through social media?
How do other people use social media to create and alter their identities?
What objects are used by others to represent their identities?

V. Lesson Objectives:
After the lesson students will be able to analyze how others, especially celebrities form their identities on social media.
Students will learn how photo-editing software is used for artistic expression in social media.
Students will reflect on the different elements people use to create or hide their identities.

VI. Specific Art Content:
List the specific art content to be taught, such as concepts about art, the nature of art, skills, elements and principles, processes, and techniques used to communicate ideas.
Digital media concepts, Instatgram as a tool for artist exploration, principles and elements found in photographs on Instagram (color, line, shape etc)

VII. Instruction and Its Sequencing:
Lesson 1, Day 1
  1. Introduction/Motivation 10 min:
How will I get students interested (the “hook” to get a student’s attention) in today exploration of the essential question? Your goal is to present information about your lesson in a fun and exciting way that facilitates learning among students. 
Teacher will project computer screen on board/wall and open the site instagram. At the same time, teacher will ask students to pull out their mobile phones and open their own Instagram pages if possible. Also ask students to share with others if they feel comfortable. Once on site, teacher will upload Instagram images of a current celebrity i.e. Taylor Swift and ask students to briefly analyze images and ask what kind of different things they see.
  1. Instruction: What do I need to do (demonstration, lecture, discussion, activity) to help students build new knowledge today?
Once students discuss celebrity images, students can briefly analyze their images and focus on those that resemble a still life. Teacher will then ask students to pick a current still life in their possession or one they liked from a celebrity. Students will then use the image in their guided practice to deconstruct the image.
  1. Resources & Materials for Teacher: List the instructional resources needed--reproductions, objects, websites, equipment, videos, dvds, parents, experts, literature, performances, local sites…etc.  In the case of images/reproductions or motion pictures to be used in the lesson, be sure to include the artist/director; title of the work(s); and, if the reproduction is commercially available, the source for obtaining them.
Computer, projector, mobile devices
  1. Resources & Materials for Students: List all materials needed for students’ art making, discussions, and/or other activities, and vocabulary list.
Mobile device, journals/sketchbooks
  1. Guided Practice. How will I help students practice the new knowledge to make it their own?  List any reflective questions here.
Students will write in their journal what image they chose and why they chose the image. How is this image representative of their identity? Or if they chose a celebrity image, how is this image showing n aspect of the celebrity identity? How can this same image be used to highlight something of the celebrity ideal?
  1. Independent Practice: How will students demonstrate their knowledge without my help?
Students will be initially guided in the assignment but it will ultimately be their choice as to what images they choose. Students will focus on the meaning behind the image rather just the aesthetic quality.
  1. Closure 5min: What concluding event can I design that allows students to reflect on the essential question and how your lesson helps to investigate the big idea.
Students will then be asked to write one or two sentences accompanying the guided practice sketch where they discuss what they chose and why.
  1. Formative Evaluation: How will I check to see if students have constructed knowledge for themselves in relationship to the essential question?  What will I do if students need re-teaching?
Look at journal writings and sketching.
  1. Classroom Management Procedures: What will you do to keep students on task and safe?
Always repeat the task at hand and monitor noise levels.
  1. Adaptations for Students with Special Needs: Ask aids(if available) to help students during the instruction portion. Teacher specifically discusses with students their projects or what they see in images during guided practice time.

Lesson 1, Day 2 and 3
  1. Introduction/Motivation 5 min:
Show more examples of still life’s forming identity of individuals on Instagram.
  1. Instruction: What do I need to do (demonstration, lecture, discussion, activity) to help students build new knowledge today?
Begin 9x12 grayscale composition of still life. Explain grayscale to students and demonstrate a quick sketch of an image teacher chooses as an identity forming object(s).
  1. Resources & Materials for Teacher: Same as day 1
  2. Resources & Materials for Students: Paper, charcoal pencils
  3. Independent Practice: How will students demonstrate their knowledge without my help? Same as Day 1 project beginning.
  4. Closure 5 min: Students put up materials and briefly volunteer to say what they like or don’t like about their projects so far. Also ask if there are any questions.
  5. Formative Evaluation: How will I check to see if students have constructed knowledge for themselves in relationship to the essential question?  What will I do if students need re-teaching?
  6. Classroom Management Procedures: Same as day 1
  7. Adaptations for Students with Special Needs: Same as day 1, also include helping students who may not be able to use charcoals by giving big markers or other materials depending on their special needs.
Lesson 1, Day 4
  1. Introduction/Motivation 5 min:
Continue showing objects/celebrity instagrams as students come into class and get their materials and projects ready.
  1. Resources & Materials for Teacher: same as day 1
  2. Resources & Materials for Students: same as day 2
  3. Independent Practice: How will students demonstrate their knowledge without my help? Students continue to work on project.
  4. Closure 10 min: Students briefly show their artwork. Teacher picks 5 students at random to discuss what they used for their still life and how this is representative of their identity.
  5. Formative Evaluation: Evaluate combination of sketchbook, short writing and final project.
  6. Classroom Management Procedures: Same as day 1
  7. Adaptations for Students with Special Needs: Same as day 1 and 2
VIII. Summative Assessment and Evaluation:  
  • Assess with rubric from lesson 1. Also use sketchbook and short writing for evaluation. Ask students to give input into their progress for the lesson.

X.  Interdisciplinary Connections:
Language arts: (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:(A) modify the major research question as necessary to refocus the research plan;(B)  evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and(C)  critique the research process at each step to implement changes as the need occurs and is identified.

XI. References & Resources:

  • Instagram.com, mobile devices, Powerpoint
  • Briggs, J. (2007). Celebrity, illusion, and middle school culture. Art Education, 60(3), 39-44.

XII. Art TEKS
(1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:(A) illustrate ideas for artworks from direct observation, experiences, and imagination; and(B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:(A) create visual solutions by elaborating on direct observation, experiences, and imagination;(B) create designs for practical applications; and(C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.

(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:(A) compare and contrast historical and contemporary styles, identifying general themes and trends;
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions in personal artworks; and (B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

XIII. National Art Standards
4. Content Standard: Understanding the visual arts in relation to history and cultures
(c.) Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.
5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others
6. Content Standard: Making connections between visual arts and other disciplines


LESSON 3

II. Insta Lesson 2: Exploring Self-Portraits through Selfies & Lesson Purpose: What do I want students to learn or accomplish today?
Students will learn about photo editing applications, specifically Instagram and this application can be used to create self-portraits. Students will also learn about identity formation and how the selfie is another artistic way of exploring the self-portrait.

III. UNIT Key Concepts:

Identify the key concepts to be investigated in this unit. 
Students will learn about how humans construct their identity through social media
Students will think critically about their social media choices and learn to deconstruct the visual images they and others create.
Students will learn how social media is used as a form of artistic expression.

IV. Essential Question:
How do students construct their identity through social media?
How do other people use social media to create and alter their identities?
What objects are used by others to represent their identities?

V. Lesson Objectives:
After the lesson students will be able to analyze how others, especially celebrities form their identities on social media.
Students will be able to develop their own self-portraits
Students will learn how photo-editing software is used for artistic expression in social media.
Students will reflect on the different elements people use to create or hide their identities.

VI. Specific Art Content:
List the specific art content to be taught, such as concepts about art, the nature of art, skills, elements and principles, processes, and techniques used to communicate ideas.
Digital media concepts, Instagram, Unity, rhythm.

VII. Instruction and Its Sequencing:
Lesson 3, Day 1
  1. Introduction/Motivation 5 min:
Briefly recall the last Instagram project, then show ‘selfies’ examples.
  1. Instruction: Instruct students on the three components to the lesson. Guided practice will invole a short journal writing and practicing taking a selfie. If student does not have a mobile phone, these students may take turns with camera provided by instructor.
  2. Resources & Materials for Teacher:
Computer, projector, digital camera, internet.
  1. Resources & Materials for Students: mobile phone, wifi, digital camera if needed, journal
  2. Guided Practice.
Journal writing: What does a selfi say about you? Followed by students choosing a pose and taking a selfie for their self-portrait project.
  1. Independent Practice:
After students have taken selfie and written in journal, students will then transfer their image onto a 9x12 paper. Students will have choice of transferring image to likeness, or focusing on one aspect of their selfies and this identity for the project. Can use projector if needed to copy image.
  1. Closure 5 min: clean up and discuss the continuation of project for the next 3 days.
  2. Formative Evaluation:
Ask any students if they need help with lesson. Ask if any students have a question regarding the project.
  1. Classroom Management Procedures: ensure that students are working on their project even though they have their phones out by periodically checking each individual students progress during independent work time.
  2. Adaptations for Students with Special Needs: Help students use camera or phone. If possible, print image for student. Adapt curriculum to individual student IEP.

Lesson 3, Day 2-3
  1. Introduction/Motivation 5 min:
Briefly remind students of instruction and ask if they have any questions
  1. Instruction: Same from day 1.
  2. Resources & Materials for Teacher: same from day 1
YouTube video on evolution of social media, PowerPoint presentation on social media
  1. Resources & Materials for Students: same from day 1
  2. Independent Practice: How will students demonstrate their knowledge without my help? Continue 9x12 selfie portrait.
  3. Closure: On day 3, ask students to revisit their journal brief writing. What can you add to your journal entry or modify based on beginning project? What do you like or dislike about creating a ‘selfie’?
  4. Formative Evaluation: check student progress.
  5. Classroom Management Procedures: same as day 1
  6. Adaptations for Students with Special Needs: same as day 2
Lesson 3, Day 4
A.–F.  Same as previous days
Closure 20 min.: Students will all briefly share their opinion about their selfie project. Questions for consideration: How did you feel doing this project? How do you see your identity in your selfie? Does the fact that you used social media impact the way you portrayed yourself? What would you like to change in the future the next time you take a selfie?
Formative Evaluation: Evaluate involvement in journal writing and completion of small selfie.
  1. Classroom Management Procedures: same as previous days
  2. Adaptations for Students with Special Needs: same as previous days
VIII. Summative Assessment and Evaluation:  
  • Use rubric from lesson 1, also incorporate journal writing and Closure discussion into final grade.

X.  Interdisciplinary Connections:
Language Arts: (23) (C)  uses graphics and illustrations to help explain concepts where appropriate;(D)  uses a variety of evaluative tools 
(24) Listening and Speaking/Listening.


XI. References & Resources:

List all references used to develop this lesson.
Castro, J.C. (2012). Learning and teaching art through social media. Studies in Art Education, 53(2), 152-169.
http://hyperallergic.com/96252/selfies-as-the-other-side-of-the-mirror/?utm_medium=email&utm_campaign=Stay+in+the+Know+with+Suzanne+Kim+Holiday+Gift+Guide+for+Art+Lovers&utm_content=Stay+in+the+Know+with+Suzanne+Kim+Holiday+Gift+Guide+for+Art+Lovers+CID_ab38664c28f87bacfa9e9487b11057ab&utm_source=HyperallergicNewsletter&utm_term=Selfies%20as%20the%20Other%20Side%20of%20the%20Mirror


XII. Art TEKS
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:(A) illustrate ideas for artworks from direct observation, experiences, and imagination; and(B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.
(2) (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (B) solve visual problems and develop multiple solutions for designing ideas, clarifying presentations, and evaluating consumer choices, using design skills;
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:(A) compare and contrast historical and contemporary styles, identifying general themes and trends;
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions in personal artworks; and (B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

XIII. National Art Standards
4. Content Standard: Understanding the visual arts in relation to history and cultures
(c.) Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.
5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others
6. Content Standard: Making connections between visual arts and other disciplines


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