Art and Design · Year 9

Active learning ideas

Identity through Mixed Media

Active learning works well here because students need to physically engage with materials to grasp how non-artistic items can carry meaning. By handling fabric scraps, newspaper, or found objects, they move beyond abstract ideas to concrete evidence of how texture and imagery shape identity.

• National Curriculum Attainment Targets
• KS3: Art and Design - Mixed Media and Collage
• KS3: Art and Design - Exploring Identity

• 30–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 30 min · Pairs

Pairs: Texture Life Mapping

Pairs brainstorm five life stages and match each to a texture or found object, sketching initial ideas. They swap maps to add one collaborative layer, then discuss how additions shift meaning. Finish with individual notes on refinements.

Analyze how different textures represent different layers of a person's life.

Facilitation Tip

During Texture Life Mapping, ask pairs to trace each other’s hands on paper, then fill the outline with textures that represent specific life events—this keeps the mapping concrete and purposeful.

What to look for

Provide students with a small piece of fabric and a magazine clipping. Ask them to glue these onto a card and write one sentence explaining how the texture of the fabric and the image of the clipping represent a specific aspect of identity.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 45 min · Small Groups

Small Groups: Found Object Collage Hunt

Groups collect safe found objects from school grounds or provided bins, categorizing by texture and emotional resonance. They build a shared group portrait base, layering objects to represent collective identities. Rotate roles for layering and critiquing.

Evaluate the impact on meaning when non-artistic materials are added to a portrait.

Facilitation Tip

For the Found Object Collage Hunt, set a 10-minute timer and have groups gather only items they can explain in a sentence about identity; this prevents random selection and builds intentionality.

What to look for

Display two contrasting mixed-media portraits. Ask students: 'How does the artist's choice of materials in each portrait influence your understanding of the person depicted? Which portrait more effectively communicates a sense of personal history, and why?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 60 min · Individual

Individual: Evolving Identity Portrait

Students draw a self-portrait outline, then add mixed media layers weekly to show identity changes. Photograph stages for reflection journal. Present final piece with artist statement on material choices.

Design a mixed-media approach to represent an identity that is constantly changing.

Facilitation Tip

When students create Evolving Identity Portraits, require them to photograph each revision stage and write a one-sentence note about what changed and why, reinforcing reflective practice.

What to look for

Students present their developing mixed-media pieces. Peers use a simple checklist: 'Does the artwork use at least two different types of materials? Does it include at least one found object? Does it seem to represent more than one aspect of identity?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 35 min · Whole Class

Whole Class: Material Impact Critique

Display works anonymously. Class votes on impactful material uses via sticky notes, then reveals artists for discussion. Guide analysis using key questions on texture and meaning.

Analyze how different textures represent different layers of a person's life.

Facilitation Tip

In the Material Impact Critique, provide a sentence stem for students to use when sharing feedback, such as ‘The use of _____ suggests _____ about the subject’s identity because…’ to structure critical analysis.

What to look for

Provide students with a small piece of fabric and a magazine clipping. Ask them to glue these onto a card and write one sentence explaining how the texture of the fabric and the image of the clipping represent a specific aspect of identity.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teachers should model how to talk about materials before students begin, using think-alouds to connect texture to emotion. Avoid rushing students through revision stages—give them time to step back and reassess their choices. Research shows that students benefit from seeing peers’ work mid-process, so build in gallery walks before final critiques.

Successful learning looks like students justifying material choices with clear links to personal history. You’ll see focused collage work that layers at least two materials and one found object, showing how these elements build layers of meaning.

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Watch Out for These Misconceptions

• During Found Object Collage Hunt, watch for students picking items without clear links to identity.

  Ask each group to pause and explain how each item represents an aspect of identity before allowing them to keep it. If they can’t justify it, the item goes back.

• During Evolving Identity Portrait, watch for students treating identities as static or single-layered.

  Have students photograph each revision and write a sentence about what changed. After the third revision, they must choose one material to remove to simplify their layers, forcing them to reflect on necessity.

• During Material Impact Critique, watch for students describing materials as purely decorative.

  Provide sentence stems that push analysis, like ‘The rough texture of _____ contrasts with the smooth _____, which suggests _____.’ Use peer examples to show how contrast builds depth.

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Methods used in this brief

• Stations Rotation