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.

• Year 9
• Art and Design
• 4 activities
• 30 min–60 min

Learning Objectives

1. Analyze how the choice of different textures, such as rough fabric or smooth paper, contributes to the representation of distinct life experiences within a mixed-media portrait.
2. Evaluate the conceptual impact of incorporating found objects, like ticket stubs or buttons, on the narrative and meaning of a portrait.
3. Design a mixed-media self-portrait that visually communicates the concept of a fluid or evolving personal identity.
4. Critique the effectiveness of mixed-media elements in conveying complex personal histories in peer artworks.

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.

Prepare & details

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.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

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

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.

Prepare & details

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.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

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

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.

Prepare & details

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.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

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

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.

Prepare & details

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.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Assessment Ideas

Exit Ticket

After the Found Object Collage Hunt, give students a small card with two columns: one for a found object they collected and one for a sentence explaining how it represents an aspect of identity. Collect these to check for intentionality and clarity.

Discussion Prompt

During the Material Impact Critique, display two student portraits side by side and ask the class to discuss which portrait more effectively communicates a sense of personal history. Have students refer to specific material choices in their responses.

Peer Assessment

After students present their Evolving Identity Portraits, have peers use a checklist to assess whether the artwork uses at least two different types of materials, includes at least one found object, and represents more than one aspect of identity. Collect these checklists to gauge understanding.

Extensions & Scaffolding

• Challenge: Ask students to create a second version of their portrait using only recycled materials, explaining how the limitations affected their choices.
• Scaffolding: Provide a word bank of identity-related words (e.g., memory, struggle, joy) and a tray of pre-selected materials to help students focus their collage choices.
• Deeper exploration: Invite students to research an artist like Romare Bearden and write a short comparison of how Bearden’s collage techniques relate to their own work.

Key Vocabulary

Mixed Media	Artwork created using a combination of different artistic materials and media, such as paint, ink, collage, and found objects.
Collage	A technique where various materials, like paper, fabric, or photographs, are assembled and glued onto a surface to create a new image or composition.
Found Objects	Everyday items or materials not traditionally considered art supplies, which are incorporated into an artwork to add meaning or texture.
Juxtaposition	The placement of different elements, materials, or ideas side by side to create contrast or a new, often surprising, meaning.