Art 133 Section 07/08

Group 5: Group 5: Isabel, Marissa, Madison, and Marcos

Exploring the
Identities of
Stereotypes
“Stereotypes happen. I try not
to embrace them or avoid
them” - Danny Pudi
 “Stereotypes do exist, but we have to walk through them”-
Forest Whitaker

Exploring the Identities of Stereotypes

Big Idea: Stereotypes

Grade Level: 6th grade

Lesson Overview: Utilizing creative expression and aesthetic valuing, students will
explore stereotypes through the lens of visual culture and choice-based learning.
Through literacy, visual art, and health education students will explore stereotypes,
diversity, culture, assumption and interpretation. Inspired by Frida Kahlo, students will
VTS one of her works, then create a postcard depicting their interpretation of how
others/society perceive them as individuals.
Essential Questions:
1. What are some stereotypes that people have experienced or witnessed?
2. How does visual culture impact society?
3. How are assumptions and stereotypes interrelated?
4. How does visual culture distort assumptions and stereotypes?

Lesson Objectives:
1. Literacy: The students will (TSW) be able to demonstrate their knowledge on stereotypes
through the use of multimedia components.
2. Visual Arts : The students will (TSW) be able to engage with varying interpretations on
what they consider works of art.
3. Health Education: The students will (TSW) be able to convey respect for diversity through
different means of communication.
 Post Stereotypes:
Deconstructing Racial Questions to Reflect with Groups:
Assumptions and Biases
1. Is it more beneficial for stereotypes to remain silent in
Through Visual Culture and
Confrontational Pedagogy people’s minds or should they be spoken about only
behind closed doors or among people with shared
views?
2. In what ways can teachers maintain a safe and non-
judgemental environment for students?
3. What role does visual culture play in forming biased
opinions of certain people and/or cultures?
4. Regarding confrontational dialogue has social media
made it easier or harder to use as a tool as the author
describes in their conclusion?
 1. Stereotypes (biases, prejudice, and discrimination):
Vocabulary An oversimplified image or idea of a particular person or
thing
2. Diversity: The state of being diverse; variety
3. Culture (multiculturalism): The beliefs and/or
customs of a particular group of people.
4. Assumption: Something that is believed to be true
without confirmation.
5. Reflection / Interpretations: A summary/stylistic
representation of work
Inspiration Artist: Frida Kahlo
● Frida Kahlo de Rivera was a
Mexican artist who painted many
self-portraits
● These self-portraits were intimate
and powerful; demanded that
viewers be moved by them
● Used various genres and formats of
intimacy to tell her story
● Self -portraits were an expression of
freedom from a life filled of pain
● Painting pain: reflecting the pain of
the world and the psychological
voyage of pain
● Overcame stereotypes and
limitations through the pain
 Studio Investigation: Stereotypical Self-
Portraits (through postcards)

● Anti self-portraits
● Choiced based
● Abundance of different materials to work with
● Depict yourself - but as the individual others
see you as (e.g. culture, gender, socio-
economic status, etc.)
● Visual representation of these stereotypes will
decrease their power over you
● Who do you address the postcard to? - golden
question