projects

**Project #1: Superhero/SuperSelves **

 * Big Ideas and Questions: **This project examines how cartoonists use disguise in their work as a way of exploring issues of identity.


 * Discussion:** Examine some of the superheroes that use disguise to hide their super-selves in some situations and their regular selves in other situations. Ask the students to list some superheroes that they know from the comics genre that have 2 different sides of them. Write their answers on the board. Engage the class in a discussion about how those superheroes represent all of us, who disguise certain parts of ourselves daily. Ask them to name some superhero comics that they know of and list them on the board. Refer to superhero comics like Superman and Batman that only show their superhero selves for certain reasons, and blend in with everyone else on a daily basis.


 * Artists:** Jerry Segal and Joe Shuster: **[|http://www.supermanhomepage.com/news.php]**


 * Project:** For this activity, students will explore the ways in which they disguise themselves daily while they are in school. They will explore certain talents and good qualities they have but that they hide from others.

Before they begin, ask them to brainstorm the following questions: 1. List one talent that you have that makes you great, but that you hide from others at school. 2. Create a superhero outfit that matches that hidden talent. Think about: (a). What colors it would be?; (b) What is your superhero name?; (c) What super powers does this talent give you?; and (d) What special functions does your costume have?

Next, have students choose one quality from question one and one quality from question two. Use pencils, markers and paper to draw themselves as their "hidden" selves and draw themselves as their super-selves would look like.


 * Assessment**: In order to successfully complete this project, students will need to complete their superhero self-costume that clearly defines what their talent is, uses the entire page, writes their superhero-self name somewhere on the drawing. Then students will write a one page summary explaining: when they would want to show others your superhero talent and when they would want to hide it.


 * Resources: [|http://www.supermanhomepage.com/news.php]**

**Project #2: The Persona Project**
This project examines these big ideas and questions: 1. Some artists use disguise in their work as a way of exploring issues of identity. 2. Disguise allows artists to make the fantastic a reality. 3. Why do we disguise ourselves?
 * Big Ideas/Questions:**

Who do the students become? What are their new names? What do they look like? What do they wear? Where are they and what is the place called? What do other people call it? What is the time period that the persona lives in? What major events (natural or manmade) have occurred in their lifetime? What is their personality like? How do they behave and accomplish daily activities? What are their daily activities?
 * Discussion Questions:**
 * Artists:** [|Marcel Duchamp], [|Nikki S. Lee], [|Robert Lopez] (a.k.a. "El Vez")


 * Project:** Students develop a complex persona or alter-ego and live “a day in the life” of this new identity. The idea of the alter-ego can function as a device to manifest one’s deepest desires and compensate for one’s limitations. It is freedom in a sense, a vacation from one’s self- imposed restrictions.

Students should begin “living” their persona first thing in the morning until they go to sleep at night on the assigned day and attend studio as this individual. In class, they introduce themselves as this “new person” and “perform” this person by presenting a narrative of their life or day. In addition to performing, students are in charge of composing one photographic representation of their persona that best reflects how they would like viewers to interpret this “self-portrait.” Other reflections, journaling, sketches and/or photographs by students’ persona are included in their sketchbooks.


 * Assessmen t: ** How well was the student able to dedicate him/herself to his/her new persona? How well was s/he able to identify the changes and perhaps the difficulties of assuming a different persona? Did the student fully immerse themselves in their new identity?

Resources: WARP at UFL.edu

**Project #3:** Mask Your Emotions
**Big Ideas and Questions**: This project examines: (1) how masks serve as a form of disguise in cultures, past and present; (2) ways masks are used as disguise in everyday life; and (3) how masks can be used as a symbol or metaphor.


 * Discussion**: Examine masks from different cultures, past and present. Show and discuss the universality of masks and how they're used cross-culturally as a form of disguise. Identity different purposes for masks (e.g, Show different masks and ask students "Why do you suppose this mask was made? What do you think it was meant to convey?" and as a follow-up ask "What do you see in the mask that makes you think that?"). Categorize the masks shown by material use and function. Talk about how the materials used to make a mask are often determined by what is available locally. Ask students to identify ways in which they use masks in their daily lives (e.g, a football helmet, surgical mask, make-up). List these uses on the board. Have students consider ways people //mask// or //disguise// their thoughts and feelings by using facial expressions.


 * Project**: Using materials found locally, have students **create a mask that gives them a special power when it is worn**. Tell them they need to be prepared to explain how their material choice and aesthetic decisions in making the mask reflect the type of //power// that the mask is supposed to produce when worn. Also, ask them to consider the different masks they saw in the earlier discussion/presentation for ideas and inspiration.

Demonstrate how to construct a basic mask using found materials before students begin. Start with a sketch of [|a face] and how it can be translated into a mask using found materials. NOTE: Have students collect and bring in all sorts of found materials (e.g, egg cartons, paper rolls, newspaper, junk mail, paper and plastic bags, string, and so on.) You will need to bring in an assortment of materials as well and provide a means of organizing and storing the materials in bins during the project, Students will also need access to different ways to attach and adhere materials together, such as a glue gun or binding with string). To inspire original thinking, show different masks made with found materials (e.g, here is a "[|Minotaur Mask]" by Dean Bareham and a "[|Tiah Mask]" by Christine Cook, both made with found materials.)


 * Assessment**: When evaluating the masks of students consider these questions: How well is the mask made? Is it actually wearable? How well do the aesthetic decisions made by the student reflect the purpose of the mask? How well was the student able to explain his or her material and aesthetic choices in making the mask?


 * Artwork/Resources**: [|Masks of the World]; [|Maskwoman.com] ; [|The Story of Masks]; [|Why People Make Masks].

**Project #4:** Heroes the World Doesn't Need

 * Big Ideas and Questions Explored:** How does history/cultural tradition play a part in the use of disguise? Why are some disguises timeless? How can we use disguise as a symbol or a metaphor in art? What are some ways disguise is used in everyday life?


 * Discussion:** Show [|Barbara Kruger]'s [|We don't need another hero] * and discuss possible meanings of the work. Ask "What do you think the artist is trying to say with this work?" Show pictures of several superheroes that have been in the movies and on television lately (e.g, [|Spiderman], [|Fantastic Four], etc.,) Ask "Why are we so fascinated with superheros?" Show some of Dulce Pinzon’s everyday [|superheros] and ask students to identify what heroes and heroines exist in their local community? Finally, show examples of [|Danny Zabbal]'s obscure and unloved [|Superheroes]. Ask students to brainstorm other possible //pointless// heroes and heroines that they feel the world doesn't need. List these on the board.

Discuss the use of disguise as costume vs camouflage (see Katie's comments about this at the bottom of the brainstorm page). Show several "disguises" and have students classify them as "costume" or "camouflage." (e.g, the disguises worn by [|Spiderman], [|Fantastic Four], [|army soldier], [|clown], [|Santa], [|fake nose and glasses], and so on) Discuss how cultural traditions dictate how we read certain disguises (e.g, Santa, a clown). How do we read certain characteristics of disguises (a black vs white disguise? a disguise with a cape?).


 * Project:** Have students come up with 3-4 "unsung superheroes" or to add to the list of "pointless" superheroes made earlier. Next ask each student to choose one hero or hero/ine from the list to draw an illustration of in color. Tell them they need to place their hero or heroine in an everyday environment and to give some consideration to the disguise worn by their hero/ine and whether it serves as a costume or form of camouflage. Lastly, with an older group and if time permits, have each student reenact the scene they illustrated complete with the characters and disguise shown in their illustrations.


 * Assessment:** How well were students able to analyze Kruger's work and intention? How well could they connect the use and perception of certain disguises with cultural traditions? How well were they able to identity characteristics of disguises as having timeless, universal qualities (e.g., good guys wear white)? How well were students able to apply the discussion of disguise in creating a disguise for their unsung superhero?


 * Artwork/Resources:** See [|Danny Zabbal]'s obscure and unloved [|Superheroes] and Dulce Pinzon’s everyday [|superheros]. Also see NBC's [|Heroes].


 * Kruger's We don't need another hero combines "Dick and Jane" imagery in the style of 1950s advertisements with the title of Tina Turner's theme song for a Mad Max film set in a barbaric, post-nuclear holocaust future.

**Project #5: Personal Camouflage**
1. Some artists use disguise in their work as a way of exploring issues of identity. 2 **.**** Disguise serves several purposes in both nature and world cultures. ** 5. ** Why do we disguise/hide ourselves? **
 * Big Ideas/Questions:** This project explores these big ideas and questions:


 * Project:** Have the students consider the places they and their friends frequent the most. Make a list on the board, writing down names of the popular haunts of a teenager ( for example, McDonalds, the gym, school, the mall, and so on). Lead the class in a discussion about how certain types of people may gravitate to a certain area more than others—for example, the “indie” kids might hang out at the local coffee house, whereas the “gothic” kids may gravitate towards //Hot Topic//.

Each student will make a list of seven specific places s/he frequents. In their sketchbooks, students will brainstorm about the functions of these places—the people known as “regulars,” what they do there, objects found there, and so on. Out of this list, each student will select 3-4 places. The student will design a “uniform” for him/her that will act as a form of camouflage that will automatically make the student fit in to the rest of the surroundings. Each uniform will be different according to the particular setting. The students should sketch these out in their sketchbooks in the format of fashion design. Then, on good quality paper, at least 9x12” the student will design the uniforms in full color (one uniform per page), giving both back and frontal views, and providing a detail of the proposed materials.


 * Artists:** [|Nikki S. Lee]


 * Assessment:** How well did the student understand how some artists use disguise as a way of exploring issues of identity? How well was the student able to describe how one’s surroundings and cultural habitat says about one’s identity? How successful was the student in creating a personal camouflage system (or uniform) that focuses on the relationship between identity and one’s surroundings?


 * Discussion Questions:** What is it about these places that makes them interesting to a particular group? Do establishments adapt to be more attractive to a certain group? Do the people who frequent these establishments adapt to fit in with that place? How do we outfit ourselves to fit in to our surroundings? What is unique about the clothing worn by regulars in these different groups? How can we use this information to inform the uniforms we make for each setting?

**Project** #6: Objectification

 * Big Ideas and Questions:** How does wearing a disguise affect the people surrounding the wearer? Disguise serves several purposes in both nature and world cultures.


 * Discussion**: If you became an object, how would people treat you? If you disguised yourself as an object, what could/couldn’t you do around other people? (spy, talk to them, be abused, be ignored) How are you treated in your new disguise compared to your regular self?


 * Project**: Build a disguise that looks like an everyday object, such as a trashcan, cabinet, bench, or chair. It should be big enough to be “worn.” Install the work (and artist) in a public place and document the response of the public. Students can work on this project in one large group or smaller groups.


 * Assessment**: How well did the students: Work together and participate? Create a convincing object? Document the performance? Students can also write a short story about their experience in their new disguise, and answer the following questions: How did people react to their disguise? How did people's reactions or lack of reactions make you feel? How did people react differently to your new disguise rather than your regular self?

**Project #7:** Wigging out!

 * Big Ideas and Questions:** Some artists use disguise in their work as a way of exploring issues of identity. Wearing a disguise or costume causes people to react differently. How are masks and disguises used to exaggerate a person's feelings and thoughts?


 * Discussion:** How important is hair in our society? How is it a part of our “everyday disguise”? How can we affect people with our hair-dos? (We can make them laugh, become sad or angry, and so on).


 * Project:** Construct wigs with the intention of stirring emotion in the viewer. Have the student state the “emotional intention” before the project. Yarn and string are conventional materials, but also “found” materials can open up new concepts. Plastic bags, wire, twigs, leaves, and paper scraps are a few alternative ideas. When the students are finished, have them each put their wig on, and ask the other students if they can identify the intended emotional response. Document the results with photographs.


 * Assessment:** How well did the students: (1) Create a functional wig? (2) Build a wig that met their “emotional intentions”? (3) Participate in the discussion both before and after the project?

**Project #8:** The Art of Camouflage

 * Big Ideas and Questions:** This project explores these big ideas and questions: (1) Disguise serves several purposes in both nature and world cultures; and (2) How is disguise used in nature?


 * Discussion:** In this project, instead of making the creature adapt to the environment, the student will create an environment that will adapt to the creature. Talk with the students about how environments and the creatures who dwell in them share a symbiotic relationship, and how they can tend to merge with each other. Why do animals disguise themselves? Give examples of animals who possess natural camouflage and how it helps them to survive. In what ways do natural disguises help creatures? Have the students write a word web and discuss potential threats to the creatures well-being, and ways to avoid that threat via disguise.


 * Project:**
 * Go through old science or nature magazines in search of cool pictures of animals, insects or reptiles. Choose one of the pictures and carefully cut away the background so that only the animal remains.
 * Next, glue the picture on a similar color of construction paper. Decide whether you will use general resemblance or special resemblance to camouflage your animal.
 * Then create an environment that your animal will feel safe to be in. You can use colored markers, colored construction paper and/or textures cut from magazine illustrations to create your animal's habitat.
 * When your picture is finished, show it to a family member, classmate or friend to see if they can easily find the animal in your picture.


 * Assessment:** How well did the student create a proper environment for the creature to live in safely and discreetly? How well did the students discuss different ways a creature might disguise itself? How well did the student explore potential dangers to the creatures well-being?


 * Resources:** []


 * Big Ideas and Questions:** This project examines how disguise allows artists to make the fantastic a reality**.

Discussion:** Some artists disguise themselves in fantastical ways their artwork Yasumasa Morimura is an artist who disguises himself as other famous people in his artwork. Ask students why they think he would do that. Why would he recreate a portrait of Frida Kahlo and insert his own face, for example? Why does he disguise himself as other people, yet maintain his own identity?


 * Artists:** [|Yasumasa Morimura]


 * Project:** First, ask students to write down a list of at least 3 people that they admire, or share similar qualities with, and 3 situations or places that they wish they could be in. The people can be famous, or someone that they know. They situations can be a historical event, scenes from a book or movie, or a fictional place that the student had made up them self. After students finish answering those questions, they will research photos to reference of one person and one place that they listed. Once they have visuals to reference, they can being to paint a self portrait (does not have to be their face) in which they will insert themselves into someone else's body and a fantastical surrounding.


 * Assessment:** How well did students disguise themselves in someone else's body? How well did students disguise themselves among a fantastical environment? How did students portray their own identity? How did students disguise their own identity?**

Resources:** @http://oneartworld.com/artists/Y/Yasumasa+Morimura.html



 * Big Ideas and Questions**: This project explores how some artists use disguise in their work as a way of exploring issues of identity.


 * Discussion**: Introduce students to Marcel Duchamp's portraits of his alter ego self - Rrose Selavy. Ask students why do people disguise themselves? How does Duchamp's disguise change how people react to him? How do you think people would react to Rrose differently than to Duchamp? Do you ever disguise yourself as someone else? Duchamp created an alter ego as a woman. Why do you think he chose to portray himself as a woman?


 * Artists**: [|Marcel Duchamp].


 * Project**: For this activity, students will explore a trait that they possess, and create an alter ego that highlights that trait. Then, they will dress like that person, and using mirrors, paint a self portrait as your alter ego self.


 * Materials**: Students will use mirrors, canvas, acrylic paint, a disguise.

A**ssessment**: Have students created an alter ego based upon the trait that they described? Does the portrait use the costume and expression that informs the viewer what they are about? Ask students to write an autobiography about their alter ego self, and describe their real self meeting their alter ego.


 * Resources**:  Inventing Marcel Duchamp . []