Unit Plan 1 (Grade 6 Art): Artistic Identity & Goal Setting

Focus: Explore personal interests and set artistic growth goals by connecting artwork to identity and using brainstorming to generate ideas.

Grade Level: 6

Subject Area: Art (Visual Arts • Identity • Goal Setting)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this opening unit, students begin to see themselves as artists with unique interests and stories. They explore what they like to draw or make, what inspires them, and how their experiences and hobbies can show up in their artwork. Through guided brainstorming, quick sketches, and simple identity-themed activities, students discover visual symbols that represent who they are. They then use these ideas to set clear, realistic art goals for the year, building a foundation for future projects in Grade 6 art.

Essential Questions

• Who am I as an artist, and how do my interests and experiences show up in my artwork?
• How can I use brainstorming and sketching to turn my ideas into possible artworks?
• What kinds of art skills and habits do I want to grow this year in Grade 6?
• How can setting specific goals help me become more confident and intentional as an artist?
• What does it mean to create artwork that is truly personal and meaningful to me?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe personal interests, experiences, and viewpoints that could inspire artwork (VA:Cn10.6a).
2. Generate multiple artistic ideas using brainstorming tools such as word webs, lists, and thumbnail sketches (VA:Cr1.6a).
3. Develop at least one identity-based concept (symbol, scene, or design) that reflects something important about who they are (VA:Cn10.6a, VA:Cr1.6a).
4. Create a simple “Artistic Identity & Goals” page combining words and images to show who they are as artists and what they want to work on this year (VA:Cn10.6a).
5. Set two or more specific, achievable goals for their artistic growth in Grade 6 and explain why they chose them (VA:Cr1.6a).

Standards Alignment — 6th Grade (NCAS-Aligned)

• VA:Cn10.6a — Create artwork inspired by personal interests or experiences and explain how those influenced design choices.
  • Example: Students design artwork representing a favorite hobby.
• VA:Cr1.6a — Generate artistic ideas by exploring themes, experiences, or assigned prompts through brainstorming and sketch development.
  • Example: Students create preliminary sketches exploring the theme “change.”

Success Criteria — Student Language

• I can name my interests and experiences and explain how they can inspire my art.
• I can use brainstorming and sketching to come up with more than one idea.
• I can design at least one image, symbol, or scene that represents something about me.
• I can create an identity and goals page that shows who I am as an artist and what I want to improve.
• I can write clear art goals for 6th grade and explain why those goals matter to me.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Student sketchbooks or stapled packets of drawing paper.
• Pencils, erasers, colored pencils or markers for light color accents.
• Brainstorming organizers:
  • “About Me as an Artist” interest inventory.
  • Identity word web templates (center word “Me as an Artist,” branches for hobbies, feelings, favorite styles, etc.).
  • Thumbnail sketch grids for idea development.
• “Art Goals Menu” handout or anchor chart with sample goals (e.g., “learn shading,” “draw people better,” “try more color combinations,” “finish projects on time”).
• Anchor charts:
  • “Ways My Life Can Inspire Art” (hobbies, family, culture, favorite places, emotions, dreams).
  • “What Is a Strong Art Goal?” (specific, realistic, about skills or habits).
• Sticky notes or small cards for quick shares.

Preparation

• Create and copy the interest inventory and identity web organizers.
• Prepare a simple sample identity page (teacher example) that mixes sketches and words, with a few written goals.
• Decide how students will store their finished “Artistic Identity & Goals” pages (front of sketchbook, portfolio folder, or wall display).
• Set up a quick “gallery” of sample images (school-appropriate) that show different ways artists express identity (self-portraits, symbolic objects, favorite places, etc.).

Common Misconceptions to Surface

• “Identity art has to be a realistic self-portrait.” → Identity can be shown through symbols, colors, objects, or scenes, not only faces.
• “My life isn’t interesting enough to make art about.” → Everyday experiences, feelings, and hobbies can make strong personal art.
• “Brainstorming is a waste of time; I should just start drawing.” → Planning and sketching help artists get better ideas and stronger designs.
• “Goals should be huge or impossible to be impressive.” → The best goals are specific and achievable, and they help you grow step by step.

Key Terms (highlight in lessons) identity, interest, experience, brainstorming, thumbnail sketch, concept, goal, growth, inspiration, personal meaning

IV. Lesson Procedure

(Each day follows: Launch → Explore/Work Time → Discuss → Reflect. Timing for a 50–60 minute block.)

Session 1 — Who Am I as an Artist? (VA:Cn10.6a)

• Launch (6–8 min)
  • Show a few different artworks that reflect identity (e.g., a self-portrait, a favorite-place drawing, a symbolic piece).
  • Ask: “What do you think these artworks tell us about the person who made them?”
  • Introduce the idea that art can be a way to show who you are.
• Explore / Work Time (25–30 min)
  • Students complete an “About Me as an Artist” interest inventory, responding to prompts like:
    • Favorite things to draw or make.
    • Hobbies, fandoms, or activities they love.
    • Moods or feelings they draw often.
  • Using their inventory, students fill out an identity word web, with branches for interests, experiences, favorite subjects, and art styles they like.
  • They doodle small icons or mini-images on the web (e.g., soccer ball, book, game controller, pet, music notes).
• Discuss (8–10 min)
  • In pairs, students share one part of their web and explain why it matters to them.
  • Whole-class: collect examples of categories that might show up in art (sports, music, family, nature, emotions).
• Reflect (3–5 min)
  • Exit slip: “One idea from my life that could show up in my art is ___ because ___.”

Session 2 — From Interests to Visual Ideas (VA:Cr1.6a)

• Launch (5–7 min)
  • Briefly model how to turn one interest into three different art ideas (e.g., interest: music → scene of concert, symbolic headphones with patterns, abstract design inspired by favorite song).
  • Emphasize: good artists brainstorm multiple ideas, not just one.
• Explore / Work Time (25–30 min)
  • Students choose 2–3 words from their identity web (e.g., soccer, nature, reading, family).
  • For each word, they sketch 2–3 quick thumbnails (small, rough drawings) in a thumbnail grid to show different ways that idea could become art.
  • Encourage variety: change viewpoint, composition, or level of realism vs. symbols.
  • Students label thumbnails with brief notes (“close-up of ball,” “me reading under a tree,” “symbolic heart with books and stars”).
• Discuss (8–10 min)
  • In small groups, students share one interest and thumbnails for that interest.
  • Group members point out which thumbnail feels most creative or meaningful and why.
• Reflect (3–5 min)
  • Quick write: “One idea I want to develop further is ___ because it shows ___ about me.”

Session 3 — Designing an Artistic Identity Page (VA:Cn10.6a, VA:Cr1.6a)

• Launch (6–8 min)
  • Show a teacher example or sample layout for an “Artistic Identity Page” that mixes:
    • A central drawing or symbol.
    • Smaller icons or thumbnails.
    • Short words or phrases around the page.
  • Ask: “What does this page tell you about the artist?”
• Explore / Work Time (25–30 min)
  • On a planning sheet or in sketchbooks, students design the layout for their own identity page, deciding:
    • Where the main image will go (symbol, self-portrait, scene, or combo).
    • Where smaller icons and words will appear.
  • They lightly sketch the main image plus at least 3–5 smaller symbols or thumbnails based on their brainstorms.
  • Students add key words/phrases (e.g., “curious,” “gamer,” “nature lover,” “loud colors,” “quiet mood”) around the sketches.
• Discuss (8–10 min)
  • Pair share: each student explains one part of their layout and how it connects to their interests or experiences.
  • Encourage peers to ask follow-up questions: “Why did you choose that symbol?” “What could you add to make that idea clearer?”
• Reflect (3–5 min)
  • Exit slip: “One visual choice I made that represents me is ___ because ___.”

Session 4 — Finalizing Identity & Beginning Goal Setting (VA:Cn10.6a, VA:Cr1.6a)

• Launch (5–7 min)
  • Review anchor chart “What Is a Strong Art Goal?” (specific, about skills or habits, realistic).
  • Give a few examples:
    • “I will practice shading at least once a week.”
    • “I will try at least two different layouts before choosing a final composition.”
• Explore / Work Time (25–30 min)
  • Students refine and clean up their identity page on final paper or in their sketchbook:
    • Redraw main image with more detail or clarity.
    • Trace important lines more carefully; add light color if appropriate.
    • Add or clarify words and labels.
  • When artwork part is mostly complete, students draft 2–3 possible art goals for the year on a separate planning sheet, using sentence frames if helpful:
    • “One art skill I want to improve is ___.”
    • “One habit I want to build is ___.”
    • “I chose this goal because ___.”
• Discuss (8–10 min)
  • In small groups, students share one draft goal and get feedback: is it specific? realistic? connected to their interests or identity?
  • Groups help each other revise goals to be clearer (“draw better hands” → “practice drawing hands once a week using reference pictures”).
• Reflect (3–5 min)
  • Quick write: “A goal that feels important to me is ___ because ___.”

Session 5 — Completing Artistic Identity & Goals Page (VA:Cn10.6a, VA:Cr1.6a)

• Launch (5–7 min)
  • Remind students that this page will be used as a starting point for the year and may stay in their sketchbook or portfolio as a reference.
  • Ask: “What do you want future-you or your teacher to understand when they look at this page?”
• Explore / Work Time (25–30 min)
  • Students finalize their “Artistic Identity & Goal Setting” page, which includes:
    • Their identity drawings and symbols.
    • Key words/phrases that describe them as artists.
    • 2–3 finalized art goals neatly written on the page or on an attached section.
  • Teacher circulates and confers briefly with students about their goals, checking for clarity and realism.
• Discuss (8–10 min)
  • Gallery walk: students leave brief sticky-note comments on peers’ pages, such as:
    • “I learned that you care about ___ in your art.”
    • “Your goal to ___ seems like it will really help you grow.”
  • Whole group: share common goals and themes that appear across the class.
• Reflect (3–5 min)
  • Final reflection: “Right now, I see myself as an artist who ___, and this year I want to grow by ___.”

V. Differentiation and Accommodations

Advanced Learners

• Encourage students to design more complex layouts, incorporating overlapping images, borders, or limited color schemes that reflect mood.
• Ask them to write a short artist statement paragraph summarizing their identity and goals.
• Invite them to add an extra goal focused on creative risk-taking (e.g., trying unfamiliar media or more complex subjects).

Targeted Support

• Provide checklists and sentence frames for each task (e.g., “My interests include…,” “One symbol for this is…”).
• Allow students to focus on fewer symbols or thumbnails (e.g., 2–3 rather than many).
• Offer guided examples for goals and help students choose from a goal menu if starting from scratch is difficult.
• Confer 1:1 with students who struggle to generate ideas, prompting with questions about hobbies, favorite places, or stories.

Multilingual Learners

• Allow brainstorming and early notes in home language, with key words added in English later.
• Encourage bilingual labels on identity pages when appropriate and celebrated.
• Provide a visual glossary for terms like identity, interest, goal, brainstorm, symbol, thumbnail.
• Pair with supportive peers for oral sharing before writing, so students can rehearse explanations.

IEP/504 & Accessibility

• Break tasks into smaller steps with mini-deadlines (inventory → web → thumbnails → layout → final page → goals).
• Offer alternative formats such as typed responses, speech-to-text tools, or drawing on larger paper if fine-motor control is a challenge.
• Allow students to show identity through collage or traced images plus original additions if drawing is a significant barrier.
• Provide extended time and reduce the number of required thumbnails or symbols if needed.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Interest inventories and identity webs show that students can identify personal interests and experiences that could inspire art.
• Session 2 — Thumbnail sketches demonstrate that students can generate multiple visual ideas from a single interest.
• Session 3 — Layout plans show that students can combine images and words to express artistic identity.
• Session 4 — Draft pages and goal lists show movement toward clear, personal goals for art growth.
• Session 5 — Completed pages show a combination of identity visuals and finalized goals.

Summative — Artistic Identity & Goals Page (0–2 per criterion, total 10)

1. Connection to Personal Interests/Experiences (VA:Cn10.6a)

• 2: Identity page clearly reflects personal interests or experiences through images and words; student can explain at least two connections.
• 1: Some personal interests or experiences are present, but connections are general or not fully explained.
• 0: Little or no visible connection between the page and the student’s interests or experiences.

2. Idea Generation & Sketch Development (VA:Cr1.6a)

• 2: Shows evidence of multiple ideas (thumbnails, symbols, layout planning) and selects concepts thoughtfully for the final page.
• 1: Some brainstorming is present, but variety or depth of ideas is limited.
• 0: Minimal or no evidence of brainstorming or sketch development.

3. Clarity of Visual Identity Page

• 2: Page is organized and readable; images and words work together to give a clear sense of the student’s artistic identity.
• 1: Page communicates some identity information but may feel cluttered, incomplete, or hard to read in places.
• 0: Page is very unclear, incomplete, or does not communicate identity well.

4. Quality and Specificity of Goals

• 2: Includes 2–3 specific, realistic art goals that clearly relate to the student’s interests and desired growth.
• 1: Goals are present but somewhat vague or not clearly linked to identity or skills.
• 0: Goals are missing, extremely general, or unrelated to artistic growth.

5. Reflection and Effort

• 2: Student shows thoughtful effort in both visual work and written parts; reflection statements demonstrate honest self-awareness.
• 1: Some effort is evident, but reflection is brief or surface-level.
• 0: Very limited effort or reflection; work appears rushed or incomplete.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your symbols clearly show how important music is to you.”).
• Ask one question (e.g., “Is there another activity or feeling you might want to include next time?”).
• Give one suggestion (e.g., “You could make your goal more specific by saying how often you’ll practice shading.”).

VII. Reflection and Extension

Reflection Prompts

• If someone looked only at your Artistic Identity Page, what would they learn about you as a person and as an artist?
• Which of your art goals do you think will be the most challenging? Which will be the most fun? Why?
• How did brainstorming and sketching help you come up with better ideas than your first thought?
• What kind of artist do you hope to be by the end of Grade 6?

Extensions

• Letter to Future Self: Students write a short note to their end-of-year self about what they hope to accomplish in art, to be opened in a later reflection unit.
• Goal Tracker: Create a simple chart in sketchbooks where students can check in on their goals each month.
• Identity Corner: Display a selection of identity pages on a bulletin board to celebrate the variety of interests and experiences in the class.
• Mini-Project Preview: Have students choose one symbol or idea from their page to develop into a small finished piece later in the quarter.

Standards Trace — When Each Standard Is Addressed

• VA:Cn10.6a — Sessions 1, 3, 4, 5
  • Session 1: Identifying personal interests/experiences that can inspire artwork.
  • Session 3: Designing an identity page that visually represents those influences.
  • Session 4: Refining visuals connected to personal meaning and beginning goals.
  • Session 5: Finalizing identity pages that link visuals and written goals to the student’s life.
• VA:Cr1.6a — Sessions 2–5
  • Session 2: Generating multiple visual ideas from interests using brainstorming and thumbnails.
  • Session 3: Developing layouts and concept sketches for the identity page.
  • Session 4: Refining sketches into a clearer design and drafting goals.
  • Session 5: Completing an intentional, planned identity and goals page based on prior idea development.