Unit Plan 26 (Grade 8 Art): Personal Narrative Project Planning

Focus: Plan artwork rooted in personal identity and experiences, using brainstorming, research, and visual planning to develop original concepts that express personal perspectives.

Grade Level: 8

Subject Area: Art (Visual Arts • Identity & Storytelling • Creative Planning)

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

I. Introduction

In this unit, students prepare for a major Personal Narrative Artwork by exploring their own identity, experiences, and perspectives. Instead of jumping straight into a final piece, they slow down to brainstorm themes, identify meaningful stories, and experiment with symbols and visual metaphors that can represent who they are. Through writing, discussion, and thumbnail sketching, students turn personal memories, interests, and cultural backgrounds into visual ideas. By the end of the week, each student will have a clear, original project plan for a personal narrative artwork—including concept statement, symbols, and composition ideas.

Essential Questions

• How can my personal experiences, interests, and identity become powerful subjects for artwork?
• What kinds of symbols, images, and visual metaphors can represent parts of my story or perspective?
• How do artists use planning (brainstorming, research, thumbnails) to make their work more intentional and expressive?
• What makes a personal narrative artwork feel authentic and original, not generic or copied?
• How can I explain how my life experiences influence my artistic decisions?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify meaningful personal experiences, identities, and interests that could serve as strong themes for a personal narrative artwork (VA:Cn10.8a).
2. Analyze examples of narrative/identity-based artworks and identify how artists use symbols, composition, and style to communicate personal stories (VA:Cn10.8a).
3. Brainstorm multiple visual ideas for representing aspects of their identity using words, sketches, and reference images (VA:Cr1.8a).
4. Develop thumbnail sketches exploring different compositions, focal points, and symbol combinations for one chosen narrative theme (VA:Cr1.8a).
5. Write a concise project proposal or planning sheet that explains their concept, key symbols, and planned design decisions, clearly linking them to personal experiences (VA:Cn10.8a, VA:Cr1.8a).
6. Use peer feedback to refine their concept and planning materials before beginning the final artwork.

Standards Alignment — 8th Grade (NCAS-Aligned)

• VA:Cn10.8a — Create artwork that reflects personal experiences, interests, or perspectives and explain how those influences shaped artistic decisions.
  • Example: Students produce a self-portrait or narrative scene that represents cultural background, hobbies, or a meaningful memory, and describe how their choices connect to their lives.
• VA:Cr1.8a — Develop original artistic ideas by investigating themes, issues, or personal experiences through brainstorming, research, and visual planning.
  • Example: Students create thumbnail sketches exploring how identity can be represented visually with symbols, setting, and composition.

Success Criteria — Student Language

• I can name at least one important story, experience, or part of my identity that I want to express in my artwork.
• I can list and sketch symbols or images that connect directly to my own life, not just random designs.
• I can create multiple thumbnail sketches that try out different compositions for the same narrative idea.
• I can explain in writing how my personal experiences influence my artistic choices (symbols, colors, style, composition).
• I can use peer feedback to sharpen my concept and planning before I start the final piece.