This lesson plan introduces students to the use of concealment as a way to create a self portrait. Students will learn about Lucas Samaras and create a self portrait box that visualizes their private self and public self.

Grade Level: 9-12 (high school)

Class Periods Needed to Complete Lesson: 8 (50 minutes each)

Problem/Genre: Concealment/Self Portrait

Key Ideas:

• Self portraits represent the artist, including their personality, traits and identity.
• Lucas Samaras uses concealment and revelation to create self portraits about his identity.
• Self portraits can be created with the absence of physical characteristics.
• Lucas Samaras creates boxes that use symbols to represent his identity.
• Concealment is used by artists to hide or partially hide information from the viewer.

Objectives…
Students will learn about sculptor Lucas Samaras’s identity boxes and discuss their possible meanings.

Students will brainstorm ideas that represent their public self and private self.

Students will explore the use of symbols to represent aspects of their identity.

Students will create a self portrait box that represents their public and private self.

Students will explore the use of concealment as part of creating a portrait.

Critical Questions:

What is the difference between a public self and a private self?
What do you want to reveal to the viewer about your self?
Are there parts of your self you want to conceal or partially conceal? Why?
Why would Samaras choose to conceal parts of his works from the viewer?
Can portraits be created without using the actual physical characteristics of a person?

Resources and Materials:
Box #40, Lucas Samaras, Artist Reproduction
Box #36, Lucas Samaras, Artist Reproduction
Box #38, Lucas Samaras, Artist Reproduction
Acrylic paints
Boxes of varied sizes (shoe boxes, ring boxes, etc)
Colored Pencils
Construction Paper
Glue sticks
Hot glue
Hot glue guns
Ebony pencils
Erasers
Magazines
Markers
Masking Tape
Mirrors
Notebook Paper
Paintbrushes
Teacher Product
Sculptural elements (assorted beads, buttons, tiles, feathers, string, yarn, etc.)
White paper (9X12)

Vocabulary:
Concealment - To place something out of sight
Identity – The characteristics by which a person is known
Self Portrait – A portrait where the artist is his/her own subject
Symbolism – An image that represents something other than its normal association

Description

Day One        
  Students will be shown the teacher product made for this assignment. Without telling them what it is or what it represents students will be asked to explore my self portrait box. Students will be asked to describe what they see and what the art work may represent.  This will lead into a discussion on self portraits. After the class has finished sharing ideas I will talk to them about what the box represents to me. I will then ask the class what makes a self portrait. Can portraits be created without using the actual physical characteristics of a person? What does a self portrait express about a person?
  Next the class will be introduced to artist Lucas Samaras and his self portrait boxes. Students will be given background information on Samaras and why he chooses boxes as a way to express identity. As a class we will look at Box 40 and Box 36. The outer parts of his small assemblages represent his outer self and the inside represents his inner self. The box itself is reminiscent of a reliquary from his church. His mother and his childhood are both reoccurring subject in his works. He chooses to use symbols to represent his childhood experiences. Concealment is a large part of Samaras works, he wants the viewer to be aware that he is choosing what they can and can not view. His boxes always conceal some part his identity. Sometimes the concealment is accomplished not through hiding something from the viewer but rather by ambiguous objects that can not be clearly identified.
  The students will then be split into groups of two or three and asked to look at an assemblage box by Samaras, Box 38. Each group will be looking at the same reproduction. The groups will be asked to come up with a list of ideas represented in his work. What is he trying to express, what do the itemsand symbols represent? The class will gather as a whole and discuss their ideas. What ideas are similar in the groups, what ideas are different? I will ask students to discuss ideas that are unique and how they came about that idea. I will then share some of the ideas he wanted to express through this box.

Day Two
  When the class arrives they will be asked to take a moment and think about something about themselves that no one else in the class would know about. I will them tell them this is a part of their private self. The class will then discuss the differences in a private self and a public self. What ways do you express yourself in public that you don’t in private and vice versa? Do people whom only know you on a professional level have different ideas about who you are than your close family and friends? Does your appearance represent your public or private self? Why?  
  Students will be asked to fold a piece of paper in half. On one side of the paper they should compile a list of things that describe or represent their public self and on the other side their private self. Students should have 15 to 20 items for each list. I will give them some ideas to help them brainstorm. How would you describe yourself? How is that different than the way others would describe you? Think about your physical characteristics, hobbies, emotions, music, history, culture, etc.
I will then discuss the idea of symbolism in portraits. How can a symbol represent a person or ideas? What are some ways that Samaras uses symbolism in his work? Reoccurring symbols in his works are straight pins; they represent his childhood with his mother and her domestic traits.  
  I will have the student’s think of an object that represents something about their private self. Using their list they have created the students can brainstorm how to translate a trait or characteristic into a symbol.   
  After the students have selected a symbol they will draw a quick sketch of it on a piece of paper. As a class then the students will pass their sketch to the person next to them. The students will then write down what they think the symbol could represent. This will go on until all the students have at least 10 items on their list. The class will be asked what they think about when they look at the object and what type of person is associated with the object?
  The students will receive back their original paper and sketch. This activity is designed to help to the students be able to clearly express their ideas. By seeing what others think of when they see that symbols students will be able to think about ways to express their ideas in a way to get the audience to see what they want them to see.  

Day Three
  Students will gather in a circle to share the objects they have brought to class. Each student will share their object and give a brief statement about how it represents an aspect of their private self. I will share two objects of my own with the class. I will show them the stereotypical object associated with a teacher, an apple, and I will show them a ring that represents that I am married.
Students will be told that their studio assignment is to create their own self portrait boxes. Students should think about and start gathering supplies for their assignment. The term box is loosely followed, students can use a various array of shapes or sizes. If the box is small (a ring box) they will need to create a series of boxes (2-3). The box must be smaller than one foot by one foot, but can be any shape or material. Students will be asked to bring in one object to the next class period that represents an aspect of their public self and to be prepared to share their ideas. I will talk to the students about the assignment and what is expected of them. I will tell them that this assignment is very open ended and they can push the boundaries. The box should portray their public and private identities. They need to include symbols that represent aspects of themselves, a minimum of 3 for each type of self. Their box should also focus on the idea of concealment. What aspects of themselves do they want to conceal? Will it be partially revealed? Students must conceal some aspect of their box. Students do not have to create an actual physical self portrait however they need to include at least one physical feature. This can be drawn of taken from a photograph, it does not need to be realistic, and can be the whole body or just one feature.
  Students will now be asked to create multiple sketches on paper of their ideas for their boxes. Students will be asked to create 10 thumbnail sketches. They will be given one minute for each sketch and as a class I will tell them when to go to the next thumbnail. Five sketches are for public self and five are for private self.
Students will be given time to create 1-2 sketches that are more in depth focuses on some of their thumbnail sketches. Students clean up their tables and put away sketches.
Day Four
  As a class I will have the students throw out ideas on how to conceal something in their box. I will write all of the ideas on the chalk board. Students will be reminded that it is up to the artist to decide what the viewer can and can not see.
Students work on their boxes. Each table will have an assortment of collage and sculptural materials. Each table will also have glue sticks, a hot glue gun, paint, brushes, drawing material and assorted paper. Mirrors will be placed on each table for students that need them for the physical depiction aspect of their assignment. I will have a few boxes available for student that forgot to bring in their own. Students clean up their tables.
Day Five
  When the class enters I will remind them that like Samaras their boxes do not have to be a portrait of their enter life. They can choose aspects or themes to work with. Too many images or ideas could confuse the viewer. While I am not discouraging attention to detail here I just want the students to know that simplicity is a viable option. Students will continue to work on their boxes until it is time to clean up.
Day Six
  When class starts I will remind the class that they only have three class periods left to work on their projects. The purpose of creating a self portrait box is to represent aspects of ones character and identity.  I will have my box and the Samaras reproduction available at the front of the room. Students will continue to work on their boxes until it is time to clean up
Day Seven
  I will give the students a short self assessment sheet. On the sheet students will be given the list of criteria and they will score themselves on a 1 to 5 scale. A one means they meet no criteria and a four means they meet all criteria. This assessment will allow the students to check their work to see if they are including the specified criterion. This allows the students two work days to make sure they improve their scores to fives. Students continue to work on their boxes until it is time to clean up.
Day Eight
  Students will summarize orally in a class discussion what the ideas of Samaras boxes are. I will talk about his need to express many different versions of himself and his identity through these self portrait boxes. Students will finish working on their projects. This is their last class period to work on their boxes. Students will clean up. They will hand in their boxes to me for grading before they leave the room.

Assessment Rubric
Bibliography:
Prather, Marla. Unrepentant Ego: The Self-Portraits of Lucas Samaras. New York: Harry N. Abrams Inc., 2003.

Walker, Sydney R. Teaching Meaning in Artmaking. Worcester: Davis Publications, Inc., 2001. 59-64.

Artlex. 2005. 22 Oct. 2005 <http://www.artlex.com>.

Rubistar. 2005. 24 Oct. 2005 < http://rubistar.4teachers.org/index.php>.