Positive Personal and Cultural Identity

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

After exploring the Core Competencies through picture books, students imagined themselves as trees and created “personality trees” that represented various aspects of their personality. The activity offered students a concrete way of exploring their identity. The teacher provided the following outline:

  • Roots: background and beliefs
  • Trunk: family structure
  • Branches: relationships and connections; interests
  • Leaves:  knowledge
  • Buds:  ideas and hopes for the future
  • Fruits: achievements
  • Flowers: what makes them special; strengths
  • Thorns: challenges and difficulties

Illustration

Profiles
PROFILE THREE

I can describe different aspects of my identity.

I can identify my individual characteristics and explain what interests me. I can describe different groups that I belong to.

Illustration Elements

Illustration Éléments

Context

Students engaged in a unit around power and privilege. They watched movie clips and investigated selections of children’s literature. They engaged in a “privilege walk” and watched PBS clips showcasing children and youth growing up in complex environments, followed by poster walks and presentations.

The unit culminated by focusing on the understanding that we all need to do more to change the structures of power and privilege that have been constructed in our world. Students learned that a small step to help is understanding that none of us is a single story, and we all need to be aware of “The Danger of a Single Story” in perpetuating power and privilege.

After listening to Chimamanda Ngozi Adichie share her story in a TED Talk , students wrote a response and a reflection. They considered questions such as:

  • What was one thing the speaker said, which really resonated with you? What did it make you think or realize?
  • Describe a “single story” that you feel is wrongly impacting others.
  • The speaker says that we must reject the single story, and that stories matter because they have the power to break or create dignity. Explain what this comment makes you think of.

In their reflection, they made connections to their own ideas and to the Core Competencies.

The Ted Talk is available at:

https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story#t-771896

 

Illustration

Student Work Sample

This TED Talk was about stereotypes which the speaker described as “single stories” – a single perspective about a group of people, based on very little information. The speaker, Chimamanda Ngozi Adichie, spoke of several stories about being a Nigerian person in America, and meeting a lot of people who only had a single story about Africa. Some people thought that Africa was a country, or that Africa is supposedly filled with poor people and starving children. These assumptions are very incorrect in nature. The speaker talks about how a single story about a different culture or situation can really narrow a person’s thinking and alter their perceptions. That is why it is important to understand that to truly know something, a person needs to collect a lot of stories, and reflect upon the “single story” and hopefully deny the wrong ones. After all, the only way to know something well is to look past the stereotypes and accept the fact that every person is a unique individual and should not be generalized by any stereotypes.

I am not a single story in many ways. First, I do not fit into the single story of a Chinese or Canadian person. I don’t consider myself as being very smart or perfect at everything. I am also not very quiet for overly apologetic, nor do I live in an igloo in a place that snows all the time. I do not fit into most of the single stories about Canadian or Chinese person because I grew up between the two cultures, making me a unique mix between the two. I am shaped by many Chinese traditions, but I also speak up quite often and question traditions a lot. Sometimes, people who judge me based on the single story of a smart kid. They would expect me to know the answers to everything, or at least to have the capabilities to doing any assignment perfectly. This makes for a very uncomfortable feeling. I am different from that single story because I also make mistakes in my assignments, I am just like everyone else. I am also not really a bookworm; I only read books that I am interested in. I may be smarter than others, but that all comes from my own hard work, and a single story does not define my intelligence.

There are a lot of events that shaped me into who I am today. One of the biggest deciding factors of my personalities is how I always ask questions and ponder about almost everything I come across. I often contemplate peoples’ reasons for doing certain things, and I always disagree with opinions that are thought to be right by the majority. I also tend to analyze things very closely and tend to think more logically instead of using emotions. Sometimes those factors get me into conflicts, which causes me to reevaluate my beliefs once more. Since I was little, I was always told to be a reserved person, so as my life progresses, I learn how to speak up at the right times and make comments when appropriate. I used to get into a lot of trouble because I was blunt, which is why my personality changed to being more reserved and polite. Basically, most of the events that make me who I am today are mistakes and conflicts. I develop from them and change my personality, so I can avoid committing the same mistakes again.

Student Reflection

There a few “I” statements” that I believe connect very well here. The first one that I would like to speak to is the statement: “I understand that my identity is influenced by many aspects of my life” as well as “I am aware that my values shape my choices, and contribute to making me a unique individual.” It is true that identity is formed by many “stories”. These stories are the different events and experiences in one’s life. A person’s identity is not made of just a single story; it is made of many things that happen in life, as well as the many choices that are made. Choices influence identity in that some people might purposefully deviate from their culture and traditions; some people make choices that develop a different and unique identity.    

Another “I statement” to reflect on here is: “I can identify how my life experiences have contributed to who I am” and “I recognize the continuous and evolving nature of my identity”. It is very true that the events that happen in a person’s life can shape their identity. Even if a person is born into one culture and has that culture’s “single story” attached to them, different events in their life, such as moving to another country and adapting to the new culture, can impact their identity forever. Peoples’ identities are always changing, and that is why it is wrong to assume stereotype among them. People who choose to label others are not being fair. They do not know about their life, nor what events have occurred to make them that way. Therefore, it is very important to recognize that all life experiences create a person’s identity.

Profiles
PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of communications featuring that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

PROFILE SIX

I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyse, and integrate well-chosen information from a range of sources.

PROFILE SIX

I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions.

I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges. I can advocate for myself in stressful situations. I can take the initiative to inform myself about controversial issues and take ethical positions. I take ownership of my goals, learning, and behavior. I act on what is best, over time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my decisions.. I can identify my potential as a leader in the communities I belong to. I sustain a healthy and balanced lifestyle. 

PROFILE SIX

I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.

I can identify how my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place.

Illustration Elements

Illustration Éléments

Context

The Teacher’s Voice

After some deep thinking into what makes a family, students began to compare their families with families around the world. How are they the same and how are they different? We then asked our families to help us to learn more about where our families came from before we arrived in Canada. Here is our Learning Story.

Illustration

Learning Story

What is a family?

  • Do all families look the same?
  • What do families need to be a family?
  • Can friends be in a family?
  • Do families need to live together in the same house?

 

Are there different types of families?We have decided to explore the question, “What is a family?” After talking about communities and thinking deeply about who makes up a community, how people treat each other in a community and what are important places in a community, we found that many of our ideas about families were the same as our ideas about a community. This led us to the question, “Are we a family in our classroom?”

One student called out, “We are a school family!” This was an interesting discovery and changed the direction of our thinking. First, the students thought that families had to live together in homes. But when one student shared a personal story about her dad living in another country, we decided that families don’t have to all live in the same house. So, we created a list of criteria to decide what is a family.

 

What is a family?The criteria is…

  • Families make smart choices.
  • Families kiss each other.
  • Families are kind to each other.
  • Families are like a community.
  • Families play games together.
  • Families spend time together.
  • Families support each other.

All these ideas came before the final idea for our criteria…love. We decided that families must love each other but since we can have school families, work families and friend families, we added love or really like each other.

 

Who is in a family?Only after these two lists were complete did anyone think about specific people. being in a community. Immediately, students named, mom and dad and brother and sister but adding more distant family members took a little more thought. Finally, we were happy with our lists.

We ended our discussion with a conversation about how our families are the same and how are they different from our friends and neighbours families. This led us to think about our “world family” from our list. How are families the same or different around the world? What do families eat? What do families wear? Where do families live? How do children in families go to school? Does everyone go to school?

 

Sample Student Work and Video Reflections

Students reflected on their own families through artwork and video interviews.

Profiles
PROFILE TWO

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others something I learned.

PROFILE TWO

I am aware of different aspects of myself. I can identity people, places, and things that are important to me.

With some help, I can identify some of my attributes. I can identify objects or images that represent things that are important to me, and explain what I like and dislike. I can describe my family, home, and/or community (people and/or place).

PROFILE TWO

In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences.

Illustration Elements

Illustration Éléments

Context

Students were asked to select or create a one-act play that examined the theme of identity. This student decided to write a play about how people struggle to reconcile how they view themselves with how others view them.

After writing the play, this student was inspired to continue his exploration of identity. Over the next couple of years, he created additional plays, artwork, and costumes. His body of work explored his own identity, how we project or mask our identities, the role of art in developing and expressing one’s identity, and artists’ identity in relation to their art.

After graduation, he has continued the examination of these themes in his creative work and is currently working to produce one of his plays.

Illustration

Teacher Reflection

During a class assignment, this student developed a deep interest in the theme identity and decided to build a collection of creative work. His dedication to this work included a continual revision process focused on improvement. He continuously looked for ways to expand his thinking, to challenge his own assumptions, and to develop projects that go above and beyond. He created work in multiple disciplines that impacted himself as well as the school and local communities. He took pride in his work and continues to develop this work after graduation.

Student Work Samples

The following drawings reflect how hockey goalies play with their identities and emotions essentially hidden behind their masks, unlike their teammates who wear facemasks that allow their faces, and their emotions, to be seen. In the drawings, the student represents aspects of his own identity that are often hidden by the various masks he wears.

Picture of masks

The student created the costume below to represent how people use costumes to convey identity.

The student completed portraits of artists he artistically identified with including Robert Downey Jr as Ironman; The Weeknd; and Lin Manuel Miranda. The artists were selected due to their ability to create and convey emotions through their creative work.

 

Student Reflection

I have found art a way to put myself into all of my work, exploring themes I found interesting, using different mediums to express myself and sharing the knowledge I have accrued as part of my journey with my peers and audience. I have often turned what would have been regular projects into thought provoking assignments intended to raise interesting questions. For example, I compared historical figures to characters from popular fiction in Social Studies essays and political cartoons (e.g., an essay “Louis Riel is Batman”), used different mediums to turn scientific diagrams into edible 3D models (e.g., a plant cell made of Jell-O), and parodied popular songs to bring a new life to dead presentations (e.g., Light and Lens - Thrift Shop parody). I think the challenge of trying to present information in a creative way has not only bettered my own understanding of the material but helped my peers to understand it better as well.

In Drama class, we were given the opportunity to perform one-act plays as part of a competition. I wrote, directed, choreographed, made music for, and acted in a 40-minute original rap musical, Painter and the Painted (PDF). In the play, an artist “who never had a chance to truly shine, now gets his chance when one of his works of art, one he doesn't like, makes him famous.” He and his creation debate the question of who made who. It explores the questions, Is the artist’s creation a true reflection of himself? and “What is the relationship between an artist and his art?

I had to learn and utilize new art forms, memorize lyrics and dance routines, build large-scale props, and perform, all within the very limiting time constraints of a month. I achieved this by doing countless hours of research and rehearsal, and sometimes, creative corner-cutting. Where I could not bring my vision to life, I would improvise, adapt, and improve within the new found art forms I was learning.  

In the first performance I had to improvise song lyrics and choreography on stage due to unforeseen challenges but the audience applauded. Audience members seemed interested in the intense debate between the creator and the created in the play. I developed even more dedication to my craft following this success.

I later wrote a larger scale original two-act play titled Masterpiece (PDF), and worked with a peer to produce it. I found that directing and organizing a production with a larger cast provided scheduling, efficiency, and social conflicts. I had to creatively arrange scenes and adapt the play to meet the needs of the cast and crew, as well as work to make production run as smoothly as possible. We successfully did a string of performances that raised money for the school’s drama program.

Art is integral to finding oneself. My goal is to showcase that to my audience.

Profiles
PROFILE SIX

Au fil du temps, je suis capable de créer un ensemble d’œuvres créatives dans des domaines qui m’intéressent ou me passionnent.

Au fil du temps, je suis capable de trouver des idées très originales et déstabilisantes et de les développer afin de former un ensemble d’œuvres qui retentissent sur ma collectivité et au-delà. Je remets naturellement en doute les a priori et j’ai recours à des stratégies réfléchies (écriture ou dessin libre, méditation, usage de métaphores et d’analogies) pour trouver de nouvelles idées de façon intuitive. Je suis profondément attaché à mes valeurs et à une esthétique personnelles et je possède une motivation profonde pour persévérer pendant des années au besoin afin de développer mes idées. c

PROFILE FIVE

J’évalue et utilise des données soigneusement choisies pour les interpréter, trouver d’autres solutions, points de vue et conséquences et porter un jugement. Je suis capable d’évaluer mes réflexions et de les moduler.

Je pose des questions et propose des jugements, des conclusions et des interprétations fondés sur des données rassemblées par moi-même ou par d’autres. Je suis flexible et ouvert d’esprit; je suis capable d’expliquer plus d’un point de vue et d’en examiner les conséquences. Je rassemble, sélectionne, évalue et synthétise de l’information. J’examine d’autres approches et fais des choix stratégiques. Je prends des risques et j’ai conscience que je ne réussirai peut-être pas immédiatement. J’évalue mes réflexions, cherche à connaître l’opinion des autres, réévalue mon travail et apporte les modulations nécessaires. Je représente ce que j’ai appris et mes objectifs et fais le rapprochement avec mes expériences antérieures. J’accepte les commentaires constructifs et je m’en sers pour avancer.

PROFILE SIX

Je communique de sorte à produire l’effet voulu, sous des formes bien structurées et efficaces pour mon auditoire et pour atteindre mon objectif. Je participe de manière réfléchie aux discussions. Je fais la synthèse de mes propres réflexions et de celles des autres, je les approfondis et je les transforme. Je suis capable d’introduire de nombreux messages dans mes communications; je sais que l’auditoire se servira de ses connaissances et de ses expériences pour dégager un sens. Je montre que je comprends et maîtrise les formes et technologies que j’utilise; je suis capable d’évaluer la réaction de l’auditoire et de puiser dans mon répertoire de stratégies pour amplifier l’effet que je recherche. Je suis capable d’acquérir de l’information soigneusement choisie de sources variées, d’en faire l’analyse critique et de l’intégrer.

PROFILE SIX

Je peux constater comment mes expériences de vie ont contribué à faire de moi la personne que je suisJe reconnais que mon identité continuera d’évoluer.

Je reconnais la façon dont mes forces m’aident à surmonter les difficultés et je sais que ces dernières peuvent devenir une occasion de grandir. J’ai conscience que je continuerai d’acquérir de nouvelles habiletés, aptitudes et forces. Je peux décrire l’influence que mes expériences de vie, mes antécédents familiaux, mes origines et l’endroit où je vis (ou j’ai vécu) ont eue sur mes valeurs et mes choix. Je sais que mon apprentissage est continu, que ma perception de moi-même et de mon identité continuera d’évoluer et que mes expériences de vie pourraient m’amener à me reconnaître dans de nouvelles collectivités ou dans de nouveaux endroits.

Illustration Elements

Illustration Éléments

Context

The teacher shared the model of an “I Am From” poem with a class. Students then wrote their own “I Am From” poems and then worked to create a mixed media self-portrait that reflected the imagery and information in their poems.

General information about “I Am From” poems are available at

www.georgeellalyon.com/where

Illustration

Student Work Sample

 

 

Profiles
PROFILE TWO

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

The teacher read “It’s OK to Be Different”, by Todd Parr, and the children were asked to make personal connections with the story. They talked about the similarities and differences between them and their classmates and then they created self-portraits. As an extension, the teacher also read “We’re Different, We’re the Same”, from Sesame Street, and My Nose, Your Nose, by Melanie Walsh.

Illustration

Student Work Sample

Profiles
PROFILE TWO

I am aware of different aspects of myself. I can identity people, places, and things that are important to me.

With some help, I can identify some of my attributes. I can identify objects or images that represent things that are important to me and explain what I like and dislike. I can describe my family, home, and/or community (people and/or place).

Illustration Elements

Illustration Éléments

Context

Students in an English Language Learner Welcome Centre were encouraged to create a multi-media presentation that shared who they were. This long-term project provided the English language learners with the opportunity to develop and enhance their English language skills as well as express their feelings about the transitions in their lives including their move to Canada, the challenges they encountered here, and what they have been able to accomplish.

A student created this video to share his feelings about some of the transitions in his life including his move to Canada, and what he encountered after moving here.

Illustration

Student Work Sample

Profiles
PROFILE SIX

I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.

I can identify how my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Primary students worked with a group of secondary students on an art piece based on the book “We Are All Related”. The teacher talked with the children about their families, backgrounds, favourite things, and things they liked to do. Students also brought in pictures of their families. After the two sessions with the secondary students, the primary students were interviewed and asked to talk about their pictures.

Illustration

Student Interviews

In the video, children discuss what they chose to include on their posters and how it represented where they were from, their family, their interests, and their abilities.

Profiles
PROFILE TWO

I am aware of different aspects of myself. I can identity people, places, and things that are important to me.

With some help, I can identify some of my attributes. I can identify objects or images that represent things that are important to me and explain what I like and dislike. I can describe my family, home, and/or community (people and/or place).

Illustration Elements

Illustration Éléments

Context

In reflective presentations, students talked about...

  • Where am I right now?
  • Where do I want to go?
  • How do I get there?

This student examined her past, present and future. She also gathered materials and artifacts that helped her to define herself and make her presentation. During her presentation, the student articulated her values, strengths, goals, and plans to a panel of 3-4 adults (e.g. teachers, district staff, parents, community members).

Illustration

Student Activity Video

Profiles
PROFILE FIVE

I understand that my identity is influenced by many aspects of my life. I am aware that my values shape my choices and contribute to making me a unique individual.

I understand that my characteristics, qualities, strengths and challenges make me unique and are an important part of the communities I belong to (including people and places).  I understand that what I value influences the choices I make and how I present myself in various contexts (including online). I can explain how I am able to use my strengths to contribute to my home and/or communities.

PROFILE FIVE

I communicate confidently using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of communications featuring powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

PROFILE SIX

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses to action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I offer detailed analysis, using specific terminology, of my progress, work, and goals.

Illustration Elements

Illustration Éléments

Context

Students were using Art Costa’s ‘Habits of Mind’ to help them identify and use common language around expected behavior in their learning community. Of the 16 Habits of Mind, the students focused on Listening with Understanding and Empathy, Managing Impulsivity, and Persisting and Thinking Flexibly. This student discusses what persistence means to him and how he has developed this trait throughout his life.

Illustration

Interview

Profiles
PROFILE FOUR

I have pride in who I am. I understand that I am a part of larger communities.

I can describe and demonstrate pride in my positive qualities, characteristics, and/or skills.  I can explain why I make specific choices. I am able to represent aspects of my cultural contexts (such as family, communities, school, peer groups) through words and/or images, and describe some ways that I participate in, or am connected to, a community

PROFILE FOUR

I communicate clearly and purposefully, using a variety of forms appropriately.

I share my ideas and try to connect them to others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly.

PROFILE FOUR

I communicate clearly and purposefully, using a variety of forms appropriately.

I share my ideas and try to connect them to others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly.

PROFILE FIVE

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.