Lesson #1: Museum Visit
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Objectives: To explore works in MoMA's collection that relate to the
theme of identity and can be viewed as visual counterparts to personal
writing.   To go beyond the exploration of self-portraits to see other
examples of artworks that can express identity. To start exploring how
the visual arts can inspire writing.   To explore the parallels between
writing and the visual arts in terms of techniques and style (e.g. use of
symbols, metaphors, simile, repetition, etc.)

Lesson introduction: Brainstorm different types of personal
writing (memoir, poetry, journal writing, etc.) Brainstorm what
aspects of identity one might want to express through personal
writing. Discuss how artists can also express these things visual
and that we will explore the connections between the visual and
literary arts.

Object 1: The Moroccans, Henri Matisse

Rationale (individual object objectives, sequencing, etc.):
To look at an artwork that could be considered a visual counterpart
to memoir writing – based on personal experience (travels), but
not executed until several years later, relying on memory to
articulate an experience.

To start integrating prose examples into the discussion and to
introduce the idea of emulation.

To get the students writing – using both visual examples and
written examples of memoir as a point of departure.

Questions for discussion/activity:
What do you notice in this painting?
What type of scene is unfolding here?   Where might this be?

Introduce info. as it comes up: based on two trips to Morocco
that Matisse took; painted two-three years later.

What is the nature of memory?
Would you consider this a visual memoir? Why?

In what ways might the style of this painting reflect the
fact that this painting was based on memories (blurriness, fragmented scenes, etc.)

Bring up Joe Brainard, a visual artist and writer who was also
interested in memoir. Introduce his “I remember” memoir series.
Read an excerpt. What do you notice about what he writes about?
What do you notice about how he writes?

Ask students to write a 3-minute “I remember piece” emulating Brainard.   Ask them to focus in on I remembers about a trip that they took at least 2 years ago (to connect back to the Matisse.)

After they finish writing, reflect on the process. Was it easy or challenging? Why?

Ask for volunteers to share.   Ask other students to give feedback.

Transition: now we are going to look at how some contemporary artists have approached the theme of identity and personal voice.

Object 2: Head #10, Philip-Lorca di Corcia

Rationale:
This piece was requested by Nina Cohen and Mark Avitable as a piece
that they thought their students would really respond to. I thought it
would serve a good piece to inspire creative writing, through which
the students could explore personal writing by stepping into someone
else's shoes.

Questions for discussion /activity:
What do we see here?   Are there any visual clues offered that could
help us read into the subject's identity?

Explain di Corcia's process and lack of any knowledge about who this subject is. Explain that we will take advantage of this by creating an
identity and personal voice for this boy by writing a personal
statement for him, in first person. Explain that we will write these
based on visual evidence and the discussion so far, but also using
our imaginations.

Reflect on writing process. How did it compare to emulating the
“I remember?”

Ask for volunteers to share. Have students respond.

Transition:
We will not look at a more abstract expression at personal voice

Object 3: + and -, Mona Hatoum
Rationale: To explore how a very abstract piece can still express personal voice and aspects of one's identity. To draw parallels between metaphoric and symbolic imagery and metaphoric and symbolic language.

Questions for discussion /activity:
Ask students to write down all of their observations about the piece.

What is a metaphor?   What is a symbol?   Who can share with the group their understandings of these types of figurative language?

Look back at your observation lists. Might any of these elements be visual metaphors or symbols? Write these interpretations down.

Give the students biographical info. about Hatoum: born and raised in Lebanon, lives and works in England. Palestinian. Parents were Palestinian exiles.

What is an exile?

Knowing this information, revisit your observation lists.   Do you now have any further symbolic/metaphoric interpretations of the imagery in this piece?

Read an excerpt from Andre Aciman's foreword to “Letter in Transit,” an anthology of essays on the exile experience. Explain that Aciman is an Egyptian exile.

Revisit your observation lists. Does this excerpt add any layers of symbolic/metaphoric interpretations of the imagery in this piece?

Have students share all of their metaphoric/symbolic interpretations with the group.

Conclusion: Rehash the various types of personal writing styles we experimented with and their corresponding visual examples.   Explain that we will be continuing these explorations over the course of two more class visits and with their classroom teachers.