Introduction
Identity can be a struggle for most young people. In the High School years, especially, young persons are confronted with a host of choices, environmental and personal, by which to define themselves. Neighborhoods claim, clothes inform, and one's experience becomes the bridge to the next level of understanding of who they are and how their world functions. This combination of external and internal characteristics mitigates an image that can be embraced by the individual and recognized or potentially misunderstood from the outside by others. I understand the position that confronts our youth. It is a delicate balance between fantasy and real mechanics, as the individual presents their personal image for mass consumption. Ongoing circumstances make a certain fluidity possible and necessary. I hope to explore these issues and route them through an artistic milieu, celebrating the cultural accounts of my students and the artistic traditions of the American Indians. I propose a unit of study where my students navigate a survey of art, history and personal examination, where one's definition of Identity includes reflection on real and tangible objects and recognizes the inspiration that forms traditions in each group of people. In the Art room, we celebrate cultures by getting into them. Hands on experiences accent our research, and authentic materials, artifacts, music, film and food add background to our work. I try to explore contacts in the community which are appropriate to the culture of study. In this case, there are a few Indian reservations local to Richmond, Virginia and many of my students can claim Native American heritage.
Comments: