Reflections of Me: Exploring Identity through Self-Portraiture 

Educator: Sara Kinsey, Art Teacher 

Cultural Partners, Kimberly Zambrano, Artist & Miros Gonzalez, Filmmaker 

School: Saxton Middle School, Grade 8

District: Patchogue-Medford UFSD

Summary

This project introduced students to self portraiture. Working in a posterized, monochromatic style students gridded and painted their image. After working with visiting artists, Kim and Miros, students then designed a background that expressed an aspect of their individual identity. Students also explored videography as they interviewed and filmed their peers reflecting up their project and process. 

Rationale

We wanted to encourage the students to learn how to use studio techniques, images, words and visual art forms to express their personal identities. Some of the issues this project will address relate to storytelling through various art forms as well as self exploration and expression through journaling and art.

What learning goals/standards did this meet?

Arts:

Students explored the concept of portraiture and its personal significance, reflecting on how it connects to their identity as artists. Through art journaling, painting and filming, they deepened their understanding of both artistic expression and self-awareness. This process culminated in the creation of an artist statement, which served as a script to accompany their self-portrait.

CCCR:

The students were able to be exposed to different forms of language that were visual, symbolic, dramatic, etc. to help us to translate and communicate creative vision and individual creative development. 

The students were able to be exposed to the Cultural partners who held different professions to help develop professional work skills through the creative process and innovative techniques from both artists to contribute to their civic mindset.  

Students applied their knowledge of personal culture and current events—explored in collaboration with the Cultural Artists—toward developing professional skills. Activities such as scripting voiceovers and sketching concepts were used to help students bridge personal expression with real-world creative practices, fostering early professional development.

Making Personal Choices in College & Career Development
Students recognize and connect the overlapping skills and relationships between personal interests, academic goals, extracurricular involvement, and work experiences.

CR-S: 

Through art journaling and the guidance of the Cultural Wellness teaching artist and filmmaker, students engaged deeply with themes of personal identity and emotion. This process aligned with the CR-S goal of affirming cultural backgrounds and nurturing self-expression through meaningful, student-centered art practices. Both artists created a safe and welcoming environment where students felt comfortable sharing personal experiences—including fears, doubts, and worries. Discussions also encouraged students to reflect on the best parts of themselves and identify who in their lives—teachers, parents, or others—could help cultivate those strengths. By sharing their own personal histories, the teaching artists modeled vulnerability and authenticity, further reinforcing trust and inclusion. As students explored painting and recorded their reflections, they began to understand the power of their diverse voices and the significance of their lived experiences in shaping artistic expression.

Outcomes

Students’ learning has expanded as a result of this project because now they…

KNOW… How to use self portraiture, symbolism, storytelling, and journaling to express complex ideas and reflect upon their individual identity and expression.

UNDERSTAND… How artists can connect with others and find a voice within their work. 

ARE ABLE TO (DO)… Express themselves using a variety of artistic media.