What is identity?

What shapes my identity?

Learners in division 5 have been playing with the concept of identity.  

To explore our thinking, we have been using loose parts, storybooks, Talking Circles, Visual Arts activities and written reflections.  

We represented our ideas of who we are and what shapes our identity in an identity collage.  We also created short reflective videos to share what we have learned.  

Reflection Frame for Evidence: Our Story

April 30, 2018

Name: Ms. Choo

Division: 5

Describe the evidence that you brought to share.

Short iMovie and Book Creator videos featuring the learner’s identity collage, which consists of a self-portrait and symbols that represent aspects of who they are.  The colours chosen for the painted background are also intended to be reflective of their identities.  Through an audio recording and/or text throughout the videos, the learner describes and explains how the artwork represents them.  Leading up to the creation of the art collages, we explored the concept of identity with provocations, loose parts, art materials, poetry, Talking Circles and storybook read alouds.

What are you learning regarding your evidence? What have you noticed through your scanning and observation?  What is going on for your learners?

It seems that many are beginning to develop an understanding of the multi-faceted nature of their identity and its interconnected aspects. 

Many learners are able to identify their personal interests, strengths and hobbies, while some have included their cultural ancestry, values and roles in their families and school community. 

A few learners have also identified their affiliations with other communities outside of school and their families, and described specific memories and experiences that have contributed to their identity formation. 

One or two learners referred to their portraits and physical selves, and ways that this part of their identity might impact how others receive and/or treat them.

How is what you are learning now different from when you began in the fall?

Interestingly, we have been focusing on the concept of “Interconnectivity” this year, and I think this has helped them develop a better understanding of the “relationship” component of their identity, and how they are connected to others and the world around them (including the “more than human world” when thinking through an environmental lens of sustainability).

What questions do you have moving forward?

To what extent do learners understand the fluidity of identity and how their identities will continue to evolve as they grow and have new experiences and life circumstances?

To what extent do learners understand the socially constructed nature of identity, and how self-concepts are greatly shaped by how others (society, peers, media, etc.) speak of and/or to you (the underlying narratives) and/or treat you (explicitly and subtly)?  How much will this alter how they treat others? (Back to our theme of interconnectivity and community)

To what extent do learners understand how their identity might impact their perspectives, and thus choices that they make?  How might they find this empowering?

What are some next steps you are considering?

 As a part of the CBL program, learners have been investigating areas of interest.  It would be meaningful for them to reflect on why they were initially drawn to a specific topic (What part of their identity might have influenced this choice?), and to consider how this might impact their next choice as to how they might want to create change in the world with their newly gained knowledge through secondary and authentic research.

Towards the end of the term, I would also like learners to read their “time capsule” letters that they wrote to themselves at the start of the year.  They can reflect on how they have changed, and how might the experiences throughout their grade 5 year have influenced certain shifts in how they see themselves and their identity.