Self and Society: Tracing Identity
“Unearthing Silenced Histories: Hidden-History Box” Teacher’s Guide
The ideas underlying a person’s identity are numerous and complex. In these visual arts activities,
students will investigate three ideas within the larger scope of identity. “Personal Symbols, Personal
Mythology” explores how artists create their own visual myths and symbols to tell stories about
themselves and their cultures. “Imagining Alter Egos: Life-Size Paper Dolls” explores why artists
might assume alternate identities. And “Unearthing Silenced Histories: Hidden-History Box” looks at
artists who have delved into the past to tell stories that have never been told before about
themselves and their communities.
Artists can use their work to give themselves many different voices, to express
different sides of their personalities, or to call attention to voices that would
otherwise go unheard. In this activity students create a mixed-media box that
contains a hidden history in order to give that history a voice.
The “Big Idea”
After completing all activities for the theme “Self and Society: Tracing Identity,”
students will understand the following “big ideas.” The italicized idea is
emphasized in the “Unearthing Silenced Histories: Hidden-History Box” activity.

What role do symbols play in defining a person’s identity? Can symbols
have multiple meanings?

How do artists reveal their culture’s (and their own) hidden or unheard
voices? How does an awareness of these voices change our views
about ourselves?

How do gender roles influence how we perceive identity?
To introduce the activity
01. Review: With your students, go over the activity’s overview and “big idea.”
02. Journal option: If you plan on doing more than one activity from this
theme, ask students to create a journal for it. The journal will allow them to
organize their research notes, brainstorms, projects, and reflections.
03. Preactivity class discussion: What is identity? Conduct a short
discussion about identity to prepare students for what they will see within
the activity screens. Some suggestions for discussion:
a. What are the different ways that people identify themselves? What are
some of the elements of your personal identity?
b. What personal characteristics matter most to you, in yourself and in
others? Why?
c. Who determines a person’s identity: the individual or others around the
individual? Both? How does this work?
d. Does identity stay constant throughout a person’s life? If not, what
makes it change?
04. Activity prep: Depending on how much time is available, before viewing
the screens and delving into the artists’ work, you may want students to
write about their own views on gender and identity.
05. Explore online: Now your students are ready to explore the artists in
Making Sense of Modern Art and complete the activity steps (duplicated
below for your review).
Related Standards
Visual Arts Grades 9-12 Proficient
1.0 Artistic Perception
Impact of Media Choice
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Self and Society: Tracing Identity: “Unearthing Silenced Histories: Hidden-History Box”
1.5 Analyze the material used by a given artist and describe how its use
influences the meaning of the work.
2.0 Creative Expression
2.2 Prepare a portfolio of original two- and three-dimensional works of art that
reflects refined craftsmanship and technical skills.
3.0 Historic and Cultural Context
Diversity of the Visual Arts
3.3 Identify and describe trends in the visual arts and discuss how the issues of
time, place, and cultural influence are reflected in selected works of art.
4.0 Aesthetic Valuing
Derive Meaning
4.1 Articulate how personal beliefs, cultural traditions, and current social,
economic, and political contexts influence the interpretation of the meaning or
message in a work of art.
Grades 9-12 Advanced
1.0 Artistic Expression
Analyze Art Elements and Principles of Design
1.6 Describe the use of the elements of art to express mood in one or more of
their works of art.
2.0 Creative Expression
Communicate and Express Through Original Works of Art
2.4 Demonstrate in their own works of art a personal style and an advanced
proficiency in communicating an idea, theme, or emotion.
2.5 Use innovative visual metaphors in creating works of art.
3.0 Historic and Cultural Context
Role and Development of the Visual Arts
3.1 Identify contemporary styles and discuss the diverse social, economic, and
political developments reflected in the works of art examined.
4.0 Aesthetic Valuing
Derive Meaning
4.1 Describe the relationship involving the art maker (artist), the making
(process), the artwork (product), and the viewer.
4.2 Identify the intentions of artists creating contemporary works of art and
explore the implications of those intentions.
Materials Needed
01. Access to computers to view Making Sense of Modern Art
02. Writing materials for taking notes
03. Boxes of various sizes
04. Various materials (selected by students) for mixed-media artworks
Time Needed up to five class periods
01. One to introduce the activity and view Making Sense of Modern Art screens
02. One to three to create hidden-history box (could be homework)
03. One to conduct class critique
Assessment
Students will be graded on:
01. Quality, craft, and attention to elements and principles of design
02. Creativity in symbolically representing a hidden history
03. Clear use of language in the artist’s statement
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Self and Society: Tracing Identity: “Unearthing Silenced Histories: Hidden-History Box”
04. Participation in class critique
05. Written reflection
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Self and Society: Tracing Identity: “Unearthing Silenced Histories: Hidden-History Box”
“Unearthing Silenced Histories: Hidden-History Box” Activity
Artists can use their work to give themselves many different voices, to express
different sides of their personalities, or to call attention to voices that would
otherwise go unheard. In this activity you will create a mixed-media box that
contains a hidden history in order to give that history a voice.
The “Big Idea”
How do artists reveal their culture’s (and their own) hidden or unheard voices?
How does an awareness of these voices change our views about ourselves?
In this activity you will:
01. Discuss what a silent history is
02. Look at artworks that convey silenced histories
03. Create a hidden-history box that reveals something about a person or
culture
04. Present your hidden-history box to the class
You will be graded on:
01. Quality, craft, and attention to elements and principles of design
02. Creativity in symbolically representing a hidden history
03. Clear use of language in the artist’s statement
04. Participation in class critique
05. Written reflection
New terms: mixed media
Activity Steps
Create a mixed-media artwork that reveals a silenced history.
01. Discuss: In small groups or as a class, discuss what a silenced history is.
How is it different from other histories? Why do you think these voices are
not part of mainstream history? Does learning about silenced histories
make you think differently about a particular community? Why or why not?
02. Look: Review the works of the artists at right. Look carefully to find the
stories that the artists portray in their work. Can you find the silenced
histories? For whom, and to whom, are the artists speaking?
03. Create: Make a hidden-history box that reveals something about a person,
group, or culture. Consider what objects, symbols, and materials would
best represent the hidden history. Layer objects, pieces of writing, and
other materials in the box. You may also include symbolic clues to the
history.
04. Present: Show your work to the class and choose a classmate’s box to
write about. What do you think about when you look at the box? can you
figure out what the hidden history is, or anything about it, by looking at the
box’s contents?
05. Reflect: In your journal, describe how this exercise has impacted your
understanding of written and unwritten histories. Why do you think some
histories remain hidden?
www.sfmoma.org/artthink
Self and Society: Tracing Identity: “Unearthing Silenced Histories: Hidden-History Box”