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Flying High: Exploring Flags & Representation

3–5 Lesson Plan

Jeffrey Gibson uses the symbolism associated with flags to reclaim space and to mark specific places as spaces of belonging for all people. In a 2019 interview with the Whitney Museum of American Art, Gibson states, “The flags started . . .[when I was] considering my relationship to an American identity. It is not about countering the American flag, it’s sort of a personal interpretation of my vision of America.” Gibson’s flags illustrate that there can be flags for anything that is important and meaningful.

In his 2024 Venice Biennale exhibit, the space in which to place me, Gibson features eight vibrant flags that include his signature bright colors, geometric patterns, and original font. While Gibson often uses quotes from popular culture and historical texts in his work, for these eight flags, he composed the text himself. They reflect his own identity and beliefs and help create a space of belonging where all are welcome. 

Objective: Students will analyze two of Gibson’s flags and then design and create their own flags that portray at least three aspects of their identity. Students will consider the artistic use of wording, symbolism, color, and patterns in the creation of their flags. 

Guiding Question: How can we use flags as an artistic medium to represent who we are and what we care about?

  • Creating: VA:Cr2.1
  • Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.  
  • VA:Cr2.1.3.a: Create personally satisfying artwork using a variety of artistic processes and materials
  • VA:Cr2.1.4.a: Explore and invent art-making techniques and approaches. 
  • VA:Cr2.1.5.a: Experiment and develop skills in multiple art-making techniques and approaches through practice. 

  • Large pieces of paper as canvas for flags  
  • Projected images of Gibson’s flags with accompanying descriptions 
  • Markers, colored pencils, crayons 
  • Paper 
  • Pencils 
  • Rulers/straight edges 
  • Optional: paint brushes and paint

Teacher Instructions

Step 1: Preparing to Create

  1. Introduce the class to Jeffrey Gibson by sharing his Video Interview or Artist Statement.  

Teacher Tip

  • Become familiar with the flags from the space in which to place me, 2024, prior to the lesson. You can watch this video beforehand (Gibson’s comments on flags start at 3:23). Gibson discusses why it is important to consider celebrating identities, which is critical to this lesson.  
  • Introduce the definition of symbolism to your class. Symbolism is the idea that one object can represent or symbolize something else. For example, a heart can symbolize love or a rain cloud could symbolize sadness.
  1. Pick two or three flags from the space in which to place me, 2024, to explore and analyze with your class. Discuss the meaning and emotions evoked as well as what each flag demonstrates about identity. Here are two examples of flag analyses: 

BORN OF THE EARTH ON WHICH WE STAND, 2024

  1. Begin by projecting the flag and asking students to write down what comes to mind when they look at this flag. What do they see? What do the words say? What symbols did Gibson place in this flag?  
Vertical artwork features a circular shape over a grid of rectangles. The words "BORN OF THE EARTH ON WHICH WE STAND" are spelled at the bottom of the work in all-caps geometric lettering.

BORN OF THE EARTH ON WHICH WE STAND

2024
  1. Next, ask students to share with the class. Possible answers might include: 
  • The earth (the bottom color is brown and an earth tone, the circular shape represents the sun, the middle colors represent landscape and the horizon) 
  • References to identity (multiple colors represent multiple identities) 
  • Standing and being connected to the earth (the words are vertical and show strength, the representation of the sun is powerful and bold) 
  • The text “BORN ON THE EARTH ON WHICH WE STAND” (represents connection to a larger community and place, how we are all connected to the earth and to each other) 

PAST + PRESENT = FUTURE, 2024

  1. Begin by projecting the flag and asking students to write down what comes to mind when they look at this flag. What do they see? What do the words say? What symbols might Gibson have placed in this flag? In this flag, how does Gibson use color to direct your eyes to a certain place? 
Vertical artwork features colorful angled lines and geometric patterns. The words "PAST FUTURE PRESENT" are spelled in the center in all-caps geometric lettering.

PAST + FUTURE = PRESENT

2024
  1. Next, ask students to share with the class. Possible answers might include: 
  • The use of triangles to focus inward and direct focus to the text 
  • The juxtaposition of greens and yellows and oranges and reds to catch the viewer’s attention 
  • The repeating patterns and shape to direct the viewer’s eye 
  • The use of “+” and “=” (plus and equal signs) to help the viewer see the text as an equation 

Teacher Tip

Consider exploring and analyzing the tribal flags for the Indigenous communities closest to your school. What visual elements, color, text, and symbolism do they use? What do the tribes’ websites say the flags represent? 

  1. Finally, pass out paper and pencils and ask students to write down words, phrases, sayings, and/or mottos that have meaning to them. Ask them to reflect on why their chosen words or phrases are powerful to them.

Step 2: Creating

  1. Explain to students that they will now create their own flags representing at least three elements of their identity with the words they previously drafted serving as the text for their flags. The goal of this process is for students to create flags that represent who they are as individuals and what they care about using text, symbolism, color, and pattern. Consider creating a flag that represents your identity as a way to share with your students examples of pattern, color, text, and symbolism that are important to you. Remind them that there is no “wrong” way to express who they are and what is important to them. 

Teacher Tip

  • As part of his design process, Gibson breaks up his paper, cloth, or canvas space with grids before he begins his work. Consider dividing the flags into quarters and have students think about what they would like to feature in each quarter. Gibson also encourages students to think about the “prime real estate” on their flags. Where do they want to place their messages and symbols so they are in the most impactful position? How can they guide a viewer’s eye using patterns and shapes to frame the primary message?  
  1. Provide a large piece of paper as a starting point (we recommend using paper that is at least twenty-four by thirty-six inches).  
  2. Have students plan and draft in pencil what will be on their flags. 
  3. Allow students time to create their final flags, checking in on progress to suggest revisions as needed. Remind students to think carefully about their selection of colors, patterns, words, and symbols. As they create, ask students what each element and color means to them so they can practice explaining their artistic choices.  

Step 3: Share and Reflect

  1. Hang completed flags around the classroom or hallway.  
  2. Have a “gallery walk” and ask students to share their flags as well as two examples of how their flags represent their identity and what is important to them.

Teacher Tip

Consider making this a school-wide project. Each classroom can develop their own classroom flag, representing the classroom’s mission, values, and identities to display outside the classroom door.