Students will launch the autobiographical portrait-book project by examining how artists and writers communicate identity, gathering first-hand identity evidence through a supported reflection circle, and creating an initial symbol sketch that links people, places, and experiences to possible portrait choices.

Students will gather identity evidence from their own lives, organize it into an empathy-based planning artifact, draft early autobiography sections, connect written details to possible symbols, and revise their plans through feedback before moving into portrait-book ideation.

Students will turn their identity evidence from earlier writing and reflection work into a clear portrait-book concept, generate multiple self-portrait and symbol ideas, build a low-fidelity prototype, gather peer feedback, and revise toward one strong design direction for the next phase.

Students will refine their portrait-books through two documented feedback-and-revision cycles, test whether their visual and written choices clearly communicate identity to others, and prepare a concise showcase narrative that explains how evidence from people, places, and experiences shaped final decisions.

Students will present their completed autobiographical portrait-books to an authentic audience, gather and respond to audience feedback, and complete a final artist statement that explains how their writing, symbols, and self-portrait communicate identity.