Different aspects of these activities can be adapted for either primary or secondary students. If you have access to the relevant technology, such as digital or Polaroid cameras, that would be great, although drawings which the pupils have made can be manipulated in the same way.

1. Take photographs of the pupils, if possible, or if not, ask them to bring in photographs of themselves. Alternatively draw a simple 'self-portrait'. Multiply the images through black and white photocopying, and then ask the students to create new identities for themselves, by drawing or collaging new clothes, hairstyles, and by changing their colour etc. If you have access to photoshop this can also be done digitally.

2. Get the pupils to research images in magazines, newspapers, and comics or on the web of people expressing a variety of emotions - if possible ones with which they can associate. If you have the time, budget (and energy.) take them to a photo-booth and get them to take photos of themselves mimicking these expressions. If not, take Polaroid's/digital images/do drawings of them with these expressions. These images can stand on their own, or can be used in a variety of ways.

3. Ask the students to bring in materials which are 'important' to them, in terms of how they see themselves. This would be best if related to From Tarzan to Rambo - so it could be a fabric or some other pattern, such as left-over wallpaper or carpet off cuts which they associate with themselves or their upbringing. As this is not always practicable, they could make a drawing of the pattern. But it may be other things - objects, possessions, anything that helps to define 'themselves' - photographs of favourite bands, footballs teams, team colours or logos etc. Through photography, photocopying or drawing make a two-dimensional version or reduction of these - this can then be used either to create a different work through collage - a symbolic 'self-portrait', or as collage elements to add to the images made in '1' or '2' above.

4. Using your discretion, obviously, ask the pupils what they think other people think about them, or how they might be stereotyped (e.g. 'Goth', 'punk' 'boy-band groupie', 'skateboarder', 'football supporter' or whatever might be appropriate). Can they find some visual imagery to symbolise this? As before, this can be added to the work created so far, or could exist as a separate piece.