Arizona- of my sacred places

Art Ed 478 Digitized Mandala

 

Cultural Heritage Collage Curriculum Sketch

Unit Idea: Collage can represent a melding of ideas and practices. Students will think critically about aspects of the cultures they live in and respond to these ideas, through the medium of collage.

State Standards:

Lesson 1 :     My Family Heritage- THEN and NOW

Objective: Have students research their family history and represent their family then and now.

Assessment:   Two Art critiques as a class: one working critique in a small group with 3-4 students,  while the work is in progress, and one final critique one on one with the instructor when the work is completed. An artist statement will be typed and displayed next to the work , on the class online gallery and in a student show at the end of the unit. 

 Questions:Who am I? How does family play a role in my identity? Where do I and my family come from? What types of traditions do we do together?

 
 Activity: Have students create a textile collage representing their heritage.

Lesson 2 :  My town

 Objective: Have student examine the culture of the city they grew up. Identify cultural beliefs, practices, and ways of thinking that are present in their town and represent these in  a collage representing their town.

Resources: See artist Paul Louise-Julie http://netloid.com/art/collision-of-cultures-and-mediums-in-paul-louise-julies-sculptures-3d-paintings

Assessment: Two Art critiques as a class: one working critique in a small group with 3-4 students,  while the work is in progress, and one final critique one on one with the instructor when the work is completed. An artist statement will be typed and displayed next to the work , on the class online gallery and in a student show at the end of the unit. 

Questions: What diverse cultures are present in my city today? What cultures were present in the past that may not be now? How have these influenced my city? What is my city’s culture like now? What holiday rituals do we observe? What festivals are present? What religions exist in my town? What is play like? How do we use art in our community?

Activity: Students will create a 3-D collage representing the 2 important aspects of their city’s culture.

Lesson 3 :  My country

 Objective:  Students will learn to think critically and fairly about important issues in their country, and propose solutions  to conflict. They will respond to these issues through art.

Assessment: Students will do a one page write up on their issue, and will ok their research and idea for resolution with the teacher before starting the collage. An in class critique will take place at the end of the project.

Questions: How can seeking to understand both sides of an argument bring peace?

Activity: Have students zero in on 3 culturally relevant issues present in their country. Choose one to collage on. These should be issues that are important to them. Research arguments from both sides of the issue and represent these issues showing a diversity of thought present in our country with an idea of how these two different ideas can be brought together in harmony, compromise, peace or tolerance.Their research should be fair and not demonize either side, but seek to understand their point of view.

Have Students create a collage that represents 3 specific elements: the two differing sides of an issue that is important to them, (ex. vegans vs. the meat industry) as well as a solution that could bring compromise or peace to this issue. The collage should be fair and not seek  to demonize either side, but seek to understand both points of view, proposing a solution that could theoretically bring resolution or compromise for both parties.

Lesson 4 :  My interests 

Objective: Examine the things that inspire you and make a collage out of materials you find around you or use while doing that interest.

Assessment: Students will do a one page write up on their interests, and will have an in progress critique with  the teacher while working on the collage. An in class critique will take place at the end of the project.

Questions: What inspires you? What are you curious about? What do you enjoying doing?

Activity:
Create a  2 faced collage about things you love to do and are passionate about. Include in the collage things you would like to try and become involved with.

Home made mandala

I made a mandala in my home, from materials I use regularly, like wood, water and a paintbrush. I recorded its destruction with a hairdryer. This mandala reminded me of the Robert Frost poem        

 "Nothing Gold Can Stay"

"Nature's first green is gold, Her hardest hue to hold. Her early leaf's a flower; But only so an hour. Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay."

I used water to paint my mandala. I needed to use quick, thick  bold strokes, so that the water would both soak in and show up, while at the same time not evaporate too quickly.

Here it is before the blow dryer.

About to disappear

and all gone.

"nothing gold can stay"

Video of the mandala link

ART ED 478

Response to OLIVIA GUDE

                                     Here are some GREAT articles by Olivia Gude

                                          Also OLIVIA GUDE 2014 NAEA INTERVIEW

I really appreciated her article "Encountering Others". I could relate to her struggle with feeling like she would never be able to relate to her students because she wasn't going through what they are going through. This failure to relate for Olivia was seen in the issue of being a white person teaching in a predominately African American school. This disparity however between teacher vs. student experience can not only include race, but extend further into issues with class, abuse,culture and religion to name just a few.

I found a lot of comfort however in her assertion that we don't need to be the same as our students to relate to them or make an important impact of support in their lives and education.

Museum Proposal for James Mollison exhibit

                             Understanding Global Poverty and Wealth inequality in schools

                                      (Adapted from OXFAM America’s hunger Banquet)

Purpose:

Provide a space where students can come to understand global Poverty and Wealth in equality.

Activity: Divide students into three groups representing High middle and low income world statics. Give students art supplies accordingly and assign them the task of creating a picture of their country using resources available.

Dividing the Participants 

• Each participant will represent a country from the Developed World-Level One, the Developed World-Level Two, or the Developing World. Participants should be divided according to the proportions indicated on the chart below. 

• Prepare slips of paper with the name of a country and its development category listed on each. 

• You may want to include a statistic or fact about each country on the slip of paper. 

• Prepare name tags in three colors (or with dots of 3 different colored stickers) with each color representing a development category. 

Procedure 

• As participants enter the room, have each of them choose a slip of paper with a country listed. 

• Fill out a name tag for each participant on the appropriate color based on the country chosen. 

• Instruct all participants to be seated at the appropriate tables or on the floor, based on their country assignments. 

Explain once participants are seated.

. Development Categories and Corresponding Countries
Developed World – Level 1: (industrialized nations): Countries in which most people have a high economic standard of living. United States, England, Spain, Italy, France, Norway, Australia, etc.
Developed World – Level 2: Countries in which most people have an adequate standard of living. Russia, Poland, Hungary, Ukraine, etc.
Developing World: Countries in which most people have a low economic standard of living. Angola, Bolivia, Cambodia, El Salvador, Ethiopia, Ghana, Haiti, Kenya, Liberia, Mexico, Niger, Pakistan, Peru, Philippines, Rwanda, Senegal, Sudan, Uganda, Vietnam, Honduras, Tanzania, etc. 

Look at james mollison photography.  Discuss what these photos show about wealth ineuqality. Show at the end of the activity: understanding poverty video.

Suggested talk back:
 How did you feel when you realized which country you had been assigned?

How did you feel about those assigned to countries different from yours?
What did you learn about the Developed World, the Developing World?
By participating in this exercise, we have reached out in solidarity to the poor around the world. In what ways can we continue to reach out to our neighbors around the world, even after we leave here tonight? 

Development Category	Table Setting	Distribution of supplies
Developed World Level One (10% of group)	Linen tablecloth, flowers in the center of table, water color paper, sketch book paper,construction paper, paintbrushes, pastels, pens, markers, ink.	Access to multiple uses(if something breaks or runs out they can have more) of all supplies available for each student.
Developed World Level Two (30% of group)	White Paper, construction paper, plastic paintbrushes,water color paints, crayons, pencils.	Access to one time use of supplies. Share supplies with group. Enough for each participant to use once(ex: one piece of paper, one pencil,box of crayons to share)
Developing World (60% of group)	No table, no artistic utensils,pencils, one large piece of butcher paper tone shared by the group. Participants sit on the floor for the activity(Be sure that there is enough floor space available for this group.)	Access to one time use of  pencil and paper (one box of crayons may be split up and shared between groups.