Adrian Raya
The experience with high school students in Littleton became challenging beyond the lessons within the classroom. Moving to remote learning has made students feel isolated, and less motivated to remain engaged with their instruction. In getting students to reconnect with their surroundings and the people that they are surrounded by, this Public Art Assignment became a reminder that we belong to a greater community, to something bigger than ourselves. The students created small models (maquettes) for public artworks which not only highlighted the areas of pride and unity within their neighborhoods, but also reminded the viewer about the areas of improvement, calling for action on some of the issues that the students identified as important for the greater community. Take a look at some of their artworks below, and consider their reminders that we remain connected while staying apart as a sign of a hopeful future.
10-12th Grade Student Artworks
TQSII, Elements B & C:
The students were challenged to look to their own neighborhood as a source of inspiration for a public art idea. They are allowed full creative liberty after meeting the requirements to (a) create an artwork that will benefit/enhance their immediate neighborhood, (b) boost morale by highlighting positive aspects of their community, and (c) address areas for improvement within said space. Out of the 8 criteria with which they were assessed, the category for research required students to truly observe and reflect on their community. They modeled the celebration in diversity from the teacher examples presented to them, I made sure that they understood that when we celebrate what makes us different and remember what makes us one, we become stronger as a community. Both public artwork examples (below) embody these ideas.
Some decided to share personal matters and values through their own artwork ideas, such as their relationships with their loved ones. Others took on issues that extended beyond their immediate community, such as climate change, or the call to action to participate in our democracy. I worked with a couple of students, and their paraprofessional educators, to mold the lesson for optimal engagement from both kiddos. Scaffolding became an essential tool in facilitating in-progress check-ins as the ideas developed. Both were eager to share ideas that are dear to them, and like their classmates, brave enough to share them publicly during progress/critique.
Mundo, oil on canvas, 2018
Embrace, Yarn, 2019
TQSII, Elements B & C:
In assessing the student's thinking and concept progress, the rubric was developed with a focus on the creative process. Their initial research and observations push them to reflect on their own placement within their community. They are then challenged to articulate their artist statement on multiple occasions, through in-progress critiques, exchanging feedback and forming relationships with their peers. At the end of their short journey with the assignment, they present their inspirations, their findings, and the artwork that reflects their vision for their neighborhood.
The suggestions from paraprofessionals helped to shape one of the most important sources of inspiration for this project and the basis for the students' research, which was the Artist Examples document. The document provides a range of artists that have made powerful statements through public artworks as a starting point for the students - they are then challenged to find creators of their own. This allows for students of varying artistic confidence to define their approach.
While at the elementary classroom as a student teacher, it became clear that introductions and getting to know the humans on both sides of the desk was a vital step to forming a safe and inclusive atmosphere. In order to get students to experiment with a variety of materials, and to begin sharing a few things about themselves, we started by working on the Personal Mascot project! Take a look at some of the little friends created by the awesome students at an elementary school in Denver! Make sure to click on the teacher example, Gonzalo the Goat, for the assignment description and a short demonstration video on building the little guy.
2nd-3rd Grade Student Artworks
TQSII & III, Element B:
Addressing and celebrating the diverse C3 student body, students created mascots that reflect who they are, where they come from, and who they aim to be. In creating a personal mascot, each student shared a few aspects about themselves as we became acquainted. Getting to know one another is a crucial step in creating a community of learners, not only does this facilitate a student-teacher relationship, but it also allows the students to learn about one another, this is beneficial in establishing a support system within the classroom.
Seeing the in-progress ideas for the mascots, we are able to (a) begin to understand each student's technical abilities with the media provided, and (b) their preferred means of learning. In observing how each student responded to the assignment, we reflected on the best way to accommodate the wide range of said qualities. My mentor teacher and myself began to offer Art Invitation Menus from this point on, offering students the choice from four different assignments each rotation week. These invitations varied in challenge and end-goals, but shared the same learning targets, ensuring that the students practiced the same critical thinking habits. As we planned for the higher grade levels, their choice in media was narrowed down, and their cognition focused on the weight that art, more specifically clay, can have based on how a culture uses it to record their traditions. Take a look at one of these art invitations for the 4th/5th graders, as we referenced Byrd Baylor's When Clay Sings to formulate our second Art Invitations Menu.
Gonzalo the Goat, clay, 2020
Gonzalo the Goat, Clay, 2020