Project Overview:
Students will start by studying the experiences of Immigrants, Refugees and Migrants in order to build empathy.
Students will use their prior knowledge to create artwork that spreads awareness using a skateboard as a canvas.
In Art class students worked in groups of 4, 2 students were artists and 2 students were producers. The producers documented the entire project and shared it in 1 of 3 ways, a slide show, a website, or a video.
Skateboards will be sold to raise money for the cause for an organization.
Design Connection and Deliverable: Students will use their research in Spanish and English to inspire an artistic design on a skateboard deck.
1. Design 2 Rough Drafts
2. One Final Skateboard deck design due per group
3. Class Critique
4. Group Documentation
5. Final Painting
Design Option #1
Design with a quote from the book or movie or research, students must connect the quote to 1 character as well.
Design Option #2
Design with a meaningful theme from the interview.
Every student must create 2 Individual rough drafts: Students may make both rough drafts different, but based on option #1 or option #2 or one of each topic. I’m flexible about where you pull your inspiration from, it just needs to be a specific rich design that is not obvious
and surface level. For example, for pollution I wouldn’t want to see trash floating in the ocean. You would need a fact to make it more specific.
I also taught students the 6 surrealistic techniques to help enhance the creativity and uniqueness of their design.
The surrealistic techniques are scale, levitation, juxtaposition, transformation, transparency, and dislocation.
Students will use their prior knowledge to create artwork that spreads awareness using a skateboard as a canvas.
In Art class students worked in groups of 4, 2 students were artists and 2 students were producers. The producers documented the entire project and shared it in 1 of 3 ways, a slide show, a website, or a video.
Skateboards will be sold to raise money for the cause for an organization.
Design Connection and Deliverable: Students will use their research in Spanish and English to inspire an artistic design on a skateboard deck.
1. Design 2 Rough Drafts
2. One Final Skateboard deck design due per group
3. Class Critique
4. Group Documentation
5. Final Painting
Design Option #1
Design with a quote from the book or movie or research, students must connect the quote to 1 character as well.
Design Option #2
Design with a meaningful theme from the interview.
Every student must create 2 Individual rough drafts: Students may make both rough drafts different, but based on option #1 or option #2 or one of each topic. I’m flexible about where you pull your inspiration from, it just needs to be a specific rich design that is not obvious
and surface level. For example, for pollution I wouldn’t want to see trash floating in the ocean. You would need a fact to make it more specific.
I also taught students the 6 surrealistic techniques to help enhance the creativity and uniqueness of their design.
The surrealistic techniques are scale, levitation, juxtaposition, transformation, transparency, and dislocation.
Driving Question: How can we make a difference in the lives of young people and others going through the Migrant / Immigrant / Refugee / Asylum Seeker experience?
Entry Event: Students took skateboard lessons to apply the Newton's Law they learned in Physics class. Students also watched This Way Home in English class. We partnered with an organization called, The Freedom House. It is a place where individual boys enter when they are transitioning to the US. The non-profit organization visited our school and spoke to our students about what they do and who they support. We sold as many of the student made skateboards as we could to support the Freedom House. We sold them on Exhibition night and to the public at the Maker Faire.
Resources:
Lesson Plan Slide Show
Team Contract (Dailey log tracker) You can do this digitally or using folders. I've tried both they both work. Folders can get lost though.
For each cross-curricular lesson we create a "onsie" for the students. One side covers each subject's driving question. The other side contains a calendar with deadlines for each class. Images are below...
Business Card (we handed these out at the Maker Faire) Next time I'll make them for Exhibition night as well.
Deliverables: Flier of deliverables from each class.
Ending Event: Students presented their deliverables at our traditional Exhibition Night. We also presented and sold boards at the Maker Faire. Then, we visited the Freedom House who spoke to the students earlier as an entry event. We presented them with a check and 15 skateboards for the boys.
Rubric:
Producers Rubric
Successes: Students were invested in creating amazing work in hopes their board would sell. Students bonded with family members after interviewing them about their immigration over to the US. Students revealed to me that they had no idea all that their parents or family went through to provide them with more opportunities. Some students were in tears, I'd say we successful built empathy. Some students were not thrilled to have to present again at the Maker Faire, but after their 1 hour shift was up they volunteered to stay because they did not want to leave. They shared it was more fun than the Exhibition. They felt proud of their work and they were thrilled so many strangers purchased boards from them.
Obstacles I would do different next time: It was challenging to teach two separate lessons at the same time, but it worked by running stations and posting support on my Google Classroom for students to view asynchronously. Team management is always a struggle. Students have a challenging time holding each other accountable. It became time consuming tracking the student folders which held the student's logs.
Entry Event: Students took skateboard lessons to apply the Newton's Law they learned in Physics class. Students also watched This Way Home in English class. We partnered with an organization called, The Freedom House. It is a place where individual boys enter when they are transitioning to the US. The non-profit organization visited our school and spoke to our students about what they do and who they support. We sold as many of the student made skateboards as we could to support the Freedom House. We sold them on Exhibition night and to the public at the Maker Faire.
Resources:
Lesson Plan Slide Show
Team Contract (Dailey log tracker) You can do this digitally or using folders. I've tried both they both work. Folders can get lost though.
For each cross-curricular lesson we create a "onsie" for the students. One side covers each subject's driving question. The other side contains a calendar with deadlines for each class. Images are below...
Business Card (we handed these out at the Maker Faire) Next time I'll make them for Exhibition night as well.
Deliverables: Flier of deliverables from each class.
Ending Event: Students presented their deliverables at our traditional Exhibition Night. We also presented and sold boards at the Maker Faire. Then, we visited the Freedom House who spoke to the students earlier as an entry event. We presented them with a check and 15 skateboards for the boys.
Rubric:
Producers Rubric
Successes: Students were invested in creating amazing work in hopes their board would sell. Students bonded with family members after interviewing them about their immigration over to the US. Students revealed to me that they had no idea all that their parents or family went through to provide them with more opportunities. Some students were in tears, I'd say we successful built empathy. Some students were not thrilled to have to present again at the Maker Faire, but after their 1 hour shift was up they volunteered to stay because they did not want to leave. They shared it was more fun than the Exhibition. They felt proud of their work and they were thrilled so many strangers purchased boards from them.
Obstacles I would do different next time: It was challenging to teach two separate lessons at the same time, but it worked by running stations and posting support on my Google Classroom for students to view asynchronously. Team management is always a struggle. Students have a challenging time holding each other accountable. It became time consuming tracking the student folders which held the student's logs.
Exemplar Examples
Exemplar examples
Group 10
Artists Carolina Stauring and Bella Taueetia
Producers: Liv Kreiswirth and Matthew Trejo
https://sites.google.com/student.davincischools.org/exhibition2019group14/home?authuser=0
Group 5
Artists: Ayaiya Yarbrough and Jessi Diaz
Producers : Kaelee Weller and Matthew Markey
https://youtu.be/BjmoATn04Xw
Group 7
Artists: Sidney Talbert and Quin Brady
Producers: Erica Lee and Amanda Walker
https://sites.google.com/student.davincischools.org/exhibition2019group7/backstoryinformation
Group 14
Artists: Alyssa Ibarra and Alexa Escobar
Producers: Vanessa Alvarez and Ruby Hussain
https://sites.google.com/student.davincischools.org/exhibition2019group14/art?authuser=0
Group 10
Artists Carolina Stauring and Bella Taueetia
Producers: Liv Kreiswirth and Matthew Trejo
https://sites.google.com/student.davincischools.org/exhibition2019group14/home?authuser=0
Group 5
Artists: Ayaiya Yarbrough and Jessi Diaz
Producers : Kaelee Weller and Matthew Markey
https://youtu.be/BjmoATn04Xw
Group 7
Artists: Sidney Talbert and Quin Brady
Producers: Erica Lee and Amanda Walker
https://sites.google.com/student.davincischools.org/exhibition2019group7/backstoryinformation
Group 14
Artists: Alyssa Ibarra and Alexa Escobar
Producers: Vanessa Alvarez and Ruby Hussain
https://sites.google.com/student.davincischools.org/exhibition2019group14/art?authuser=0