Bulb Archived: Daley 2018-2019: Tomasello and Perez (2018-2019 A/R Partners)

A/R P BULB

1. How did you and your teaching partner decide to do this project? (Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.):

2. Big Idea:Graphing Emotional Barriers

3. Inquiry:Through self-portraits, how can students use the creative process to help them identify social and emotional mental blocks that keep them from moving forward?

4. Grade Level: 8th Grade

5. Academic Subject(s): Arithmetic, Pre-ALgebra; Linear Equation

6. Artistic Discipline(s): Drawing, 3-Dimensional building, Painting

7. How many years have you worked together as partners?: We have worked 3 years together

8. Please describe what you did and what you made for this project:

Students examined pre-algebra linear equations to create investigational self-portraits that addressed social emotional concerns and struggles surrounding their everyday lives. As it is challenging for these students to put their struggles into words, this project allowed students to investigate issues of identity and identify personal emotional concerns to create tools that could help them better address their trauma. The 3-dimensional forms the students created are based on coordinates on a graph that capture emotional changes over time. They used mathematical concepts such as: linear relationships, rise, run, slope, intercept form, y-intercepts, intersections, ascend/descend to visually represent peaks and dips on timelines. This project equipped students with tools to identify and capture mathematical concepts in nature and the everyday world around them as well as problem solve situations that they will encounter throughout their lives.

Students created investigational self-portraits through the use of icons, symbols to address social, emotional concerns and struggles surrounding their everyday life. This project was put together to help them investigate issues of identity, identify personal emotional concerns and create tools that could help them better address these.

It is not easy for students at this age/grade level to put their struggles into words and this project provided them the opportunity able to openly voice the concerns and struggles going through their mind.They were able to find their self-awareness through a creative platform instead of pen and paper. Through this venture our students were given an opportunity to work together and collaborate in building a platform larger than themselves. In addition, they had an opportunity to be more independent which contributed in becoming more self-confident. This gave them the tools needed to help create a language / dialogue that did not exist previously in their own vernacular. This project was a gateway in helping students become leaders within their community. Through my experience as a math teacher, students incorporating art into middle school math helps students express and most times understand their thoughts, feelings, concerns and anxiety towards Algebra and Geometry. So we used art to calm and help them address the anxiety brought on by learning and the social emotional issues brought on by their everyday lives.

The Artwork

Our Students used linear equation graph systems to create a 3 dimensional being or individual (sculpture) based on its hypothetical emotional & social upbringing. Students were broken up into 4 groups of 5 or 6. Then each group were given an experience this hypothetical individual carried or dealt with for their entire life: emotional, psychological, physical or trauma. Each group discussed and decided what kind of life situation this individual had that went with the experience they were given. For example if the experience was emotional then the group could decide their individual was Bipolar. they then created hypothetical scenarios that lead to bipolar behavior. They would then create their own method of graphing to gage bipolar episodes using Linear Equations. The root measurements of their Linear Equations would then be used to create a 3-dimensional model of that graph.

Questions brainstormed/formed with students were:

· How do past experiences (or on going) affect an individual’s life through time?

· How do emotional, psychological, physical or trauma play a role into how one develops?

· Do these experiences make a difference in the individuals behavior, physical appearance or how they view the world (perspectives)?

· Can we use linear equation graphing systems or timeline to help us create a 3-dimensional form that translates these investigations?

Students looked at graphing 3-dimensionally and how it could be used to translate a timeline of how this individual evolved. 8th graders used mathematical concepts such as; Linear Relationship, Rise, Run, Slope, Slope, Intercept form, Y-intercepts, intersections, ascend/descend in Pre-Algebra Linear Equations to create a visual translation of this timeline to determine how this sculptural form would visually look.

The point of this project was for students to take what they learned in the classroom and apply them to a creative platform of their choosing. This project helped students identify and capture mathematical concepts in nature, the everyday world around them. This would hopefully give them another tool to better identify, understand and problem solve situations (positive or negative) that they will encounter throughout their life experiences. 

9. How did you share your student’s learning process with your school faculty or community?

Teaching Artist Assessment:

How did you assess student arts learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.)

What were the results of the assessment? What did students learn in your class/project?

What did you learn from analyzing the student assessments that informs your Arts teaching practice?

Illinois Arts Learning Standards Addressed:

Teacher Assessment:

How did you assess student academic content learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.)

What were the results of the assessment? What did students learn in your class/project?

Standards Addressed: (Common Core, Next Generation Science, SEL, Etc.):