Bulb Archived: George Washington SCALE 2016-2017: Foley & Holm

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Painting tin cans contributed towards “the Great Wall of Exchange” – a interactive wall to exchange unwanted goods.

Teacher: Melody Foley

Artist: Anni Holm

School: George Washington High School

Big Idea: Transformation of space

Inquiry Question: 

How can we, through an interactive site specific installation, create a space, that will foster community engagement and exchanges between students, teachers, staff, parents and the neighborhood?

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Making collection boxes for materials to be incorporated into our 3D mural.

Fall/Winter

Art Content: Execute a variety of creative actions within the lunch room to encourage interaction and critical thinking. This included but was not limited to: conceptualizing, pre-visualization, sketching, obtaining criticism/feedback, reevaluate designs, drawing, painting, stacking, glueing, sewing etc. Just like last year, we ended up working on several projects, some of which were a continuation from the previous year. We wanted to build an actual stage in front of the glitter area to complete the Silver Lounge – and then we wanted to transform the large pegboard looking walls into a large 3D mural made out of objects collected from the school community.

Non-Art Content: Figuring out all the logistics as to how to make it work within the space, including but not limited to: doing research as to what students would appreciate, planning how to get the call for participation out, how to engage the school community to contribute, meeting with other clubs for logistical input, sourcing material, sorting, measuring, testing etc.  

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Tracing one of several line drawings created for the community Day of the Dead altar. 

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

Many students involved mentioned that they celebrate Dia de los Muertos And wanted to share the celebration with us and their school community. We had several large pieces of plywood and looked at various Mexican artist’s work and considered creating bright pieces like much of the folk art we discussed. The group decided, however, to created pieces that pay homage to the artists who Incorporated pyrography on leather or wood of Aztec and Mayan figured. One in particular was king Chan Bahlun.

We placed the week at the alter and invited others to share and add to the communal space.

Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

The students are right track in successfully reaching out projected learning goals. We have given our students more and more atonomy as of late to creat and more importantly lead discussion and small groups. Anni and I reflect each week and take accidotal records and each student’s development as it relates to their work and their ability to communicate their needs and desires with others.

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

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Working on a community bulletin board to provide a “one stop” for all school events and activities.

How did your teacher/artist collaboration work this semester? Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

We have worked together since the Summer of 2015. We have allot in common and have great respect for one another. The difference’s we have in perspective or ideas have always turned out to be a gift as it widens our understanding and brings new light to the situation. 

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

Each day brings new dimensions and experiences. We welcome student input and enjoy the fluidity of our program. We let the ideas grow into fruition and nurture what we have añredy started. Sometimes we work side by side sitting with the students and other times we break out into smaller groups to address a wider variety of needs, we also talk frequently in class and in our own time developing ideas and reflecting.

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Working on stockings for an impromptu mini holiday installation.
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Building our stage

Winter/Spring

Art Content:

Non-Art Content:

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

Type your response here

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Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

Type your response here

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Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

Type/ insert your response here

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How did your teacher/artist collaboration work this semester? Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

Type your response here

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Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

Type your response here

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