Bulb Archived: George Washington SCALE 2017-2018: Rossi & Zwierzynski

School Name: George Washington high school

Teacher Name: Mary Rossi 

Teaching Artist Name: Mirtes Zwiercinski 

Big Idea: Inquiry: how can public art generate inclusion?

1. Planning: What interests and curiosities were brought to the planning by each of you? 

 Teacher response: My primary interest is grounded in using the public school entrance to further the intention of inclusion and using the existing exterior columns to express our students visual description of inclusion As well as continuing the theme from our initial column completed this past year

My curiosity is how to engage both our student artists and our unlicensed audience in an authentic meaningful way

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working on mosaic with students and community

 Teaching Artist response: 

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community members work on mosaic

2. The Project: Tell the story of your project. What happened in the classroom? 

In the classroom we have worked with student artists as well as adult community manners to develop a vision of expressing their idea of inclusion 

This occurred following visiting the site where the mosaic art will be installed and following our dedication ceremony that occurred st the start of this school year

All of these events provided visual and reflective opportunities got our student artists

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student artist works on owl

3. How did you check in throughout the project to plan and adjust plans as the project unfolded?

Check in occurs each week with constant democratic communication which continuously altered and generated new ideas

Basically this mosaic project has a solid goal but the visual making part is highly malleable

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It’s a group effort student artists completing 2 mosaic panels

4. What are the conflicts, contradictions or challenges of your teacher/artist collaboration? 

Teacher response: 

I am incredibly fortunate that if conflicts or challenges were to occur, our partnership is transparent and respectful enough that we do address,clarify and move forward

Exterior challenges include difficulty with  flexibility in the shared space of my classroom which limits my teaching artists’ ability to work individually or with community artists in a single established location. This requires that the teaching artist change locations during the day interrupting work, having to gather and move materials to work in another location and limits community artist participants access to full visual realization and engagement on the primary mosaic artwork housed in the classroom

Teaching Artist response: 

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5. What are you learning as a result of collaborating with one another in terms of teaching and art making? 

Teacher response: I am learning that my role in this process is to support my fellow teaching artist both in teaching and art making . And to support my students in solidarity with my teaching artist so they recognize we are a team providing an opportunity for students to model our behavior strengthening our artist classroom community

Teaching Artist response: 

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6. How has the community-focused component of the project contributed to or challenged your teacher/artist collaboration? 

Teacher response: the greatest challenge of the community focused component is twofold:

1.  It is generally difficult to get community members to participate in general due to their many responsibilities such as other family to care for or jobs

2.the inflexibility of our shared classroom space has reduced the amount of community participants because of the very fact that it is an inflexible space

Teaching Artist response: