Bulb Archived: Hamilton 2018-2019: Jugenitz and Qureshi (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.):

Carly and I met over the summer and we decided to focus our collaboration on geography (maps and mapping) and civil rights. I immediately thought of the contemporary artist, Mark Bradford, so we took inspiration from his ideas and techniques. We decided to use mixed media/paper collage/paper maps. In the past we have used different forms of technology with the 8th graders (ipads, photography, digital editing tools etc.) but always had surprising results. Students seemed to get bored of the technology quite easily and become disengaged. We were curious to see how the students would react to working with more physical materials like maps, paper collage, markers and paint. 

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students add the first layer of their personal maps 
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2. Big Idea:

Illuminating Power Structures through Maps 

3. Inquiry:

How can maps be used to visualize existing power structures? 

4. Grade Level:

8th Grade

5. Academic Subject(s):

6. Artistic Discipline(s): Mixed media – collage 

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

3 years

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

Students learned about contemporary artists that use maps or mapping in unconventional ways. Students then created their own maps based on the style of the artist Mark Bradford, thinking about how they move through or navigate places that are important to them.

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.)

We used summative assessment for the artmaking. Students used a rubric to critique and reflect on their work. We hoped the rubric would make them critical of their work and possibly go back and refine their work or ideas. 

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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?

What surprised me most was how much the students loved working with these materials – markers, paper and glue/paint. I had assumed that 8th graders would find these materials childish and be engaged for only a short period. In fact, the final piece (paper collage maps) were only intended as a preliminary project to get the collaboration started. However, the students seemed to get a lot of satisfaction from from the physicality of the materials – adding and subtracting layers to their artwork. So we decided to extend that project and it eventually became the final piece. 

Part way through we lost sight of our initial inquiry question and seemed to drift in a different direction. However, Carly was able to extend the project and make a collaborative piece with the students which addressed the inquiry question more specifically. (Carly will talk about that below)

Illinois Arts Learning Standards Addressed:

7th VA:Cr2.3.7 a. Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.

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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.): 

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Students final pieces – personal map of the city
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