Bulb Archived: Hoyne 2019-2019 Porter and Mueller (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.):

We first began working together last year during the Atlas program which allowed us to partner on the curation of student work for the final exhibition for the, but not to co-teach. It was during that time that we began talking about mutual interests and what we may do if given the opportunity to work together again. We were interested in building on the narrative music videos that the then 7th graders created. We were looking at artists like Cauleen Smith, Kendrick Lamar, Tonika Johnson, Chance the Rapper, and activist/writer Jahmal Cole and thinking about setting up a space where students could express/illustrated their personal experiences and views of the City of Chicago, aka home.

2. Big Idea: Identity and Perspective 

3. Inquiry: As artists, how do we control the narrative surrounding the phenomenon of Chicago’s environment?

How is our artistic practice (lyrical, visual, audio, choreography) shaping or reshaping others’ interpretations of the city of Chicago?

How does our city impact and inspire our creative practice?

4. Grade Level: 8

5. Academic Subject(s): Music

6. Artistic Discipline(s): Visual Art

7. How many years have you worked together as partners?: This is our first year co-creating curriculum and teaching together. During the 2017-18 school year we partnered on the culminating exhibition for the Atlas program

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

Building on work Andre Porter began with his students last year as part of CAPE’s ATLAS program for fine arts teachers, My Chicago, expresses students own views and understanding of their neighborhood and Chicago in general. Though photography, sculpture, poetry, video, audio, watercolor painting, songwriting students created self-portraits that aim to answer the questions: What is my daily reality of Chicago? Is my reality in line with the often negative perceptions of the city? Does my reality offer a different perspective that pushes back against those perceptions? How can I express my Chicago through visual, digital, literary, or performative art?

To shape their creative concepts and consider different modes of expression and representation, the students are exploring the work of Chance the Rapper and lifelong Englewood resident/artist/activist, Tonika Johnson.

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Testing out ideas and cameras…

Final Video


Final Audio

Final Video

Final Video

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

Students will be sharing their work at their 8th grade graduation ceremony in early June. Also in early June we will be hosting a sharing for the community by projecting students’ work onto the outside wall of the school. Community members will be invited to attend and leave impressions and feedback. 

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.)

Our assessment has two sections, a written assessment based on our inquiry questions, and a rubric addressing relevance and detail of content, and time/length requirements. For the written assessment students were asked: 

How does our city impact and inspire our creative practice?

As artists, how do we control the narrative surrounding the phenomenon of Chicago’s environment?

How is our artistic practice shaping or reshaping others’ interpretations of the city of Chicago?

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

Students learned that they can control or have ownership over the narrative that surrounds their homes. They were able to articulate some of the complexities that problematize stereotypes about their community. 

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

If we design our unit in the future to be multidisciplinary, I would adapt our rubric to address multiple art forms. As for my arts teaching practice, I would take more time for writing or video diary recording through out the art making process to support ongoing student reflection that helps develop their work and thinking about their work as they go. 

Illinois Arts Learning Standards Addressed: 

  • National Core Arts Standards:

Anchor Standard #1. Generate and conceptualize artistic ideas and work.

Anchor Standard #5. Develop and refine artistic work for presentation.

Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.

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?

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Teaching Artist Assessment:

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

Common Core ELA Standards-Speaking and Listening

Grade 8-4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Grade 8-5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.