Bulb Archived: Lakeview Collaboration Laboratory 2017-2018: Yonan & Kelly

2018-2018 Collaboration Laboratory 

Joanne Yonan and Danielle Kelly

1) Describe the context of your school, neighborhood, or classroom. 

2) Big Idea:  How do objects carry the residue of human interaction?

3) Inquiry:  What can investigating the life of an object tell us about ourselves?

4) Academic Content(s): 

5) Artistic Discipline(s):  painting, drawing, poetry, short story, collage, photography, graphic design, journal

6) Standards Addressed: (Common Core, Next Generation) 

7) Please describe what you did and what you made for this project.   This project was created for two sections of a high school junior/senior forensic science class; our goal was for the project to span a series of 6 classes . A selection of used or “experienced” objects were brought to the class for  Joanne and Danielle to create a “crime scene” of these found objects. Most of these objects were imperfect or flawed, damaged in some way: cracked, chipped, repaired, and hand or homemade. Each bore evidence of a life fully lived, some residue of experience. Students selected any object that attracted them, with most students working individually and a handful working in pairs or groups. The students studied the objects, recording in their journals a list of observable or tangible details about the object (color, shape, texture, flaws or marks, etc.), and a list of intangible observations-why did they choose the objects, what did it remind them of, etc.  For the next phase of the project, students journaled a narrative about their respective object, drawing from their observations in these two lists. The narrative told a story about the object, its origins, and how how their chosen object ended up at the crime scene and/or in the life of the “victim”. The students were then asked to develop a creative project inspired by this narrative, expressed in their preferred media or platform: music, visual art, writing, video, etc. The final projects varied widely based on levels of skill and engagement, and students with completed projects presented them to one another in small group. 

8.) What did you learn about yourself, your partner(s), and the students? How might what you learned impact your teaching practice? 



9.) How did the collaboration challenge your understanding of teaching, learning, and art-making?