Bulb Archived: North Grand SCALE 2016-2017: Nava & Bell

Due January 27th:

Teacher: Getsemani Nava

Artist: Keaton Bell

School: North-Grand

Big Idea:  Comic book art can be used to create awareness on social issues that are personally important to the artist. 

Inquiry Question:  What is a social issue you think needs to be expressed in your art?

What has facing/dealing with this social issue made you feel? What are the feelings it has evoked?

Fall/Winter

Art Content: comic books, shading, drawing a face, side view, hand, reductive drawing, self portraits

Non-Art Content: history of horror films, shows/movies that express social issues

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.)

Our expectations as educators have remained the same through the years. We want students to understand that the social issues that they feel affect the world, their community, and themselves personally can be expressed through art/ comic book art/ manga.

Our students have definitely begun to explore their own thoughts and feelings. This part of the project has taken longer than in other years. Our students were having difficulty choosing and sticking to a social issue. They are a bit younger than other groups we’ve had and I think they are beginning to explore their own thoughts.  That being said I think these past two weeks we’ve made progress in this area. 

As an art class/ technique / new learning / art capacity of the students I feel we’ve never been more advanced. The students learn quickly. Some have come with training and/ or intrinsic talents they love practiced on their own. A few that don’t have much past practice have confidence issues but when they practice what is taught they produce quality work.

Our future plans are still in place. We may have to guide our students with some modeling of what a final project could look like as far as art and writing. One thing that is different and makes us excited to see end product is the medium we will be using. This year students will attempt painting and they will do this on birchwood panels.

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.

As explained in the previous section we’ve had slower development of ideas from students, but artistically they have achieved their goals.  

As far as development of social issues we would say 95.2766% has that developed.

Artistically I would say all are on track with drawing capabilities. They will obviously have to be guided along the way and will have to be taught how to use new medium when that time comes. 

For the writing portion I would say 50-75% of students are ready to begin. Usually students are helped by us to write their backstory as they are drawing. This helps them inspire ideas as they are drawing and let’s them focus on the artistic part. They will dictate their backstory as we type. This year some students have expressed wanting to write themselves, which is absolutely accepted. We will then help them with editing, and ideas for adding creative value to the writing.

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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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?

Very well. Since our expectations and goals have stayed the same we have been able to focus on helping students mature their social issue ideas. 

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?

As the teacher I focus on all paperwork aspects of the class, logistics, and food so the teaching artist can focus on technique with the students, activities to inspire technique learning and activities for students to express ideas.  I have no artistic training and at times sit next to students and practice what they are learning and as I do this we spark conversation on issues of history, art history, and social issues. At the beginning of the club we explain to the students the ides of this club and how it was born. Then for the first few weeks we let students have fun and focus on art as we bring up important topics when they are drawing. Once we feel they are ready we teach them a little about the unit that started this program which is AFRICOBRA movement in Chicago during the black power movement. This year our artist will try to apply to be a part of a group of artists who will re-create the wall of respect which was one of the major public art projects of this time. That will be a very rich connection that will help us model art activism to our students.

Due May 31st:

Winter/Spring

Art Content:  Cover Design, Background, Foreground, Location (Scene Design), Comic Book panel design

Non-Art Content:  Bullying, Suicide, voice in art

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.)

The learning goals were for students to create a final project based on 

-location/set design

-character design

-comic book panel set-up

Our students explored with medium that our past groups have not.  They used paint, yupo paper, and markers that students could blend.  Our students definitely rose up to the challenge.  Their art skills are there and were able to complete challenges presented by the artist.  The final products didn’t include color which is something we could try to work towards for next year. 

We hope that our students are able to stay on for next year and for the first time this could be a continuation of these projects. 

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.

Yes.  As mentioned students were able to meet the challenges they were presented with. 3/4 students were able to complete their projects.  The student that did not complete the project did not do so to lack of skill, but lack of attendance to the club. 

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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Our second annual gallery invite.  Teachers, administration, and students always enjoy our event and our artists are so proud to display and talk about their accomplishments. 
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NGHS teacher and CAPE artist enamored by art and origin stories. 
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NGHS staff stopping by our gallery event; showing our students love and support. 
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Artists explain their art techniques, characters, social causes, and origin stories. 
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Ms. Furlong isn’t in costume.  This is just her normal Tuesday attire. 
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Our member sharing his work with a CAPE student from another club. #bestbuds
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Our wonderful alumni from the 2015-2016 school year who were invited by one of our current members and came back to visit and support. 
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Comic book club and publishing club at the University of Chicago chapel waiting to hear John Lewis and Andrew Aydin speak. 
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A member of publishing club sharing her published work with John and Andrew.
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John Lewis and Andrew Aydin wanted to meet the NGHS CAPE Comic Book Club personally.  We received the VIP backstage treatment before the actual event took place at the chapel. The congressman and author were very impressed with our students. 
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Keaton (far right) and her friends inspire our students at our C2E2 field trip with character development ideas. 
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Keaton and two of our students run into each other while exploring C2E2. 
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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?

Our collaboration is very streamlined since this is the third time we have done this.  Keaton takes on the art component and inspiration of ideas, uses of medium, experiments, layouts, etc. This semester I helped the students finalize their origin stories for their characters.  I also take care of any paperwork involved with the club, organizing and marketing our community share out event as well as the field trips we have taken this semester. 

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?

Again, Keaton is the art mastermind.  And although I don’t have much to offer in that department I help students develop ideas on the social issue they are addressing and help facilitate discussions as to how those social issues are faring today in society, politics, in history, etc.   I have also participated in creating my own art and using Keaton as my art instructor.  I feel like it is a good example for the kids and makes them feel empowered that they can develop things that are exponentially more complex than mine, and that I as an adult am willing to learn and be challenged.