2022-2023: GUstavo & Gwen

Adaptability as a form of responsibility and growth.

When faced with a problem and all known choices to solve that problem have failed do you you double down and continue trying to solve it like usual or do you adapt and try something different? 

Students made wearable items for a performance of a global WATER DANCE. 

https://youtu.be/raWb5nli9Ig 

The project centered on intent, responsiveness, and adaptability. We expected students to collect all of their own materials based on environmental accessibility. 

They centered designs on personal stories about the water cycle and pollution. As a class, we focused on the importance of clean water advocacy and its implications. They centered material collection upon cultural refuse based on past wants and needs. The process of collection stimulated discovery and exploration of different material qualities and types. We explored why we make the choices we make by looking at what’s being consumed and why? Students designed and constructed their wearable pieces, tying it to the behaviors of dance.

The different materials they found made designing and constructing a challenge. Many had biases towards reused materials. And, since all material collected was discarded, it forced them to ask, “Do I stop taking part because it’s something dirty and challenging? And if I’m not being told what to do it may turn out badly. Do I give in to this challenge and try something new? What if it fails?”. In this project, we focused on adapting to the parameters of the activity, looking past our biases to see the potential hidden in plane sight. Our plan was to create something special, personal, and meaningful.

References:

Original sculptural inspiration:

1.Discuss importance of meaning, material choice and form. Can material choice be a form of advocacy?

Rubbish fashion: street art costumes of Kinshasa – in pictures

Dance/Costume inspiration:

1. break dance 

Why are the dancers wearing what they're wearing?

Newcleus - Jam On It 1984 

2. Indonesia- Leak dance

A. How does the material enhance or hinder the dance?

Start 00 to 2:50

Leak nglarangan rejosari temanggung

B. Focus and Identify material layers. 

Start :05 to 1:00 

Tidak kuat akhirnya kesurupan | Leak cantik jathilan salsa kencana live kretek parangtritis

3. African- Zoauli dance

A. How is the costume meant to enhance the dancers movements?

Watch from 2:30 

BENDIA EN  REPETITION: ZAOULI

4. Hopi- Eagle dance

A. Look and discuss the difference of indoor to outdoor experience. 

Start  7:40 to 8:50

Hopi Dance Group from Second Mesa 2018 Isleta Pueblo Indian Market (Part One)

B. Look at arms/wings: discuss context and construction.

Start at 00 to 2:30

Hopi Eagle Dance @ Hotevilla 2020

5. Aztec- Creation dance

A. Discuss dance as storytelling and storytelling as a form of advocacy.

00 to 1:19

https://youtu.be/pXaE7cFzhEQ.

What changed this year from past CAPE projects?

The students chose their materials, planned their designs, and built their pieces. Both of us were hands off in the material collection and design. We agreed as a class to focus on the torso and build off simple cardboard structures. Before beginning, the students outlined the process of their project, creating step-by-step plans. Our role was to adapt our focus to facilitate to the needs of the students’ visions, guiding and assist them with demos, making our role more about stewardship.

Next Generation Science Standard: ESS3.C: Human Impacts on Earth Systems 

• Students were investigating the effects of human impacts on their environment. In our science class we researched the Great Pacific Garbage Patch and how our actions have lead to this growing and on-going problem. After watching a video on the Great Pacific Garbage Patch students had lots of questions and began to take on a more vested interest in the problem and how to be advocates in fighting for environmental justice. Students became very passionate about speaking up about environmental issues in their community and through The Global Water Dance were able to share their concerns.

Core Art Standard: VA:Cr2.2.5a - Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment. 

• Students were responsible for gathering their own materials so they were only able to construct their pieces with what they had gathered. As a result they took extra care in what they selected and how they used their materials. Parameters were set that they could only utilize materials that they consume at home and that could be repurposed and recycled to create their art pieces.

We introduced the project by showing visual examples of Congolese artists using recycled materials to create art pieces that delivered a message about over consumption. Students began to be more introspective about what they consume and the level of quantities of trash that said consumption creates. 

This year my students were a bit challenging in the sense that they had their minds made up about a lot of the things that we were learning. Either they thought they already knew something or were not always invested in learning something new. I learned that they did much better with hands-on activities and that even though they were a bit resistant to trying something new that they embraced our CAPE work because it had a personal connection. As they learned more about environmental issues and how it their community is impacted, they became more invested in finding ways to make a difference. It was interesting to see students who didn't seem as engaged as others begin to take more pride in their work. I think that our inquiry question was especially impactful for some of my students who struggled with challenging themselves. I noticed that these students in particular began to believe more in their abilities and began to take more chances in their daily work despite it being challenging for them. Students not only exhibited a sense of pride for their art pieces but also for succeeding in other areas.

This project used kinesthetic learning to challenge student’s existing knowledge. It stimulated hands-on exploration and manipulation of objects. We focused on confronting any pre-existing biases of what something had been to recognize its potential for transformation. Hopefully, this influences how they view themselves and their abilities to face daily life with its limited resources and time demands.

Also, this project was seeded with advocacy. Students were confronted with their biases towards the raw material that was discarded objects they’d collected. There was a recognition and awareness of using what once they’d perceived as trash now transformed into a piece of art they were proud of. This transformation can affect one's outlook and perception of themselves, their community, and the world. 

Overall, learning with materials as the focus is all about process. It’s about creating mindfully with intent but with an openness to exploration. The unexpected requires an adaptability and adapting encourages imagination and stimulates creativity.