Latino-American Storytelling and
the Arts

By Connie Orbeta & Maribel Montoya

The CAPE students are playing a storytelling game.
Each student were given 2 puzzle pieces, after completing their designs, they had to assemble the puzzle.

Below are some examples of our team's art integration to promote creativity, critical thinking, problem solving and collaborating.

1. How did your team conceive your project?

Our first planning meeting we realized that students in the public school system lack knowledge of the literature, myths, legends and the arts related to the Hispanic cultures. They have limited knowledge of their families’ ancestral homes (most students are Mexican and Mexican-American individuals).

Considering that art is part of the culture and the distinctive features that characterize a society or social group, and considering that all our students are of Latino heritage; we presented a Latino legend, story or myth in each CAPE class which was followed by an art project. This resource provided the basic knowledge to the students about their cultural roots. The arts are a way in which our culture extends its legacy, through time; and myths and legends reflect the cultural legacy left to us by our ancestors. Thanks to this legacy, humanity is aware of its past, improves its present, and shapes the idea of tomorrow.

2. How was inquiry introduced to students and how did you integrate the inquiry process into your projects?

Our Inquiry was about personal identity and which culture does the student belong to? We encouraged each student to be proud of their Latino culture and explored different aspects of Latino arts. We began our inquiry taking into account the definition of culture established by UNESCO, which states:

"...in its broadest sense, culture may now be regarded as the set of distinctive spiritual, cultural, and social features of a society. Culture is the set of distinctive spiritual, material, intellectual and emotional features that characterize a society or social group. It encompasses, in addition to art and literature, ways of life, fundamental human rights, value systems, traditions & beliefs" (UNESCO 1982, p. 1).

Thus, taking into account the vision of art, as an integrating part of culture and identity, the idea arose to integrate art as a cultural manifestation in our projects, and to be able to reflect this fusion through artistic creation. In these creations, the identity traits of our students emerge; which led them to contextualize the way they see their world and what identifies them, and to materialize their individuality through the different artistic manifestations.

3. How did your team’s project change?

Our projects did change and we were always in flux. We honored the students creativity and incorporated their ideas into the art they created. We gave them the basics and they were allowed to explore their own inventiveness. Our planned directions often changed because of the students input. The first semester we focused on Juan Felipe Herrera's “JabberWalking". We explored the use of poetry to enhance SEL, social, emotional learning. We also began each session with a simple exercise such as chair yoga, stretching or a mindfulness to calm and reflect on the day’s activity.

Our main project the second semester was creating alebrijes. “Coco”, the Disney movie, was used as a springboard for their personal creations. The students were encouraged to create their own imaginary creature as well as creating a story about their magical beasts. The alebrijes are currently exhibited in Gallery 200, West Chicago, until the end of June 2022 along with professional alebrije artists from Mexico.

We finished the year with projects related to the movie “Encanto” focusing on their own “special gift” such as music, athletic abilities or drawing.

Each myth that we studied and each art project presented, offered our CAPE students a better understanding of their own identity and Latino culture.

4. What did you learn about your students and how did they learn?

Connie (artist). The students want to experiment, have simple directions, and enjoy being creative. As the year progressed, they worked more as a team and collaborated and helped each other out. They also like to socialize with their neighbor or friends in the classroom.

Maribel (teacher) from the students I learned that through their artistic manifestations they represent their way of seeing the world and how art is a language that allows them to communicate those things that cannot be expressed in words.

5. What did you learn about the way you teach?

Connie (artist) I had to change my expectations of the end results of the projects and I realized that this age group, 12-14-year-olds, are more interested in the process. I learned not to overthink the lesson, to be flexible, and to change on the “dime”. Maribel has been a tremendous help in teaching me the projects and activities the students relate to and enjoy.

Maribel (teacher) I learned that art is a manifestation of culture and that through it we reflect our identity, our way of seeing reality, and the way to communicate without words what we carry inside. Being at CAPE was a wonderful experience for me and for my artistic, personal and professional growth.

6. How did the pandemic affect your class?

At the beginning of this year, we had two Zoom classes because of the pandemic. The students had the option to attend. The first class two students attended; the second class zero students attended. They are tired of Zoom and appreciate face to face learning and more importantly being in contact with fellow students.

After listening to different selections of music, students expressed their feelings.

Jazz shoes were created after poems from "JabberWalking" were recited.

Creating a mythical Dragon out of paper plates and tissue paper.

Poetry

Poetry Board, the poems created by the students helped them express their feelings about themselves or the myths, legends and stories that were introduced. An example on the left is just one of many group poems the CAPE students created.