Grade Level: 6-8th

Teacher Name: Carlos Osorio

Artist Name: Sarita Garcia

Big Idea:

Patterns, Formulas, Processes

Inquiry Question:

What is my family's formula for happiness?

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How did your team conceive your project?

Though our first meetings we spent time sharing and asking each other questions about our interests, practices and occupations. We found that we shared a deep interest in Mexican autonomy and had common lived experiences as Mexican and Mexican-American individuals. Pulling from Carlos' practice as a mathematics instructor, we began thinking of formulas such as the Fibonacci Pattern and applied it to our everyday lives. What patterns do we see in nature? What formulas exist within us? In discussing formulas, Sarita began to apply these patterns to her own personal artist practice by looking at what formulas and patterns create our identity. Such as, what formula does my mom use to make her excellent mole each Christmas? What patterns do I see when I walk into my grandma's house? In investigating these questions we referred to our shared love for traditional Mexican Art and found that Arboles de la Vida would be a perfect method of creating and translating these questions into an art form for our students.

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

We started off our inquiry by having a fun check-in where we asked our students to go into their kitchen and pull a spice, sauce, food, or anything that their family eats everyday. We had students bringing in tajin, takis, valentina, soda and all sorts of foods that they felt were a staple in their family kitchen. It was fun and exciting and we had a chance for each student to explain how they use their selected food, (ex. spices for fruit, takis with eleote). Through this we started to investigate and create inquiry in our homes for family heirlooms and objects that described themselves but also their history. In doing so we set up a platform for them to share their personal narrative and patterns/formulas they see everyday that make up themselves.

We also did inquiry by practicing VTS and looking at artists who create work that narrate the formulas of their everyday lives. An artist we referred to was Carmen Lomas Garza who is known for her descriptive paintings of family outings, celebrations or even the mundane. We asked students to look at Garza's paintings using Google Jam Board and to place sticky notes on parts that are familiar to them. Through this we started to look at holidays and birthdays that they celebrated and asked, "What are the essential parts that you need to have a celebration?" All of our inquiry would lead into our students thinking about what they could add to their Arbol de La Vida.

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How did your team’s project change?

Our project did change in many ways! Initially we had planned to create the Arboles de la Vida throughout the whole Spring term, however we in for a big surprise. We were truly lucky to have students who were very passionate about art making, even if they weren't at the beginning. They really grasped onto the project and loved the idea of creating things with recycled material and engrudo (paper maché). Students would continue their projects during non-class hours and before we knew it, they were able to sculpt, glue, paint and mold their creations within a few weeks.

Because of this we had to think of other ways our students could continue to create, while still taking moments to do investigative research on themselves and their families. This was also a great moment to give students agency within the class and decide what they wanted to make. Students were motivated by the Mexican Art we were showing and immediately after finishing the Arboles de la Vida, requested to make Alebrijes. This was a collaborative approach that we had not planned, but fluidly happened as our students became more confident in using the tools we had taught them. After the Alebrijes students wanted to create Máscaras, Dia de los Muertos Ofrendas and now Papel Amate drawings. It was also nice to see them pulling artwork from their homes that were purchased in Mexico by their family that also sparked interest in creating these art forms. Our students were becoming inspired by their own culture and eventually lead the class in the direction they wanted.

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How did you integrate English Language Arts into your projects?

At the beginning of each project students and instructors went though a brief presentation of what we would work on for the next weeks, such as learning the history of Alebrijes. These presentations had a ton of images, artisans and writing for the students to learn, read and reflect on. In doing this we tried to find ways to help the students get inspired but to also think about what their artwork would say. We integrated English Language Arts by creating journal entries, detailed sketches and drawings of ideas for our project. Another way we would integrate ELA was after creating out projects, we would get ready for CAPE's Family night. In helping out students prepare for presenting their work, we would ask that they would write a small artist statement of their project. From how they created their work and what materials they used, to what was the meaning and thought process of their art.

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What did you learn about your students and how they learned? What did you learn about the way you teach?

1. All the students who stayed with us until the end of the course, discovered artistic abilities, as well as recognized their feelings when planning their class projects. Consequently, I learned to get to know them closely.

2. Students learned discipline to work and patience to accept their artistic works as they were created. For my part, I developed patience by understanding that their artistic creations were not to be perfect but the genuine result of their temperament.

3. Through the teaching of an experienced artist, we receive information about the artistic styles with which we work and about the traditional and contemporary techniques to produce Mexican artisan works.

4. We all develop trust in the artist who led us. We learned in two languages!

5. The students showed a lot of motivation by working hard during and after class. They were interested in finishing their artwork quickly.

6. The students learned to involve their parents by asking the family for the information they needed to design their projects.

7. We all learned to live together in class with respect but enjoying the minutes of class talking about ourselves, as teachers and students. I learned to laugh spontaneously like never before in my teaching career.

8. We learned cultural values ​​that strengthened our roots, in a country that allows us to be what we are; a mixture of Latino family traditions in a new society that transforms us daily.

9. We all learned to overcome uncertainty and make a 180 degree turn in less than a year, in the way we study, interact and apply what we have learned. We understood the meaning of pandemic

10. Together, we realized how much we need each other.