Flor/TCEP CAPE 2023-24 Planning Form

class overview

In our class, we explore a variety of art mediums including painting, drawing, sculpture, soft pastel, book making, and papel picado. We focus on academic content that interweaves the arts with cultural history and social engagement, often using memories and community narratives as foundational elements for our projects. For instance, we discuss influential local artists like Diana Solís and their contributions to community activism, which not only enhances students' understanding of art but also deepens their connection to their cultural heritage.

Social-Emotional Learning (SEL) is integral to our curriculum. We foster a supportive community where students share personal experiences and memories, especially during projects that involve creating art around themes like Dia del Nopal and other community gatherings. These activities help students develop empathy, self-awareness, and interpersonal skills. Visits to exhibitions, such as those by Diana Solís and Victoria Martinez, further enrich this learning, providing opportunities for students to see real-life applications of their studies and to appreciate the emotional power of artistic expression.

Semester 1

How has your Planning Form (Big Idea/ Inquiry Question) [embedded above] changed in the classroom so far this year? What have students added to the inquiry?

The Big Idea remains unchanged. The class is participatory, inviting students to incorporate their personal memories and experiences into themed artworks. This approach has fostered a supportive community atmosphere, enriching our exploration of the Big Idea through shared experiences.

What are the specific school needs identified by your group in the December PD? How will you use the class’ Big Idea/ Inquiry Question/ Artmaking Practice to address them? Please be as specific as possible.

Our group identified a need for more personal interaction among participants, as our classes typically meet online. To address this, we have incorporated field trips into our curriculum. Additionally, we organized in-person gatherings for events such as "Día de El Nopal" at TCEP and the “El Arte Del Convivio” exhibition at CAPE. These occasions provided valuable opportunities for students to interact face-to-face, enhancing their learning experience and fostering connections with participants from other programs. This approach aligns with our Big Idea by using artmaking practices to create a community space that bridges the gap between virtual and physical interaction.

Below, share photos and/or videos of select class activities. Specify what students are engaging with and learning (artistically, academically, and/or SEL), in reference to your Big Idea/ Inquiry Question. You may add different blocks from the right-hand side menu.

This semester, we used memories and reflections as materials to create art and a community focused on support and personal growth. Our theme was inspired by several holidays and traditions. We each shared the different ways we celebrate the Day of the Dead and discussed how our cultural traditions have evolved since arriving in the United States.

Papel Picado

We explored symmetry and reductive techniques, starting with simple and traditional designs before creating our own motifs. Several students were already familiar with this technique, so they shared their advice and tips. This activity became a place to revive memories and connect through storytelling about their traditions. It's also an easy way to explore symmetrical compositions. :)

Paper Flowers:

Inspired by the day of the dead, we learned how to make paper flowers, flores de cempasucil, similarly to the papel picado, some students already new how to make these and they each shared their tips and tequnicques. after making the traditional orange ones. we esplored making our own desings. :) we then used these to decorate our El Arte Del Convivio installation.

Paseo a El museo

The Mexican Fine Art Museum has a popular Day of the Dead exhibit. Since our class usually meets online, the students appreciate opportunities to meet in person when possible. We decided to visit the museum because it featured works and techniques that we were learning about. The students enjoyed their time at the museum; we stayed and discussed works that resonated with them. They observed how things were made and were inspired to explore different techniques.

SEMESTER 2

How did students respond to their involvement in the Perspective(s) exhibition? This may include: artmaking, curation, visiting CAPE Family Days or Teen Night, discussing their experience, or other.

Students enjoy engaging with the theme "El Arte del Convivio." We shared memories of various social gatherings and created drawings, paintings, altars, and sculptures inspired by events we remembered, such as birthdays, town festivals, and Dia de los Muertos. The exhibition at CAPE also provided a great opportunity to meet in person and interact with participants from other programs. The students were inspired by the works they saw. This summer, we will explore a technique observed there, involving yarn glued to canvas boards, which particularly inspired them.

What skills did students leave your class with?

Students left my class with skills in a range of artistic techniques and processes, including papel picado, painting, drawing, sculpture, poetry, soft pastel, and book making.

Show evidence of this learning through photos and/or videos of select class activities. Specify what students are engaging with and learning (artistically, academically, and/or SEL), in reference to your Big Idea/ Inquiry Question. You may add different blocks from the right-hand side menu.

El arte De el Convivio

We shared memories of various gatherings and created drawings, paintings, altars, and sculptures inspired by events like birthdays, town festivals, and Dia de los Muertos.

Dia Del Nopal

TCEP celebrates Dia del Nopal every year. Our students created various cactus-inspired paintings and explored different techniques for painting them. We shared memories of cactuses to draw inspiration. and also shared some recepies :)

Otro Paseo

In my class, I shared the work of Diana Solís, focusing on her series of portraits featuring activist women from Pilsen in the 1980s. Since Diana Solís currently has an exhibition at the Chicago Cultural Center, we decided to visit. Some photos in the exhibition depicted places in Pilsen familiar to the students, such as Casa Aztlan. They learned that Diana taught classes there and, through a photo depicting the funeral of Lozano, discovered that he had been assassinated. This experience deepened their understanding of their neighborhood's history through Diana's work. We also viewed Victoria Martinez's exhibit, where my students particularly enjoyed the paintings for their vibrant use of color and materials.

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