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?

No change so far.

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.

Parent communication and outreach: Create a podcast to share the work we are doing in class. Continue printing and making zines for students to bring home.

Reading and speaking skill support: Have students interview each other about class projects for the podcast. Students will draft questions to ask each other.

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.

SEMESTER 2

Paper Cutting

The students were introduced to artist Josef Albers "Hommage to the Square" series. The students were first asked to make their versions of the work. They chose their colors and cut the paper into smaller and smaller squares. Then they were asked to remix the idea of squares in squares. This student's remix chose to transform squares into circles and to overlap them in more organic ways.

Drawing warm up

Each Friday, the class did a 20 minute drawing practice. During this particular practice, we projected the image of one of our students. We used the projected image to let the students learn to put together simple shapes to make complex drawings. During this lesson, the students were learning to break complex tasks down into simpler ones. 

Music

This lesson was in the power of stopping. The students learned and demonstrated that when music starts and stops, it's fun to listen to. These students learned how to use the sequencer on a drum machine and used the same principles to program a melody into the synthesizer. The rhythm that they chose for the drums was very dense. After they got tired of the sound, they discovered that by alternately turning the drums on and off, they could create a dynamic and exciting sound world.

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.

Several of our students attended the Perspectives exhibition again this year. I spoke to them about it at the family day and afterward at school. They were really proud to see their work alongside other students at Telpochcalli and other schools. They mentioned admiring some work that they saw at the exhibition and were energized to expand their own artistic investigations in our class.

What skills did students leave your class with?

Our students learned a lot of social skills this year. The class had a mix of students in grades 2-4. Through art projects, the students in different grade levels had a chance to get to know each other and if conflicts arose, how to resolve them. We did some techno music explorations and the students had to practice taking turns with the equipment. They also had to find ways to reconcile differences in musical ideas. 

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.