Welcome to your class portfolio! The purpose of this site is to show CAPE the development of your arts integration partnership, as guided by your big idea and inquiry question. 

Feel free to use the format we have constructed, or you can use "content blocks" from the "Insert" tab, which will allow you to customize the space as you would like.

No matter the format you use, make sure you have the following:

1. Planning Form: you must fill out the planning form in the embedded document.

2. Class Content: brief summaries of each semester's activities and findings.

1. Media: Include your best documentation with captions. Upload any media to your designated class media folder. Once there, videos may be embedded on this page by clicking "Drive" (under "Insert") on the right-hand side menu, then selecting your video from that folder under "Shared with me." 

IMPORTANT: 

• Please do not edit any other pages other than this, your class' page!

• Please make sure that all media that you upload only displays students whose parents have given consent to their documentation through the signed Media Consent Form. Should you upload images of a student who has not given their consent to be documented, please make sure to blur their face.

Class Reflections

<<add in additional reflections:  how did the big idea/inquiry question change from what you originally wrote in your planning form? What did you learn from students? How did the class digress in positive ways? How did SEL show up in the class?

Both our big idea and inquiry question shifted after the first week of classes. I (Jason) had originally thought that I would build our lessons upon my primary art practice of music but I ended up being comfortable exploring image making on its own. We did no some visual pattern experiments with the cyanotypes but time started to run out. The summer program is really short, so we didn't get to explore blueprint making and some of the other activities in our planning document.

Researching chicken coops led us to discuss food security and sovereignty and how they relate to the student's identity. Our art activities were successful in engaging our planned SEL goals. We were able to take the students on a walking field trip to Little Village Environmental Justice Organization (LVEJO) community garden and La Villita Park. This activity developed the student's sense of community and connected the art activity to their own lives. We met some folks working in the gardens that were former Telpochcalli students. 

This summer our art project encompassed imagining and planning a chicken coop for the Telpochcalli community. The idea is in the very early planning stages. This field trip taught the students to build new ideas upon existing community knowledge and resources. We walked from Telpochcalli School to the Little Village Environmental Justice Organization (LVEJO) community garden (http://www.lvejo.org/our-accomplishments/community-garden/) at 2727 S. Troy to look at other examples of community gardens and chicken coop designs. The students were really impressed with all of the beautiful vegetables and chickens that were thriving in the garden. From there, we walked to another LVEJO community garden at La Villita Park. No one was available to let us in the garden at 2727 S. Troy but the garden at La Villita Park was open. Community members were working there and were available to give the students a tour of the garden. Although there are no chickens yet, a basic chicken coop structure exists at the park and the students could clearly see the design and how it looks in the garden space. The students had a great time getting lost in the tall corn stalks and looking at all the different vegetables growing in the garden. They left inspired to continue their own project at Telpochcalli School.

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