We combined our classes due to low enrollment on the first day of the summer program. Mrs. Ramos, the CAPE liaison, came up with this creative idea to adapt our lesson plans to become interdisciplinary and exciting for the teachers and students. For example, choreography projects also became photography projects about composition and gesture; cyanotype sun-photographs the students created also became scores for movement. 

The environment was always exciting and joyful as both teachers and students were in a constant state of collaboration and play. All the teachers were engaged and participated equally in the projects alongside the students, which built a strong and lively group culture. We hope to continue this collaborative model/effort through the school year as it makes space for more community engagement and artistic development for everyone involved.

Projects included elements of photography, movement, cultural storytelling, and mixed-media projects.

Inquiry Questions- 

How can we explore one discipline through the lens of another? 

How do we connect with our many cultures as a source of inspiration?

How do we understand, articulate, and creatively express our cultural identities?

How did you incorporate your manifesto in your project?

Our classes this summer were designed to foster an ever-flowing creative environment for both students and teachers. By opening the class with a routine share-out, this created an honest atmosphere where students were both seen as individuals and explored collective thought.

Our many projects this summer included cyanotype sun photography, body collages, Oshibana traditions, paintings, movement compositions, and ritual hand paintings. Our students even designed their own CAPE t-shirts. Through conversation and mapping of the city of Chicago, each shirt highlighted the ideas/moments/places that encompasses their Chicago experience.