Embedded Files
Lesson planning is tedious, time consuming work. In the age of the world-wide-web, we have access to an endless amount of resources. So many, in fact, it is easy to get lost on the internet, and to be overwhelmed by all that is available. We designed this resource page to narrow down that search, and share resources directly connected to PBCA. This preliminary collection of resources is meant to be collaborative and ongoing. The aim is to support educators as they design their own PBCA materials. These resources incorporate the various facets of PBCA, such as critical consciousness development, community needs assessment, and cultural responsiveness.
Interviewing
Interviewing
Ethnography
Ethnography is an opportunity for students to realize connections between their own critical self reflection and critical thinking. This article outlines what ethnography is, why it is important, and provides examples of classroom application.
Interviewing Responsibly
Interviewing can be an integral way for students to connect to the greater community. Yet for many students, interviewing needs to be taught. These articles outline the basic parts of interviewing, the types of questions to ask, how to write appropriate interview questions, how to document an interview, and how to prepare for an interview. The StoryCore article, which is a leader in collecting and documenting oral stories, has an example lesson plan for teaching students how to interview.
Multimedia Storytelling
Through multimedia storytelling, students can learn, practice and improve 21st century skills related to technology while also telling stories, developing their voice, and reaching a larger audience through various platforms. This resource lists a variety of storytelling apps that are available to use, and recommends the step-by-step process to teach students how to tell stories through a variety of platforms.
Critical Arts
Critical Arts
Community Mapping
Creating community maps can be a way of orienting students to resources available in a small geographic area or in the general region (county, state, etc.). The NatGeo article has state-by-state maps in a variety of sizes, the Peace Corps article has a lesson plan on community mapping, and the NY Times article has a how-to guide to create artistic maps. For place based education, community mapping can provide students an opportunity to critically examine what does (or does not) exist in the community.
Interactive, Virtual Art
This online database, created by The Stanford History Education Group, has a number of lessons and historical sources (such as virtual museum websites, art-history apps, and teacher podcasts) tailored to a variety of age groups, which are tailored to a variety of age groups. This site could be a way for teachers to bring museum art into the classroom or virtual learning space.
Art & Activism
This article outlines the connection between art and activism, and has example lesson plans to teach elementary-aged students the ways that art can unite and inspire people to action, and the ways that art documents events and spreads messages. This has 12 mini lessons, and could be useful to use as either a follow-up or precursor to a PBCR project.
Lesson Design
Lesson Design
Building a Lesson Plan
This outlines the learning cycle and how it relates to experiential learning. The learning cycle - experience, process, generalize, apply - are necessary steps to any place-based critical arts programming.
PBE: Curriculum, Planning, Research & Evaluation
Advocating for a PBE approach, this website offers a wide array of resources to engage students with local community driven initiatives. From assisting educators in planning to offering evaluations on previously led activities- this is a one stop shop for PBE resources.
Service Learning
There are several ways educators can bring students to notice problems in the community and brainstorm ways they could address that problem. This involves: collecting possible problems, organizing the problems, and letting students choose which problems they want to address and work toward. The artilce below has an example of a service learning, place-based project students completed.
In PBCA, student voice is a critical component. Individualized, student-centered learning increases engagement and promotes a variety of ideas. However, that can be a tricky task to accomplish as a teacher. This site highlights how a teacher can incorporated student voice into research projects.
Place-Keeping
Place-Keeping
Creative Placemaking shift to Creative Place-keeping
Creative Placemaking is not only a development strategy but a series of actions that build spatial justice, healthy communities, and sites of imaginations. Below is a transcribed conversation on the future of creative placemaking amongst planners. From shifting language of “placemaking” to “place-keeping” to reflect that we are working with sites where culture is already vibrant and thriving and we work to preserve it. As a praxis, creative placemaking/ place-keeping is intentionally engaging with place-based critical arts in order to build and sustain sites that are representative of the community’s culture and are responsive to their needs.
Politics of Belonging
Placemaking in city/neighborhood spaces enacts identity and activities that allow personal memories, cultural histories, imagination, and feelings to enliven the sense of “belonging” through human and spatial relationships. But a political understanding of who is in and who is out is also central to civic vitality. The articles below offer examples of creative placemaking practices, resources, evidence, case studies, and workshop modules.
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