Looking

within ourselves and beyond ourselves to promote posi3ve change

+ IMPACT

A Year-long Art Curriculum for Grade 8

Impact (n): The force exerted by a new idea, concept, technology, or ideology.
It is not enough for youth culture makers to deconstruct aspects of the current culture that do not support a sustainable global culture of joy and jus9ce. Young ar9sts must also learn to construct new spaces in which caring, courageous communi9es can emerge. -Olivia Gude A life is not important except in the impact it has on other lives. Jackie Robinson

Philosophy Statement + Curriculum Rationale

We are constantly impac3ng and being impacted by the people, environments, and social situa3ons around us. We must be aware of the forces that we are aected by and the power that we ourselves have to inuence others. In this curriculum, we will inves3gate how we can use our personal power, ideas, and hopes for the future to posi3vely change the world. We will see ourselves as the crea3ve thinkers and doers of the future and will inves3gate just what exactly our IMPACT will be
Steve Lambert

Course Goals:
Students will see themselves as the crea3ve thinkers and doers of our future. Students will express their individuality and personal dreams through their art. Students will understand the posi3ve impact that they can have on the people around them and the world at large. Students will problem-solve dicult situa3ons and imagine posi3ve outcomes. Students will have fun changing the world with their art!

Full-Year Curriculum Map

Chapter 10
Altered Book

Because of YOU
Word Portrait Styrofome Print

UNIT 1

Wearing Wishes, Sharing Wishes

Collaborative Installation

Personal Impact

+ IMPACT
Defining Environment
Art Walk, Mixed Media Collage

UNIT 2

UNIT 3

Environmental Impact

Social Impact

Something to Stamp About

T-Shirt Design

Upcycling
Found object construction

Reimagining School
Imaginiative Drawing

Unsung Heroes
Assemblage Sculpture

Visual Landscaping
Drawing Project

+ IMPACT Enduring Understandings

-We are impacted by the environment, society, and the people around us, as well as our own personal histories. -We impact the lives of others through our ac3ons. -We are the crea3ve thinkers of the future. -Through making art, we have the power to promote posi3ve change. -Ar3sts use art to make an impact.

+ IMPACT Essen;al Ques;ons

-Who are we? From what perspec3ve do we approach the world? -What do we want to change? How can we imagine things beVer? -How can we make art that communicates a message? -How do ar3sts strive to create a world of joy and jus3ce? -What impact will we have? What will our legacy be?

UNIT 1: PERSONAL IMPACT

Profound change starts at a personal level.
LOOK AT: Autobiographical artists, like Frida Kahlo. WHAT IS MY STORY? WHAT LEGACY WILL I LEAVE BEHIND? CREATE : A life-story altered book...with a vision for what Chapter 10 will be...

Lesson 1 CHAPTER 10 IN MY BOOK OF LIFE

Lesson 2
WHO HAS HAD AN IMPACT IN YOUR LIFE?

Lesson 3

Because of YOU

PERSONAL IMPACT

Wearing Wishes, Sharing Wishes

WHAT ARE OUR HOPES FOR THE FUTURE?

LOOK AT: DO-HO SUH

CREATE : Styrofome Printing Word Portrait

CREATE : Collaborative Installation

LOOK AT: Rivane Neuenschwander, Eu deseio o seu deseio/I Wish Your Wish

Enduring Understandings
-The most profound change starts on an individual level. -There is power in inuen3al words and small gestures. -We have been changed by our personal histories and the people know.

Essen;al Ques;ons

-Who am I? What impact have I had? What impact will I have in the future? -Who and what has impacted my own life? -What are my personal wishes for future change? -How do my own hopes for the future interact with the hopes and desires of those around me?

 Lesson 1:
Chapter 10 in My Book of Life...
EVERYONE HAS AN IMPACT ON THE WORLD AROUND THEM. WHAT IS MY STORY? WHAT LEGACY WILL I LEAVE BEHIND?
STUDENTS WILL. Look at ar3sts like Frida Kahlo who document their own lives and create autobiographical works of art. Fill out a brainstorm worksheet about the dierent chapters of their lives. Visualize what impact they want to have on the world. What would their ideal Chapter 10 look like?

STUDENTS WILL.

Create their own altered

books that tell their life stories and how they envision their future selves

ART-MAKING: -Mixed Media Altered Book

Lesson 2:
because of YOU
WHO HAS HAD AN IMPACT ON YOUR LIFE AND SHAPED WHO YOU ARE? HOW CAN YOU PAY TRIBUTE TO THEM IN YOUR ART?
STUDENTS WILL. Look at Floor by Do-Ho Suh (1997). How much of who we are depends on other people? Who supports us? Think about a person who has had a major impact in their life (a friend, family member, mentor, teacher, etc) Make a word brainstorm about advice that that person gave, things they always said/say, words that you associate them, and what you learned from them.

STUDENTS WILL. Create a word-portrait of that person, lled with the sayings and words that they represent. Transfer their word-portrait onto styrofome and create a printed poster of their design. Think about the use of nega9ve space in their design.

ART-MAKING: -Word Portrait -Styrofome Printmaking

Lesson 3:
Wearing Wishes, Sharing Wishes
WHAT DO WE WISH FOR OURSELVES, OUR FAMILIES, OUR COMMUNITIES, AND THE WORLD? WHAT IS THE IMPACT OF SHARING OUR COLLECTIVE HOPES FOR THE FUTURE?
STUDENTS WILL. Look at Rivane Neuenschwanders Installa3on Eu desejo o seu desejo/I Wish Your Wish (2003). Take a wish o of the wall, 3e it around your wrist. When it falls o, the wish comes true. Based on a tradi3on at Nosso Senhor do Bonm in Salvador, Bahia, Brazil Which wishes do you feel a personal connec3on with? What is the power of reading and physically wearing the wishes of other people?

STUDENTS WILL. Brainstorm ve personal wishes that they have. Write their wishes on strips of fabric. Create an installa3on in the school by pinning their wishes on a wall and leaving blank strips of fabric for other people to ll. Pick the wish of a classmate to keep for themselves.

SKILL-BUILDING WORKSHOP: -Large-scale Collaborative Installation

UNIT 2: ENVIRONMENTAL IMPACT

We are aected by our physical environments. We can posi;vely improve our environments.
WHAT IS MY ENVIRONMENT?

Lesson 1 Defining Environment

LOOK AT: Walking artists Robert Long, Hamish Fulton. Cloud Paintings of John Constable

CREATE : Mixed-Media Collage

WHAT DO WE WASTE? WHERE DOES IT GO? HOW CAN I USE TRASH TO MAKE ART?

Lesson 2 upcycling

ENVIRONMENTAL IMPACT

Lesson 3 Reimagining School

WHAT IS MY IDEAL SCHOOL ENVIRONME NT?

LOOK AT: William McDonough, El Anatsui

CREATE : Recycled Material Construction

CREATE : Drawing of your ideal school

LOOK AT: Steve Lambert

Enduring Understandings
-It is valuable to dene our environment and our rela3onship with our environment. -Understanding and observa3on leads to responsible stewardship of the spaces around us. -Ar3sts and designers create in ways that posi3vely re-imagine natural and built places and the human interac3on with them.

Essen;al Ques;ons
-What is my environment? What is my impact on my environment? -How can I improve my rela3onship with the spaces around me? -What is my most ideal environment?

Lesson 1:
Defining Environment
WHAT COMPONENTS MAKE UP OUR BUILT AND NATURAL ENVIRONMENTS? HOW CAN WE CAPTURE, RECORD, AND REFLECT ON THE SPACES AROUND US? HOW CAN WE USE WALKING AS AN ART FORM?
STUDENTS WILL. Look at ar3sts like Richard Long and Hamish Fulton, who use walking and no3cing their surroundings as an art form. Look at John Constables Sky Study Pain3ngs. What do we think of when we hear the word environment? What makes up our actual environments? What part of our environments are xed and what parts can only be appreciated in this moment?

STUDENTS WILL. Take a series of group walks to answer the ques3on: What makes up my environment? Perform a variety of art-making ac3vi3es, including: taking pictures, journaling, sketching buildings, collec3ng objects (natural and man-made), making sky pain3ngs. Create a group deni3on of their collec3ve environment. Create an individual mixed- media collage using the art created on their walks.

ART-MAKING: -Intentional Walking -Photography, Journaling, Painting, Drawing, Collecting -Mixed Media Collage

Lesson 2:
upcycling
WHAT MATERIALS DO WE USE AND THROW AWAY EVERY DAY? WHAT HAPPENS TO THEM? HOW CAN MATERIALS BE RE-USED AND RE-INVENTED?

STUDENTS WILL.

Learn about and see examples of designer William McDonough Cradle to Cradle Design Philosophy. Students will learn what happens to the waste in their families, schools, and communi3es.

STUDENTS WILL. Collect their own trash for a week. Complete a series of reec3ons about the materials they have collected. Transform the trash materials into something new by crea3ng a piece of art or func3onal object from what they have collected. Look to the work of ar3st El Anatsui as inspira3on.

ART-MAKING: -Found Object Construction

Lesson 3:
Reimagining School
WHAT IS OUR SCHOOL ENVIRONMENT LIKE? WHAT WOULD BE THE MOST IDEAL ENVIRONMENT TO HELP US LIVE, LEARN, AND BE CREATIVE? HOW WOULD WE DESIGN OUR SCHOOL IF THERE WERE NO LIMITATIONS?
STUDENTS WILL. Reect on their school environments. Gain inspira3on from ar3st Steve Lamberts Wish You Were Here: Gree9ngs from Our Awesome Future posters Brainstorm what would make their school environment ideal for fostering learning, crea3vity, and personal growth.

STUDENTS WILL. Think about how they would design a school if there were no boundaries or limita3ons. Learn tricks to show perspec3ve and make buildings and objects look 3-D. Make a detailed drawing of their IDEAL SCHOOL. ART-MAKING: -Drawing in Perspective -Drawing from Imagination

UNIT 3: SOCIAL IMPACT

People have the power to cri;que and change how society runs.
LOOK AT: Political protest art WHAT IS AN ISSUE THAT I CARE ABOUT? HOW DO I RAISE AWARENESS AND INSTIGATE CHANGE?

Lesson 1 Something to Stamp About

CREATE : TShirt Design. Block Printing

WHAT ANTIADVERTISEMEN TS WOULD WE LIKE TO SEE?

Lesson 2 Visual Landscaping

SOCIAL IMPACT

Lesson 3 Unsung Heroes

WHO IS TAKEN FOR GRANTED IN OUR SOCIETY?

LOOK AT: Adbusters

CREATE : Anti-Ads

CREATE : Assemblage sculpture

LOOK AT: Vik Muniz, JR

Enduring Understandings
-Ar3sts cri3que inequi3es and injus3ces in society and represent posi3ve alterna3ves. -We are aected and inuenced by societal ideals. -We can create a society that represents our personal ideals, which are based in reality and experience. -We can change society through our art.

Essen;al Ques;ons
-What issues are important to me? -How do I gain awareness of issues and promote posi3ve change? -What representa3ons in society do not reect the truth of how things are? -How do I re-dene social ideas in my art?

Lesson 1:
Something to Stamp About
HOW DO ARTISTS PROTEST INJUSTICE, RAISE AWARENESS OF NEGATIVE CONDITIONS, AND INSTIGATE SOCIAL CHANGE? HOW DO THEY SPREAD THEIR MESSAGE?

STUDENTS WILL. Look at poli3cal art that cri3ques social issues. Think about an issue that is important to them. Create a stamp that brings this issue to light. Convert this to a T-shirt design.

ART-MAKING: -Stamp and T-shirt Design

Lesson 2:
Visual Landscaping
WHAT SUBTLE AND NOT-SO-SUBTLE ADVERTISEMENTS ARE WE SURROUNDED BY EVERY DAY? HOW DO THEY AFFECT OUR SENSES AND OUR MINDS? IS THERE SOMETHING THAT WE WOULD RATHER SEE ON THE BILLBOARDS OR BUS STOP?
STUDENTS WILL. No3ce and document the adver3sements that they see every day. Make a group brainstorm about what messages these ads are conveying and what reality they depict. Look at Steve Lamberts An3- Adver3sing campaign and other Adbuster art.

STUDENTS WILL. Comment on messages conveyed through adver3sements. Create their own messages and draw/collage/write their own imagina3ve ads. Photoshop their ad into a photograph of an ad-space in their ART-MAKING: community.

-Conceptual Drawing -Adobe Photoshop

Lesson 3:
Unsung Heroes
STUDENTS WILL. Look at ar3sts like Vik Muniz
WHO ARE IMPORTANT, UNDERVALUED PEOPLE IN OUR COMMUNITIES? HOW CAN WE CELEBRATE THEM THROUGH OUR ART AND CHANGE PUBLIC PERCEPTION?

and JR, who celebrate people who society generally takes for granted. Watch Waste Land and reect on what it means to memorialize people in art. Think about the unsung heroes in their own communi3es and lives.

STUDENTS WILL. Construct a 3- Dimensional assemblage sculpture as a monument to a person or group of people who they see as undervalued in society. Display their pieces in a public place.

ART-MAKING: -Assemblage Sculpture

Assessment
-Assessed by unit, with individual criteria for each project under a more general heading. -Area for comments. -Project Tracker hanging in room. -Teacher observa3on notes aner each class, collected wriVen and brainstorming work, conversa3ons with students, nal piece. -Three units make up nal year grade.