The purpose of this learning experience is to engage students in exploring and expressing social injustices through diverse artistic mediums, fostering critical thinking and self-reflection. By examining historical and contemporary issues, students will develop a deeper understanding of different perspectives and the evolution of societal views over time. This project-based approach encourages students to use art as a powerful tool for social commentary, while building their academic language and self-directed learning skills. Through collaboration and community involvement, students will connect their artistic expressions to real-world issues, enhancing their sense of identity and belonging.
Learning goals
Students will explore and analyze the concept of author's point of view through various artistic mediums to understand how artists convey social injustices. They will develop academic language skills by creating and using a glossary of terms related to social justice and art critique. Students will conduct research on historical and contemporary social injustices to inform their artistic projects. They will engage in self-directed learning by utilizing peer and teacher feedback to refine their work, and they will enhance their critical thinking skills by considering multiple perspectives and innovative approaches to address complex community issues.
Standards
[National Council for the Social Studies] D2.His.5.6-8 - Explain how and why perspectives of people have changed over time.
[National Core Arts Standards] TH:Cn10.8.a - Examine a community issue through multiple perspectives in a drama/theatre work.
[National Council for the Social Studies] D4.6.6-8 - Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
Competencies
Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Products
Students will create a unique art piece that reinterprets a historical artwork addressing social injustice, reflecting their own perspective and understanding. They will also produce a spoken word performance that narrates the story behind their creation, emphasizing the social issue it represents. Additionally, students will compile a personal reflection journal documenting their learning journey, artistic process, and the impact of peer and community feedback on their work.
Launch
Begin the project with a mini gallery walk featuring powerful images of social injustices throughout history. Arrange the images around the classroom, allowing students to circulate and engage with each piece. Encourage them to jot down initial thoughts and emotional responses in a reflective journal, which they will revisit throughout the project. This activity sets the stage for exploring diverse artistic perspectives and initiates critical thinking about the stories behind each image.
Exhibition
Organize an 'Art for Justice' evening at the local community center where students display their artwork and perform spoken word pieces that narrate the stories behind their creations. Invite families, local artists, and community members to join the conversation, fostering a dialogue about the social issues addressed. Encourage attendees to engage with the students, asking questions and sharing their own perspectives on the showcased themes.
