Objectives | Peerteaching

Basic Objective Schedule:

Step 1: Understanding Identity Concepts

Step 2: Developing Personal Identity Ideation

Step 3: Creating Personal Identity Symbol

Step 4: Accessing new technology knowledge; laser cutting technology.

Step 5: Creating Laser Cut stencil

Step 6: Accessing a technique of spray paint application.

Step 7: Applying personal symbol to group bench

Step 8 (if needed): Deepening the connection between personal and group symbols (applying extra design aspects).

Step 9: Compare/Contrast personal and peer symbols.

Step 10: Reflection Discussion (“sit on the benches”)

Objectives/Outcomes/Learning Targets:

Through observing a variety of artworks from contemporary visual artists, students will think about the roles that public art serves in social commentary. They will also be introduced to ideas surrounding art representing unique identities, and the connection to current social justice/human rights issues.

(Colorado Visual Art Standards: GLE 1: Observe and Learn to Comprehend; SHoM: Observe, Envision, Understand Art Worlds)

Through guided, open discussion with their peers, students will describe their own personal connection and connotations to this aspect of the art world (protest art/street art/graffiti), and articulate their own thoughts about identity and symbolism. (Colorado Visual Art Standards: GLE 1: Observe and Comprehend, GLE 3: Invent and Discover to Create, SHoM: Express, Reflect)

During the discussion, students will pose and respond to ideas of how the meaning of symbols might change through context. (CO GLE 1: Observe and Comprehend, 4: Personal Skills, SHoM: Express)

After class discussion, students will have time to reflect on their own core identities, and then ideate them as graphic symbols, in the form of brainstorming, mind mapping, or thumbnail sketches. (Colorado Visual Arts GLE 4; SHoM: Reflect, Envision)

Students will establish a practice of planning and experimentation to decide on 2 to 3 symbols/designs that embody identities they connect with, to make final sharpie (or digital) drawings that will be uploaded on the computer. (CO GLE 2: Envision and Critique to Reflect, SHoM Envision, Reflect)

Students will learn how to use illustrator software to prepare their work for the laser cutter software. (Learning new Technologies: Laser cutter and vector software; CO GLE: 3; Numeracy, Literacy, and Technology; SHoM: Develop Craft, Stretch, and Explore,)
Through using new technologies, students will be potentially faced with technology-related challenges, and persist through peer and teacher assistance if needed. (CO GLE: 3; SHoM: Develop Craft, Engage, and Persist)

Students will retrieve their respective laser-cut stencils, and proceed to the next portion of the lesson involving layout planning with their group. (SHoM: Stretch and Explore)

Students will practice planning techniques and improve skills by testing media to consider constraints and potential of materials, then apply stencils in a way that they choose, but are also mindful of the other bench-group members. (CO GLE 3)

Utilizing spray paint, students will complete their application of spray-painted artworks. (CO GLE 3; SHoM: Stretch and Explore, Develop Craft)

After they have completed their bench applications, students will participate in the discussion about their original idea, if they learned anything new regarding the technology process, what might they do differently, imagine what these benches might communicate if they were in a public space if they learned anything new about their own identities, and what they learned about their classmate community and their identities. (SHoM: Envision, Reflect, Understanding Art Worlds; GLE 4: Civic/Interpersonal Skills/Learning Experience and Transfer)