Unit Title ~ Hispanic Flare sparkle
Unit Title ~ DIVERSITY with some Hispanic Flare [destellar]
Heather N. Yeager
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Jesse Trevino El Alameda, 1980. Acrylic on canvas 84 x54 inches
Target Grade Level: High School
1. What overarching understandings are desired?
• Diversity is explored and expressed artistically through many different materials.
• Diversity is defined through and spans ethnicity, race, gender, sexual orientation, educational background, religion, geography, language, personal capabilities (mental, social and physical) and socioeconomic status.
• To look at the inward self when introduced to diversity rather than the outward self.
• Schools, communities, cities and our nation are becoming increasingly more diverse everyday.
• We all bring layers of diversity to our particular social contexts.
• Identify and acknowledge our own personal diversity because it can be an important precursor to learning and living with others around us in our schools and communities.
• The Hispanic community plays a significant role within our community.
• There are many influential people who represent their diversity groups.
2. What are the overarching “essential” questions?
• What is diversity and what does it mean to be diverse?
• What is cultural diversity?
• Why is understanding culture important in our communities?
• How is diversity communicated?
• Why should we be concerned with diversity in our communities?
• What type of impact does Hispanic culture have on our community?
3. As a result of this unit, students will be able to demonstrate an understanding of:
• The main concept and definition of diversity and cultural diversity.
• The various forms of diversity; ethnicity, race, gender, sexual orientation, educational background, religion, geography, language, personal capabilities (mental, social and physical) and socioeconomic status.
• The various techniques, representations and styles of diversity through visual art, ranging from traditional imagery to more contemporary explorations of diversity.
• The influential people/representatives within the Hispanic culture/community both historically and artistically.
• The impact of cultural diversity in communities.
• To become more knowledgeable of Hispanic Heritage month and the influential Hispanic people that has made a difference in our area, state, nation and world.
• To be able to recognize art works produced by Hispanic artists.
• To be able to produce art pieces in their own style and interpretation based around influential art pieces by local artists.
• To be able to express themselves orally and through other forms of assessment to show knowledge of the subject matter.
4. What “essential” and unit questions will focus this unit?
• What are the various forms of diversity?
• How can embracing diversity aid in a more harmonious way of life?
• How is diversity expressed or represented through art?
• How can cultural diversity be articulated through visual art?
• What different types of representations are present throughout this unit that aids us in our understanding of diversity and cultural diversity?
• What type of influence has significant figures and aspects in the Hispanic culture had over Northern America and our local communities?
• What types of Hispanic techniques/traits influenced visual art?
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5. What evidence will show that students understand the connections between art and time?
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Performance Tasks/Projects:
Lesson One: Diversity: the Hispanic Influence:
Discussion Questions: What is diversity and what does it mean to be diverse? What makes you different (diverse) from others? What is cultural diversity? What is Hispanic Heritage Month? How can we convey diversity through art? What constitute a laudable design for a postage stamp?
Objective: By the end of this introductory lesson students will have a better understanding of the terms diversity and cultural diversity. They will be able to understand that accepting people as they are will lead to aid in a more cohesive learning and living environment. They will engage in the learning and celebration of Hispanic Heritage Month while researching a Hispanic subject and design for a postage stamp that best represents the Latino culture.
Activities:
Day 1 - As a group discuss diversity. As a warm up exercise chose two students (a boy and a girl) to volunteer to be diversified examples. As a class we are going to list on the white board what makes the female and the male student different from one another. Explain that diversity is not as simple as just being limited to culture and race, diversity also refers to gender, religious beliefs, sexual orientation, educational background, religion, geography, language, personal capabilities (mental, social and physical) and socioeconomic status. Once we have exhausted all the differences we can think of have them pair up with a friend and make a list of differences between themselves but this time also create a second list of similarities that make them compatible with each other. This exercise helps to show them that their differences are what make them unique and special and they should celebrate those differences. This will lead you into your next discussion about Hispanic Heritage Month which occurs during the months of September and October each year 2012. Explain to them that it is a time of celebration for Hispanic-Americans, whose ancestors came from Mexico, Spain, the Caribbean and Central and South America, to commemorate their cultures, contributions and histories. A good resource can be located on the world-wide-web at .
Days 2 – 5 - After class discussion of Hispanic Heritage Month move into their project creating a Latino postage stamp. I will give a brief slide show of existing stamps, artists, celebrities, political figures and influential Latino people who are depicted on the stamps. There is also a brief You Tube video called “Celebrating Hispanic Heritage: People, Places and Events on stamps”. Students will be required to pick a public Hispanic figure, image or topic, research their subject and then brainstorm ideas using mind webs/maps and drawing thumb nails in their sketch books. Additional resources can be pulled up from the teacher’s Pinterest board marked “Postal Stamps”. Each student will have criteria that will have to be met from the rubric handed out at the beginning of the lesson, including due dates, criteria for the art work, group participation, and preliminary work prior to staring the project. A progression evaluation will be given to each student half way through the lesson to assess preparation, craftsmanship, how they are using their time and to answer any questions they might have for the teacher about their projects. Finished projects will matted and mounted for display and then evaluated in groups of 3. Each student will be required to fill out an evaluation sheet about each member in their group and a self evaluation. Specific questions will be predetermined by the teacher and ready to be answered. Final evaluation will be assessed by the teacher and all of the stamps will be displayed in the media center and in the hallways to help celebrate Hispanic Heritage Month. (Additional consideration: This project could also be submitted to the United States Postal Service for consideration for an actual stamp design.)
Assessment: Did students demonstrate an understanding of diversity and cultural diversity? Were students able to relate to one another during the group warm-up? How successful were they in their research about Hispanic figures, artists and art work? Were they able to convey their own ideas and opinions about Hispanic Heritage Month through their artwork in the postage stamp project?
Suggested Artists/Resources:
• The United States Postal Service:
The main Web site for the United States Postal Service
• National Postal Museum:
• You Tube video, Celebrating Hispanic Heritage: People, Places and Events on stamps.
• Idea Webs & Graphic Organizers:
• Pinterest: Mrs. Yeager’s Board (Heather Yeager) – Postal Stamps and Hispanic Artists and Art.
• National Hispanic Heritage Month:
• Microsoft PowerPoint
• Frida Kahlo
• Manuel Carrillo
• Alberto Korda
• Tony Mendoza
• Obed Gomez
• Laura Gomez
• Elizabeth Elequin
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Lesson Two: Migrant Farmers and the Bracero Program:
Discussion Questions: What types of Hispanic histories can we learn from and have here in our community? What and who are Migrant workers? What types of programs have local citizens, from many different cultures and nationalities, put together to help Hispanic immigrants and migrant families in our community? What are Migrant programs? Are there other Migrant programs beyond the ones in our local community? Who and what were the Bracero’s? What was the Bracero Program? What effect did these programs have on our society today? Do you feel that migrants and migrant programs have become taboo in today’s society?
Objective: By the end of lesson two, students will have a better understanding of Migrant programs locally and nationally. They will have knowledge of a few Hispanic histories through group discussion and through information given by local guest speaker, Emily Martinez a consultant for Multicultural Programs & Services, from the Southeastern Michigan Migrant Resource Council. They will have experience with a new type of application provided through the Smithsonian called “Stories from Main Street”. Through this application they will be able to communicate and share stories in their community about local migrant families and programs. They will also be able to communicate ideas and emotions related to this topic through a visual art project as well.
Activities:
Day 1- Start lesson two talking as a group about the rich histories and legacies that get passed down throughout time through different types of cultures and groups of people. Recap on the last lesson relating to diversity and Hispanic Heritage Month. Introduce the guest speaker, Mrs. Emily Martinez, educator and consultant for the Southeastern Michigan Migrant Resource Council in Lenawee County, MI. Give them a brief description explaining her association with the local and surrounding counties migrant programs for southeastern Michigan. During her presentation they should be taking brief notes about key ideas and comments made by Mrs. Martinez. After her presentation and question and answer time have students discuss as a group the big ideas from her speech. What is being done in our community to help migrants? Are there things that they can do as students to reach out and help in these types of programs? Have them use for this class to blog a paragraph or two on the discussion board about their personal reactions about today’s presentation. The teacher will read over their comments and pull a few for group discussion for the next class period.
Days 2 - 14 – Discuss as a group a few blogs students wrote from the discussion board from the previous class. Pose questions regarding their thoughts on the topic Mrs. Martinez spoke about previously. This will lead the discussion onto the topic of a nationally created program called the “Bracero Program”. Relate main ideas of how the millions of Mexican men who participated in this program were temporary guest workers contracted mainly for agricultural jobs all over the United States. It also gives a look into topics relating to knowledge of citizenship, immigration, nationalism, race relations, labor practices, the family, gender, sexuality, agriculture, visual culture and the Cold War era. Show art work and photographs taken of Bracero workers and the Vimeo “Harvest of Loneliness”. At the end of this discussion students again will blog on relating their take on the “Bracero Program”. (Repeat procedures after the last blog entry) [If possible] Schedule a field trip to a local migrant camp hosted by a participating agricultural family. Let them examine the conditions experienced by migrant families and have them try harvesting a few crops if at all possible. This will help them personally relate to the subject matter. Once back in the classroom, talk about the projects that will be coming up and due on the topic of Hispanic local histories and/or local Migrant programs. Students will be required to interview someone in their community. Have them use idea webs and brainstorms ideas. This person should have a story to share about their own personal journey as a proud Hispanic Migrant citizen or story on histories regarding a Latino group, family or person that has made a difference in our community. Their findings will be generated and recalled in their own words, about a page or two, on a program put together by the Smithsonian called “Stories from Main Street”. This app gives people opportunities to recall information and relay the rich histories and culture of many different types of people all over the Nation. Simultaneously, students will also be responsible for creating a piece of art work either a painting, drawing or collage depicting their view on local Hispanic histories. The assessment process will be ongoing throughout this lesson through their participation in all aspects, through coherent thoughts and meaningful questions posed about the topic on their blogs, the research story and their visual piece. They will also be required to fill out a self assessment at the end of this project rating themselves on how successful they feel they were in all aspects of this lesson.
Assessment: How did they handle having a guest speaker come in and present? Was it a meaningful and successful event? Were they able to convey their ideas and thoughts about both discussion topics, local migrant programs and the “Bracero Project”, effectively? How did they handle their on location trip to an actual migrant camp? Did it help them relate personally to the people? Was their visual interpretation and oral interpretation of their interview appropriate, tasteful, stimulating and successful? Does it appropriately depict the Hispanic culture? Were there any unresolved questions or comments about this lesson?
Suggested Artists/Resources:
• Schoology: A good technology tool for online communication of classroom topics.
• Amalia Mesa-Bains
• Leonard Nadel
• Dan Mooney
• Tomi LaPierre
• Daniel DeSiga
• Harvest of Loneliness Vimeo by Adrian Salinas
• Bracero History Archive:
• Pinterest: Mrs. Yeager’s Board (Heather Yeager) – Hispanic Artists and Art.
• Idea Webs & Graphic Organizers:
• Special guest speaker: Emily Martinez
• Stories from Main Street: Smithsonian app for collecting stories from American small towns and rural communities. (iTunes) , Download -
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Lesson Three: The Broad Spectrum of Cultural Colors:
Discussion Questions: What does it mean for art to be stylistic? What types of art do you typically relate to Hispanic culture? Is this view a stereotype? How can we be more objective when looking at these types of art contextually? What types of colors do you anticipate seeing when you think of Hispanic visual art? What color palette do you prefer?
Objective: This lesson steps back slightly from the focus of Hispanic history and focuses more on just one area of Hispanic art; color. What type of color palette is used in this culture? Students will understand that there is more than just one view on this subject and disposes the assumption that all Latino art falls under the description of always having a bright, vibrant color scheme. This type of thinking is a form of stereotyping and is a negative way to classify any group of people. Students will have a better understanding of Latino art. They will be able to identify specific types of contemporary art created by artists in the 20th and 21st century. They will also understand and convey the idea of having a collection of related art.
Activities:
Day 1 – Begin class with a general question about Latino art. What do they anticipate seeing today during the slide show? Have a couple students verbally express their ideas then move on to the slide show. This presentation will consist of different Hispanic artists, mediums and color schemes. Examine and verbally talk about the differences between the different types of examples. The art will be grouped in pairs to better execute this task. Then pose additional questions asking if what they saw were the types of art they had originally anticipated. At this point have them break apart into partners. Have the students look and discuss different types of Latino artists and list them in there sketch books. After each artist have them list traits/qualities and color schemes used in the artist’s art. Have them provide rationale to their partners as to why they are choosing a particular artist or artwork. Were they created in bright vibrant colors or more muted monochromatic color patterns? Which do they prefer and why? (At the beginning of this course students were asked to create a 3D color wheel out of paint swatches donated by local home improvement stores. Each student has a metal ring with a range of colors grouped together in sequential order based on ROYGBIV; grouping colors into colors families.) Have students pull out their 3D color wheels and examine different types of color schemes. Have them play around with placement, groupings and compatible color arrangements. Have them write down the color groupings in their sketch books so that they won’t forget and then have them focus as a whole again for further instruction. The idea for this lesson is to convey an idea, an emotion or an era of time through art using color like many artists have done.
Days 2 - 9 - They will be creating a collection of 3-4 pieces that all relate and flow visually. The subject matter is very broad the only things they are limited to is staying within the cultural family of Hispanic art and making sure that the subject matter is school appropriate. Their art should tell a story of sorts and should all be uniform in size. Each student will research an artist and then create mock ups of their ideas in their sketchbooks that need to get approved by the teacher before moving on to their final projects. The mediums used for this project will be a little more restrictive, they will be limited to either color pastels, cante crayon, chalks or paint; a 2D surface. They will have a little more than a full week to execute this task and then will be asked to participate in group critique. This is slightly different from other small group critiques, because the teacher will choose a handful of pieces to talk about as a group so that the discussion can be more in detailed and in-depth. The students will not know ahead of time which will be chosen so everyone needs to stay on task and focused to finish by the due date. They will also hand in a self critique on their own work and then a final critique of each piece will be done by the teacher according to the requirements on the rubric.
Assessment: Did students enjoy this project? Did they understand and follow all requirements for this project according to the rubric? Do they understand how easy it is to stereotype cultures with something as simple as the use of color in a piece of artwork? How did they perform with the preliminary tasks asked of them at the beginning of the lesson? Did they comprehend the big idea behind using different color schemes to depict different ideas?
Suggested Artists/Resources:
• Pablo Picasso
• Elizabeth Elequin
• Obed Gomez
• Frida Kahlo
• Tony Mendoza
• George Rodez
• Karina Gomez
• Jesse Trevino
• Pinterest: Mrs. Yeager’s Board (Heather Yeager) – Hispanic Artists and Art.
• Idea Webs & Graphic Organizers:
• Microsoft PowerPoint
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6. Student Self-Assessments, quizzes, tests and other academic prompts:
Formative Assessments:
• Thinking and mind maps/webs
• Identifying the different types of diversity
• Identifying cultural diversity
• Brainstorming and listing facts and information, and probabilities for ideas
• Making connections between ideas
Blogging Thoughts and Opinions:
• Are the students making meaningful and thoughtful connections to the topics?
• How are the topics different from one another?
Student Self Assessments:
• Handouts provided by the teacher in all 3 lessons which assess the student’s ability to look critically at artwork and decipher meaning.
• Individual reflection with partners, within a small group setting and in a large group setting about the art during various points of the project.
• Schoology assignment in lesson 2 which brings conversation and discussion of the topic with other students within the group outside the classroom setting.
Group Discussions/Projects:
• Small group discussion
• Class discussion: in class and online through Schoology
• Short stories through the “Stories from Main Street” app
• Small group collaboration
Summative Assessments:
• Art collections: bringing together ideas and color to present a story and cohesive understanding of Latino culture.
• Sketchbook entries
• Artist research presentation on “Stories from Main Street”
• Formal class critique at the end of lesson 3
7. Given the targeted understandings, other unit goals, and the
assessment evidence identified, what knowledge and skills are needed?
Students will need to know:
• That diversity is part of human nature.
• Differences between people and groups are inevitable, it is how you respond and react to those differences that matters most.
• Many different types of materials and mediums can be used to depict diversity.
• Diversity is found all throughout history and humanity since the beginning of time.
Students will need to be able to:
• Consider all the different forms of diversity.
• Think rationally and objectively about different types and groups of people.
• Show a relationship between cultural diversity and visual art.
• Work constructively and effectively within a group large or small.
• Learn within a nonstructural environment; field trips.
8. What teaching and leaning experiences will equip students to demonstrate the targeted understandings and skills?
• The use of Schoology for students to continue discussion in a candid and honest forum.
• The creation and utilization of Mindmaps & Idea Webs.
• The use of outside learning environments to gain a deeper understanding of an idea or concept.
• The use of outside speakers to convey new ideas and topics relating to the lesson.
• The evaluation of traditional and contemporary artists that work within the theme of cultural diversity and Hispanic art. Working within a group aids in a discussion that allows students to reach deeper understanding of the various types of diversity.
• The development of a collection of art work to express ideas about certain types of art from a Hispanic cultural aspect.
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