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Arts Integrated Lesson Plans and Materials for Teaching Advocacy & Springboard Grade 10 “Voices in Synthesis”
Double Dutch
Pairs with Springboard 3.1
This Double Dutch activity deepens student understanding of tone of conversation and meaning of the words in context, and how selection of words can convey a message to the audience. While engaging in the Double Dutch activity, students analyze and evaluate when it is appropriate to enter a conversation to deliver the message/voice.
Standards
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
COMMON CORE STATE STANDARDS
- RL.9-10.4 – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
MARYLAND ARTS STANDARDS
- 9-12:3: Apply critical thinking and problem solving with use of art vocabulary to describe, analyze and interpret visual qualities perceived and recorded in works of art.
- E:9-12:1: Effectively justify and articulate the use of societal, historical, and theatrical conventions in conveying meaning.
WHEN TO TEACH
- Suggested supplemental activity to the unit activity 3.1
RESOURCES AND MATERIALS
WELCOME
LEARNING DESIGN
HOW TO IMPLEMENT
This activity touches on the process of entering into a conversation, by comparing it to how one might participate in the game of Double Dutch.
This activity could be implemented in a couple of ways:
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- Physical exploration of the process and steps needed to actually play Double Dutch (or Jump Rope if students aren’t as familiar with Double Dutch).
- Take the students outside and actually start a game of double dutch. Assign 2 students to turn the ropes, and then have students decide what the process is from there. Some options for modifying or adjusting based on your class dynamic;
- You may just use single jump roping (still with 2 turners holding the rope)
- Students can do this in groups, and share out each groups reflections
- Assign roles including time keeper, recorder, supervisor, etc.
- Take the students outside and actually start a game of double dutch. Assign 2 students to turn the ropes, and then have students decide what the process is from there. Some options for modifying or adjusting based on your class dynamic;
- In the classroom, you could use the photograph and poem included in this document and have students identify details that they could then compare to the process of entering into a conversation.
- Physical exploration of the process and steps needed to actually play Double Dutch (or Jump Rope if students aren’t as familiar with Double Dutch).
ASSESSMENT
In few sentences, reflect on the following questions:
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- Think of a time when you entered a group conversation. Was it at an appropriate time? How did you know it was at an appropriate time? Was your voice heard?
BRAIN TARGETED TEACHING IN THE CLASSROOM
Overview:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
ALYSSA FENIX
Alyssa F. Fenix is a black queer neurodivergent artist, Diversity Trainer/Consultant, and founder of the “If I Knew Then Letters Project,” living in Baltimore with her partner, kids, dog, and plants. Her artistic expression includes photography, wood burning, collage art, and creative writing.
Alyssa owns Fenix OUTspoken, which is an LLC focused on diversity and inclusion practices. She uses her personal and professional experience working in education and mental health settings to provide a quality framework for clinicians and educators in supporting LGBTQ+ youth and young adults with disabilities through professional development training, Policy/Climate revisions, and coaching and consultation services. She provides a variety of professional development and training opportunities to health systems, academic institutions, and non-profit organizations about Creating Safe and Supportive spaces and practices for marginalized communities. She also works with Thrive Emerge in Maryland, providing vocational readiness and executive function coaching to neurodivergent teens and adults.
When she’s not creating or running the business, she’s hiking, propagating plants, making jewelry, or extreme puzzling
VESNA GRUJICIC
Vesna Grujicic has been an educator for over 15 years. She has started her professional journey at Baltimore City public schools and continued it at Sheppard Pratt schools. Vesna is involved in educational research focusing of project-based learning and students with special needs. She has been presenter and various conferences and professional developments. Vesna holds BA & JD degree from Belgrade University, Serbia; MA degree from Towson University; and is currently a Ph.D. candidate at Notre Dame University of Maryland Department of Education. Vesna holds MD advanced professional certificate in Social Studies, special education, and Administrator I & II.
Role Play
Pairs with Springboard 3.1
The Role Play – A/B Conversation activity is designed to further support instruction on how one can enter a conversation and have a voice.
Standards
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
COMMON CORE STATE STANDARDS
- CCSS.ELA-Literacy.SL.9-10.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
MARYLAND ARTS STANDARDS
- E:9-12:3: Effectively justify and implement specific acting, vocal, and movement choices to create a convincing character.
- E:9-12:3 – Collaborate with others to synthesize knowledge of historical and cultural contexts, theatrical conventions and personal experiences to develop a theatrical work.
- E:9-12:1 – Effectively justify and articulate the use of societal, historical, and theatrical conventions in conveying meaning.
WHEN TO TEACH
- This suggested activity is aligned with the unit activity 3.1
RESOURCES AND MATERIALS
WELCOME
LEARNING DESIGN
OVERVIEW
This is an improvisation exercise in which two students begin an unscripted discussion about a conflict between them, and when directed, a third student is directed to enter the conversation to either mediate or escalate the situation, and the students then have to follow the new direction of the conversation until the teacher elects another participant or prompts a topic shift.
This can also be used as an extension or follow up activity to the double dutch activity, in which students recognize the similarities of waiting for the appropriate moment or cue to enter the conversation.
EXAMPLE
An example might play out as follows:
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- Student A and Student B are talking about a group research presentation assignment on a current affair issue.
- Student A thinks that the most important issue to is to address environmental issues, while student B thinks that the most important issue is to address vaccinations.
- The teacher provides them each with their view point on a card separately so that it is their responsibility to demonstrate conversation that communicates their assigned stance/point of view.
- Note: This is not about the data or information backing up their argument, but in their ability to employ appropriate communication skills to prepare them for future conversations in which they might disagree with someone, but maintain a productive conversation.
- When the teacher feels like they are ready, they will send in a third person into the conversation to either mediate or escalate the discussion (the teacher may decide what that student’s perspective or role will be based on the current role play scenario or they may assign it to the student ahead of time).
- The teacher then might swap out student A with someone a new participant, to keep the conversation evolving.This activity has a lot of flexibility but having predetermined prompts/scenarios to guide the role play topics may be helpful in keeping the class focused on the objective of the activity.
OBSERVERS
While the objective for the performing students actively engaged in the role play will be improvisation and using skills for productive communication, the rest of the class will be practicing active listening and note taking skills and then sharing their feedback with the performers. The observers may be assigned something specific to look out for as they’re observing, including (but not limited to):
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- taking turns (balanced opportunities to speak)
- speaker’s purpose
- validating opponent’s perspective
- tone of the argument
- nonverbal communication skills (eye contact, posture, gestures, volume, etc.)
- entering the conversation, etc.
BRAIN TARGETED TEACHING IN THE CLASSROOM
Overview:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
ALYSSA FENIX
Alyssa F. Fenix is a black queer neurodivergent artist, Diversity Trainer/Consultant, and founder of the “If I Knew Then Letters Project,” living in Baltimore with her partner, kids, dog, and plants. Her artistic expression includes photography, wood burning, collage art, and creative writing.
Alyssa owns Fenix OUTspoken, which is an LLC focused on diversity and inclusion practices. She uses her personal and professional experience working in education and mental health settings to provide a quality framework for clinicians and educators in supporting LGBTQ+ youth and young adults with disabilities through professional development training, Policy/Climate revisions, and coaching and consultation services. She provides a variety of professional development and training opportunities to health systems, academic institutions, and non-profit organizations about Creating Safe and Supportive spaces and practices for marginalized communities. She also works with Thrive Emerge in Maryland, providing vocational readiness and executive function coaching to neurodivergent teens and adults.
When she’s not creating or running the business, she’s hiking, propagating plants, making jewelry, or extreme puzzling
VESNA GRUJICIC
Vesna Grujicic has been an educator for over 15 years. She has started her professional journey at Baltimore City public schools and continued it at Sheppard Pratt schools. Vesna is involved in educational research focusing of project-based learning and students with special needs. She has been presenter and various conferences and professional developments. Vesna holds BA & JD degree from Belgrade University, Serbia; MA degree from Towson University; and is currently a Ph.D. candidate at Notre Dame University of Maryland Department of Education. Vesna holds MD advanced professional certificate in Social Studies, special education, and Administrator I & II.
Visual Art Analysis
Pairs with Springboard 3.2
This Visual Art Analysis activity is designed to support the unit activity 3.2. While analyzing, comparing, and contrasting two images, students will formulate a claim and counterclaim.
Standards
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
COMMON CORE STATE STANDARDS
- W.9-10.1.b – Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
MARYLAND ARTS STANDARDS
- 9-12:2: Develop unique ideas working creatively with others to communicate and advance feelings, ideas, or meaning of works of art.
- I:9-12:1: Analyze and evaluate artwork based on select criteria
WHEN TO TEACH
- Suggested supplemental activity to the unit activity 3.2
RESOURCES AND MATERIALS
- Time Magazine Photograph by Baltimore Artist Devin Allen
- An Argument in the Corridors of the Opera – Jean-Georges Béraud was a French impressionist painter
- Art Analysis Questions (Student Notes)
- Art Analysis Graphic Organizer Template
WELCOME
LEARNING DESIGN
OVERVIEW
Project or distribute images
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- Explain the process of art analysis ( what are we looking for when analyzing an art)
- Point the difference between a claim and argument
- Ask students to analyze both items by completing a graphic organizer provided below
- Discuss as a whole group what the students observed while analyzing art/photograph Possible guiding questions can be structured around discussion about an argument; what is the best way and the most appropriate way for stating an argument; do circumstances matter
- Ask student to create a claim based on the photograph/art analysis
Group students in small groups; then select two groups that will work together ( the number of groups will depend on class size.
-
- Ask one group to present their claim and the other group to present their counterclaim.
- Once the groups complete their assignment have them present it to the class.
BRAIN TARGETED TEACHING IN THE CLASSROOM
Overview:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
ALYSSA FENIX
Alyssa F. Fenix is a black queer neurodivergent artist, Diversity Trainer/Consultant, and founder of the “If I Knew Then Letters Project,” living in Baltimore with her partner, kids, dog, and plants. Her artistic expression includes photography, wood burning, collage art, and creative writing.
Alyssa owns Fenix OUTspoken, which is an LLC focused on diversity and inclusion practices. She uses her personal and professional experience working in education and mental health settings to provide a quality framework for clinicians and educators in supporting LGBTQ+ youth and young adults with disabilities through professional development training, Policy/Climate revisions, and coaching and consultation services. She provides a variety of professional development and training opportunities to health systems, academic institutions, and non-profit organizations about Creating Safe and Supportive spaces and practices for marginalized communities. She also works with Thrive Emerge in Maryland, providing vocational readiness and executive function coaching to neurodivergent teens and adults.
When she’s not creating or running the business, she’s hiking, propagating plants, making jewelry, or extreme puzzling
VESNA GRUJICIC
Vesna Grujicic has been an educator for over 15 years. She has started her professional journey at Baltimore City public schools and continued it at Sheppard Pratt schools. Vesna is involved in educational research focusing of project-based learning and students with special needs. She has been presenter and various conferences and professional developments. Vesna holds BA & JD degree from Belgrade University, Serbia; MA degree from Towson University; and is currently a Ph.D. candidate at Notre Dame University of Maryland Department of Education. Vesna holds MD advanced professional certificate in Social Studies, special education, and Administrator I & II.
Protest Art
Pairs with Springboard 3.3-3.9
The Protest Art activity is designed to expose students to social issues that require them to critically think, analyze, and moreover take their own position on them. While engaged in these activities, students will gain knowledge and skills to answer the guiding question, “What is the relationship between individual freedom and social responsibility?,” as well as how one can use a voice.
Standards
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
COMMON CORE STATE STANDARDS
- W.9-10.8 – Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- SL.9-10.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- SL.9-10.5 – Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
MARYLAND ARTS STANDARDS
- E:9-12:1: Visualize and hypothesize to generate plans for ideas and directions for creating art or design that can elevate the community and influence social change. Apply knowledge of histories and traditions.
- I:9-12:3: Apply critical thinking and problem solving with use of art vocabulary to describe, analyze and interpret visual qualities perceived and recorded in works of art.
WHEN TO TEACH
- Suggested activity is aligned with the unit activities 3.3- 3.9
RESOURCES AND MATERIALS
- Protest Art Images
- Protest Art: See Think Wonder
- Poster paper or computer access for digital poster
- See, Think, Wonder Strategy
- Similar Elementary Lesson for Protest Art from Antiracist Art Teachers
WELCOME
LEARNING DESIGN
INTRO
In this lesson, students will be using the strategy called “See, Think, Wonder.” A printable Graphic organizer with prompting questions, is provided below. Steps for Implementation Procedures are provided below as well:
-
- To introduce the strategy, project one of the images from the collection of Gallery walk pictures below, and on the board or poster paper, draw three columns, titling them “See, Think, Wonder”
- Have the students observe the image for 1-2 minutes without writing anything down
- Lead them in a group discussion guiding them through each step, recording their answers in the appropriate column:
- See: What do you SEE in this picture?
- Think: What do you THINK of when you look at this picture?
- Wonder: What do you WONDER about the picture?
- If students do not generate ideas about the purpose of the picture in the 3 sections, guide them towards the topic of using art as a form of protest, using carefully selected images and phrases.
- To introduce the strategy, project one of the images from the collection of Gallery walk pictures below, and on the board or poster paper, draw three columns, titling them “See, Think, Wonder”
GALLERY WALK
Distribute the graphic organizer provided below titled, “Protest Art Gallery Walk.” This activity will prompt students to use the See, Think, Wonder strategy, as well as take note of similar features in each work.
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- Place images around the room or at the designated stations; this activity is set up as a Gallery Walk structure, but that can vary depending on your class size, access to color printing, or technology. It can also be done as a whole glass and projecting each image onto the screen at a time, or you could design a gallery walk which may include QR codes in which students scan to access the images on their personal devices.
- When students have completed the gallery walk graphic organizer, they will share their observations with a partner or a small group, and be encouraged to add the additional ideas to their own.
DISCUSS
As a class, it is not required to go over all of the answers from the graphic organizer, but rather encouraged to ask students about their reactions to the pieces of work they looked at. Some questions you could use during this could include but are not limited to:
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- What were some of the symbols used and what did they represent?
- Which of these pieces did you find the most interesting? Why?
- Which do you think was the most effective at making a point?
- How do these images differ from other images we’ve discussed in this unit (such as the photo and visual art in the Visual Art Analysis activity)
- What do all of these images have in common?
ART FEATURES
As a class use some of these observations and reflection comments to create a list of “Protest Art Features” and post the list somewhere in the room as a reference for the next activity. Some ideas to emphasize or guide them to for the list include but are not limited to:
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- Symbols that represent the topic/issue as well as your position/statement/argument
- If words are used, Short phrases or statements
- Clear and distinct font/lettering that could be seen from first glance or further away
- Colors that connect ideas or represent concepts (red for putting an end to something, green for movement or starting something, color combinations matching tone like pastel colors for calm/peace, Bold for startling/loud messages, etc.)
- Placement of images/words to show connections or intentional distance/separation
- Presence or absence of essential ideas to the topic
APPLY
Inform your class that they will be making their own protest art, based on the topic of their research paper and collage project, and that the images and ideas in their poster will help them generate ideas for their collage. This may be done in class or as a homework/take home assignment.
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- Place the students’ completed posters around the room and have the students offer feedback using post it notes in proximity to each piece. This feedback can take many forms and can be used as formative ideas in creating their final collage.
BRAIN TARGETED TEACHING IN THE CLASSROOM
Overview:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
ALYSSA FENIX
Alyssa F. Fenix is a black queer neurodivergent artist, Diversity Trainer/Consultant, and founder of the “If I Knew Then Letters Project,” living in Baltimore with her partner, kids, dog, and plants. Her artistic expression includes photography, wood burning, collage art, and creative writing.
Alyssa owns Fenix OUTspoken, which is an LLC focused on diversity and inclusion practices. She uses her personal and professional experience working in education and mental health settings to provide a quality framework for clinicians and educators in supporting LGBTQ+ youth and young adults with disabilities through professional development training, Policy/Climate revisions, and coaching and consultation services. She provides a variety of professional development and training opportunities to health systems, academic institutions, and non-profit organizations about Creating Safe and Supportive spaces and practices for marginalized communities. She also works with Thrive Emerge in Maryland, providing vocational readiness and executive function coaching to neurodivergent teens and adults.
When she’s not creating or running the business, she’s hiking, propagating plants, making jewelry, or extreme puzzling
VESNA GRUJICIC
Vesna Grujicic has been an educator for over 15 years. She has started her professional journey at Baltimore City public schools and continued it at Sheppard Pratt schools. Vesna is involved in educational research focusing of project-based learning and students with special needs. She has been presenter and various conferences and professional developments. Vesna holds BA & JD degree from Belgrade University, Serbia; MA degree from Towson University; and is currently a Ph.D. candidate at Notre Dame University of Maryland Department of Education. Vesna holds MD advanced professional certificate in Social Studies, special education, and Administrator I & II.
Collaborative Concept Maps & Infographics
Pairs with Springboard 3.14
The Collaborative Concept Maps and Infographics Activity has two parts to it and is designed to help students understand and demonstrate ways to organize their information using digital platforms (ex: Google Drawings). This will start as a class activity that will help prepare and lead into the assessment in which students will create their own, to organize and outline the data that they have collected for their research paper.
Standards
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
COMMON CORE STATE STANDARDS
- W.9-10.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- W.9-10.2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
MARYLAND ARTS STANDARDS
- I:9-12:2: Develop unique ideas working creatively with others to communicate and advance feelings, ideas, or meaning of works of art.
WHEN TO TEACH
- Unit Activity 3.14
RESOURCES AND MATERIALS
- WATCH: Concept Mapping Your Research
- WATCH: Dos and Don’ts for Creating Infographics
- Wiki Site – How to Create a Concept Map
- WATCH: Using Google Drawing to make Infographics
WELCOME
LEARNING DESIGN
PART ONE
This activity is designed to introduce how concept maps can be created, both for explaining and sorting collected information and for brainstorming. This activity is scaffolded to build on collaborative efforts, which further reinforces the unit’s essential questions and elements of social skills around using one’s voice to create change. There are three main components of this activity.
1. After explaining to students what concept maps are and ideas of how to further develop them, you ask them to use a blank sheet of paper make a basic concept map (you can even suggest the simple example of a bubble map) with all of ways they can think of around the topic “The Value of having a voice.” Give them sufficient time to continue brainstorming, and urge them to use the entire window of time you give them (recommended 10-15 minutes).
2. Break them into groups of 4-5 students with poster paper, and have them combine their ideas into one larger concept map. This may need some prompting and ongoing guidance as they navigate having to combine, consolidate, and adjust their ideas they individually came up with, so that it fits in some organizational flow with their group members ideas. Talk about the value of having ideas added to the efforts, instead of having to sacrifice any ideas. This may take a little longer (15-25 minutes).
3. The final stage of this activity is having each group present their ideas and create one larger class-wide concept map that incorporates everyone’s ideas but maintains organization. This reinforces concepts like finding similarities, categorizing, rewording for efficiency, etc. Use this opportunity to demonstrate concept map design with the digital tool that is available to you/most accessible to students in your classroom/school. This final concept map should be hung up and displayed in the room somewhere, and if possible copies distributed to each of your students, as an example of team work, and a visual model of a concept map as they move into the next activity.
PART TWO
This activity is the chance for students to extend what they learned about concept maps in the previous activity and apply it by creating a Concept Map or Infographic that presents important information from their research findings about their selected topic.
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- The elements of structure, organization, and visual representation are similar in Concept Maps and Infographics so the students may choose which they would do, as long as it represents a consistent order and emphasis of the evidence they use for their research paper.
- This counts as an important step in the pre-writing process of their final essay. Make sure that you also help the students make the connections between this and their final collage art project, with thoughtful consideration going into color selection and use of visuals (symbols and shapes).
- Video resources provided can be shared with the students to view as a class and refer back to as they are creating their own. Inspiration software is a good example of tool for creating concept maps about their research topics because of it’s unique feature of turning maps into linear outlines.
- The elements of structure, organization, and visual representation are similar in Concept Maps and Infographics so the students may choose which they would do, as long as it represents a consistent order and emphasis of the evidence they use for their research paper.
Extension: Have students do a gallery walk to see one another’s work, so they can practice offering feedback, making predictions, and using feedback to make revisions to their work.
BRAIN TARGETED TEACHING IN THE CLASSROOM
Overview:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
ALYSSA FENIX
Alyssa F. Fenix is a black queer neurodivergent artist, Diversity Trainer/Consultant, and founder of the “If I Knew Then Letters Project,” living in Baltimore with her partner, kids, dog, and plants. Her artistic expression includes photography, wood burning, collage art, and creative writing.
Alyssa owns Fenix OUTspoken, which is an LLC focused on diversity and inclusion practices. She uses her personal and professional experience working in education and mental health settings to provide a quality framework for clinicians and educators in supporting LGBTQ+ youth and young adults with disabilities through professional development training, Policy/Climate revisions, and coaching and consultation services. She provides a variety of professional development and training opportunities to health systems, academic institutions, and non-profit organizations about Creating Safe and Supportive spaces and practices for marginalized communities. She also works with Thrive Emerge in Maryland, providing vocational readiness and executive function coaching to neurodivergent teens and adults.
When she’s not creating or running the business, she’s hiking, propagating plants, making jewelry, or extreme puzzling
VESNA GRUJICIC
Vesna Grujicic has been an educator for over 15 years. She has started her professional journey at Baltimore City public schools and continued it at Sheppard Pratt schools. Vesna is involved in educational research focusing of project-based learning and students with special needs. She has been presenter and various conferences and professional developments. Vesna holds BA & JD degree from Belgrade University, Serbia; MA degree from Towson University; and is currently a Ph.D. candidate at Notre Dame University of Maryland Department of Education. Vesna holds MD advanced professional certificate in Social Studies, special education, and Administrator I & II.
Portfolio Journal Entry
Pairs with Springboard 3.2
The Portfolio Journal Entry is designed to provide students with a portfolio of text evidence and relative visuals that can be used in their final product – collage.
Standards
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
COMMON CORE STATE STANDARDS
- RL.9-10.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (IF referring to a text ; or the art is an extension of a text)
MARYLAND ARTS STANDARDS
- E:9-12:2: Analyze and comprehend differing interpretations of an artwork or collection of works and explain how various interpretations enrich experiences of art and life.
- E:9-12:1: Hypothesize ways visual imagery influences perceptions or affects human experience.
- E:9-12:2: Use historical and contemporary references to determine if an image effectively influences or represents a culture, time, or audience.
WHEN TO TEACH
- Unit Activity 3.2- ongoing, revisit at regular intervals as students find text evidence/sources to support their research topic
RESOURCES AND MATERIALS
WELCOME
LEARNING DESIGN
INTRO
The main idea of this collection of portfolio journal entries is to not only keep text evidence for the research paper organized, but to start transforming ideas and responses to information into visual representation that can be used for their final collage project. This activity is demonstrated and thoroughly explained in the video modules. However, an overview is outlined below.
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- Go through a sample blank journal template together as a class as many times as you feel would be helpful, scaffolding from filling it out as a group step by step, to filling out parts of it independently, to full independent practice on sample texts (hold off on using research supported text during the skill acquisition phase of this assignment)
- Review with them that this step is essential to helping them formulate ideas for their final project. You may want to introduce the idea of “Collage Art” prior to this activity so that they understand what this portfolio is helping them develop.
VISUAL/WRITTEN PORTION
They can start with either the visual or the written portion, but both must be completed.
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- The visual response includes the thought or emotion that this text/source evoked. This type of visual depiction all together like a symbol or the sketch of something else it reminded them of.
- The written response is a brief phrase or concise reaction/thought/idea in words about the source presented to them
- Towards the beginning, it may be a simple practice of more concrete and simpler sources that they are asked to represent visually. Below are some examples of things you may present the students with for practice sessions to use instead of journals or articles:
- Contemporary song with varied genres to evoke a variety of responses
- Poems/song lyrics
- Political Cartoons or Media photographs of current events
- Visual Art
- Movie Clip
- Motivational Speeches/Ted Talks
- A way to simplify further might be asking them to imagine a friend just texted them really exciting news. What kind of emojis might they use to respond (challenge them to use ones that are not facial expressions or people emojis to communicate their reaction)?
ASSESS
To assess their understanding of this practice, have them fill out a practice entry about one of the texts embedded in the curriculum.
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- Note: DO NOT include these practice entries into their portfolio.
Response formats:
This activity can take form in varying levels of formality and support provided. Two possible submission formats that you may use but are not limited to are included in the google drive:
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- Students can add each of their pieces of text evidence (printed out source) that they’re referencing in their essay, and staple it to their visual depiction (printed out/picture cutout or Symbol that they’ve selected to represent their ideas/reaction to the text, as well as a brief explanation of why they selected that visual to match the text.
- Students can print out the article/text source that they will be using, and attach it to the template found below, that provides a space for both the visual and the written explanation for the visual chosen.
BRAIN TARGETED TEACHING IN THE CLASSROOM
Overview:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
ALYSSA FENIX
Alyssa F. Fenix is a black queer neurodivergent artist, Diversity Trainer/Consultant, and founder of the “If I Knew Then Letters Project,” living in Baltimore with her partner, kids, dog, and plants. Her artistic expression includes photography, wood burning, collage art, and creative writing.
Alyssa owns Fenix OUTspoken, which is an LLC focused on diversity and inclusion practices. She uses her personal and professional experience working in education and mental health settings to provide a quality framework for clinicians and educators in supporting LGBTQ+ youth and young adults with disabilities through professional development training, Policy/Climate revisions, and coaching and consultation services. She provides a variety of professional development and training opportunities to health systems, academic institutions, and non-profit organizations about Creating Safe and Supportive spaces and practices for marginalized communities. She also works with Thrive Emerge in Maryland, providing vocational readiness and executive function coaching to neurodivergent teens and adults.
When she’s not creating or running the business, she’s hiking, propagating plants, making jewelry, or extreme puzzling
VESNA GRUJICIC
Vesna Grujicic has been an educator for over 15 years. She has started her professional journey at Baltimore City public schools and continued it at Sheppard Pratt schools. Vesna is involved in educational research focusing of project-based learning and students with special needs. She has been presenter and various conferences and professional developments. Vesna holds BA & JD degree from Belgrade University, Serbia; MA degree from Towson University; and is currently a Ph.D. candidate at Notre Dame University of Maryland Department of Education. Vesna holds MD advanced professional certificate in Social Studies, special education, and Administrator I & II.
Research Topic Collage
Pairs with Springboard 3.14
The Research Topic Collage Project is the culminating creative project that coincides with their final research paper for the unit. Students will develop a visual art collage depiction of the argument made in their research paper, using the materials and resources they’ve gathered throughout the unit, to apply what they’ve learned about their topic in a creative format.
Standards
Getting Ready
Downloads
TEACH!
Brain Connections
Creators
COMMON CORE STATE STANDARDS
- RL.9-10.4 – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
- RI.9-10.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RI.9-10.8 – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- W.9-10.1.e – Provide a concluding statement or section that follows from and supports the argument presented.
MARYLAND ARTS STANDARDS
- 9-12:1: Make judgments and decisions by accessing, evaluating and using information from a variety of sources.
- I:9-12:3: Communicate clearly cultural values and beliefs, stylistic trends, and technology that have influenced choices to present artwork.
- E:9-12:1: Visualize and hypothesize to generate plans for ideas and directions for creating art or design that can elevate the community and influence social change. Apply knowledge of histories and traditions.
- I:9-12:3: Apply critical thinking and problem solving with use of art vocabulary to describe, analyze and interpret visual qualities perceived and recorded in works of art.
WHEN TO TEACH
- Unit activity 3.14 or later, this should be the last assignment prior to the final draft of the essay
RESOURCES AND MATERIALS
- Sample Collage Images
- Google Slides Presentation (slides found below and as a separate file)
- Project Rubric
- WATCH: Video Module Demonstration
WELCOME
LEARNING DESIGN
OVERVIEW
The collage is a final project that leads up to and accompanies the students’ final research paper for the unit.
Using the images collected from the Journal Entry Activity, Symbols and Phrases from their Protest Art creations, and content organization strategies from their infographics/concept maps, students will apply what they’ve learned using mixed media to make a collage that presents a claim/stance on the research topic.
WATCH: a tutorial of how to present the steps for creating collage art so that you can demonstrate for students. Essential tools that can be used as a reference for students as they are creating their collages, as well as a rubric, are included in the google drive.
BRAIN TARGETED TEACHING IN THE CLASSROOM
Overview:
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
ALYSSA FENIX
Alyssa F. Fenix is a black queer neurodivergent artist, Diversity Trainer/Consultant, and founder of the “If I Knew Then Letters Project,” living in Baltimore with her partner, kids, dog, and plants. Her artistic expression includes photography, wood burning, collage art, and creative writing.
Alyssa owns Fenix OUTspoken, which is an LLC focused on diversity and inclusion practices. She uses her personal and professional experience working in education and mental health settings to provide a quality framework for clinicians and educators in supporting LGBTQ+ youth and young adults with disabilities through professional development training, Policy/Climate revisions, and coaching and consultation services. She provides a variety of professional development and training opportunities to health systems, academic institutions, and non-profit organizations about Creating Safe and Supportive spaces and practices for marginalized communities. She also works with Thrive Emerge in Maryland, providing vocational readiness and executive function coaching to neurodivergent teens and adults.
When she’s not creating or running the business, she’s hiking, propagating plants, making jewelry, or extreme puzzling
VESNA GRUJICIC
Vesna Grujicic has been an educator for over 15 years. She has started her professional journey at Baltimore City public schools and continued it at Sheppard Pratt schools. Vesna is involved in educational research focusing of project-based learning and students with special needs. She has been presenter and various conferences and professional developments. Vesna holds BA & JD degree from Belgrade University, Serbia; MA degree from Towson University; and is currently a Ph.D. candidate at Notre Dame University of Maryland Department of Education. Vesna holds MD advanced professional certificate in Social Studies, special education, and Administrator I & II.
