Curriculum Project

Planning Sheet
Please submit final plan in typed format
Title of Curriculum Project
My Education Matters
Project Teachers and/or Leaders
Katelyn Durst, Art teachers from Dunlap Elementary and Rainier Beach High
School
Date
July 11-July 25, 2016
Age of Children/Youth
13-16 (9th and 10th graders)

Project/Course Description Overview

My Education Matters is an arts-integrated curriculum that allows scholars to engage
with their individuality and bring their talents and voice into their family, community, city
and world. Scholars will engage with social justice issues as well as academic service
learning through community art projects that will help them beautify their neighborhoods
and encourage ownership of their lives.
Lesson One: My Story Matters
Lesson Two: My School Matters
Lesson Three: My Community Matters
Goal(s) (These remain the same for all BuildaBridge Community Programs)
bring hope & healing to children and families living in contexts of crisis and
poverty
increase resilience and their experience of selfefficacy
facilitate in each child a clear vision for their future
establish community resiliency in each child and adult involved
to use cultural history to empower children for future civic engagement projects
Teacher Objectives.
1. Engage students in interactive community building art-making experiences.
2. Increase learning in the areas of Language Arts, Visual Arts and Theatre
3. Help scholars meet WA standards in the areas of Language Arts, Visual Arts and
Theatre

4. Provide opportunity for student leadership and teaching from students

5. Have 100% of scholars involved in mural making project learn new visual arts skills.
6. Have 100% of scholars involved in event planning learn how to plan a successful
event.
7. Provide scholars with opportunities to grow sense of working in group settings by
collaborating with others through various community projects.
8. Provide scholars with opportunities to engage with their community in tangible ways
such as creating a community mural and theatre of the oppressed.
9. Empower scholars feel strong, positive self worth and have proof that their voice
matters because of the community work they are engaged in.
10. Create a safe space for all scholars to create, learn , grow and reflect.
11. Increase understanding of visual art, poetry and drama by direct interaction with that
art modality.

Learning Outcomes.
1. By end of My Education Matters project 100% of scholars will know how to
facilitate a dictation poem.
2. By end of My Education Matters project 100% of scholars involved in mural
making learn new visual art skills.
3. By end of My Education Matters project 100% of scholars involved in event
planning possess knowledge on how to plan and run a successful event.
State/national art/academic standards being addressed: (Be specific and site the name
& number of the standard)
WASHINGTON STATE ARTS STANDARDS: 9-10
http://www.k12.wa.us/Arts/Standards/pubdocs/ArtsStandards.pdf#Overview
THEATRE
Students analyze a script to interpret the elements of theatre and the given
circumstances to create a character for a group or individual performance.
They analyze how the audiences behavior affects an actors performance
VISUAL ARTS
Students become visually literate thinkers and creators as they examine, produce, and
present original work.
They use aesthetic criteria to analyze and respond to art and make connections across
disciplines, cultures, place, and time.
LANGUAGE ARTS:9-10
http://www.k12.wa.us/ELA/pubdocs/ELA_Standards.pdf
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

 Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
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.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others into
the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
Metaphors. I have intentionally chosen the following (2) elements of
my art form
(_listening to others and being able to take directions from peers and teachers) in order to
teach life
lessons/wisdom on _community development and _positive self-identity
Assessment methods(s) selected for the project: (At least one arts-based authentic
assessment)
1. pre and post personal-reflection survey
2. pre and post language arts assessment
3. pre and post problem-solving skills assessment
Number of Lessons: __3______ lessons over __3_weeks will incorporate
_____6_____ of the nine learning intelligences: (list them). Lessons will utilize
1. Interpersonal
2. Intra-personal
3. Visual/Spatial
4. Linguistic
5. Body/Kinesthetic
6. Naturalist
3

_____3____ art forms.

1. Poetry: to express a story of self in an effort to share who you, where you are from
and why that is significant and valuable.
2. Mural Making: To create significant and tangible art in the community.
3. Theatre of the Oppressed: To interact with community members in art making that
brings broader perspective of self, others and builds community as well as allows
community members and scholars to interact with change making in their
community.
List References, Resources, Books, CDs Websites to be used in the curriculum
https://www.youtube.com/watch?v=QGb4oiUqlhA
https://www.youtube.com/watch?v=veEQQ-N9xWU
https://www.youtube.com/watch?v=vi1HfSiMxCU
http://digitalis.nwp.org/sites/default/files/files/428/Where%20I'm%20From%20Original
%20Poem%20&%20Template_0.pdf
Materials needed for the Project:
Tubes of each paint color( Black, White, Blue, Yellow, Red)
Paint brushes
Journals
Pens/Paper
Big sheets of paper
Post Cards of famous/familiar art pieces
Summary of famous art pieces/era they were created
Ladders
Tables
Chairs
Powerpoint
Dunlap Computer Lab
Dunlap mural
Ziplock bags with found words and objects
Blank strips of paper
Tape
Construction Paper
Markers
Sticky Notes
Bulletin Board for Future Board
Microphones

Attach/Write a Project Description & Instructions for each lesson in enough detail
that someone else could do this project easily.
Rubric: Attach a minimum five-element, four-point value rubric for the overall
curriculum assessment of outcomes; or for the outcomes of at least one of the
lessons.

Lesson Plans for Curriculum

(Please use separate planning sheet for each lesson)

Curriculum Project Title: My Education Matters

Lesson Title: My Story Matters
Lesson Number:1
Teacher(s) Name & contact information
Katelyn Durst
katelyn.durst@gmail.com
katelyn.durst@eastern.edu
(989)709-1977
Lesson Overview
Scholars will learn about the course, the academic service learning of revitalizing a
fading mural on the Dunlap Elementary and Middle School. Additionally they will learn
how to write and analyze I am From poems.

Teaching Objectives
Introduce scholars to two poetry forms ( found poem and dictation poem)
Through taught dictation poem style in class, scholars can facilitate dictation poem with
their partner.
Have scholars engaged in writing and listening that meets state requirement of
Language Arts by:
Producing clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Using precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
Initiating and participating effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910
topics, texts, and issues, building on others ideas and expressing their own
clearly and persuasively.
Working with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of alternate
views), clear goals and deadlines, and individual roles as needed.
Propeling conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate

others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
Learner Outcomes
Have 100% of scholars complete found poem within the allotted time in class period.
Have 100% of scholars complete dictation poem within the allotted time in class
period.
Have 100% of scholars leave class feeling like stronger listeners, readers and writers.
Write well-thought out poems that are creative and applicable to individual life

Lesson Description
1. Welcome & Pre-Assessment:( 10 minutes) Say my name and then bring out a ziplock
bag filled with random objects and say I am feeling ____today using found objects.
Then ask scholars their name and how theyre feeling, pointing at the random bag of
objects on their desk. Incorporate a talking piece and say lets have one mic as we
pass this around, which means only the person with this is talking . The talking
piece gets pass it around the circle as scholars begin to share their name and how
they are feeling based on found objects in bag .This activity gives scholars
opportunity to create and build linguistic skills as well as listening skills.
2. Introductory Activity/Experiential : ( 10 minutes) Have scholars create a cooperation
contract, they will know what this because cooperation contracts are implemented
during Freedom Schools, but it is a list of expectations set up for the scholars by the
scholars for this classroom. Have them brainstorm in groups of two for one sentence
or idea theyd like to place on the cooperation contract . Things like one mic, give
respect, have fun. After breakout session (4 minutes) , have scholars share their ideas.
Have one person volunteer as a scribe to write down expectations and then have
everyone sign the cooperation contract once it complete signifying their agreement
with what is stated.
3. Mini-Lecture (15 minutes) Ask , what do you know about Rainier Beach High
School? Postive and negatives? Have scribe write list of answers. Show powerpoint
that brings to light some of the injustices Rainier Beach High School experiences:
mainly that it hasnt had any kind of cosmetic or building restoration since 1948,
which makes it the only school in the Seattle Public School District to not receive
improvements. Show that the school also has signs in bathrooms about undrinkable
water. Ask , what do you think the reason for this is? Have scribe write down
answers. Ask, what can we do about it? Have scribe write down answers. Direct
scholars to get into groups and brainstorm ways to get the word out about our school
7

4.

5.

6.

7.

and the issues scholars face who attend at RBHS. Give them 5 minutes. Once
answers are discussed in large group circle, ask scholars if this/how issue reflects on
their community? Have scholars share in popcorn style.
Demonstration-Exercise (30 minutes) Say, where we live says a lot about who we
are, lets watch a youtube poem called Where Im From. Hand out journals and
inform scholars that they will be learning how to facilitate a dictation poem. Ask for a
volunteer to present an example of how to facilitate dissertation poems. Inform
scholars that they will be responding to the prompt, When people hear Im from
Rainier Beach within small groups of two. As you lead an example of a dictation
poem with the volunteer, pose t he prompt When people hear Im from Rainier
Beach.. and ask the scholar what kinds of remarks people have said. When the
scholar starts talking, I take dictation ( word for word) what the is being said. To
make the dictation more poetic ask for metaphors, if the scholar says something
about feelings ask for a metaphoric image( i.e. Scholar: I feel sad, Teacher: Sad like
what? Scholar: sad like a downed power line). When scholar completes dictation
poem, break scholars into groups of two. Have scholars complete dictation poems of
each other. Walk around to each group and provide support if scholars are stuck on
certain elements of the dictation poem.. At close, have scholars share poems and then
hang them up around classroom.
Applied Work life lessons/Outside-the-classroom application; assignments for next
class. Reflect: Who am I? Where am I going ? in journal. Instruct scholars to take
observation notes of the mural at Dunlap Elementary in this next week. Have them
create a voice recording of what they see, what they want to improve and how that
will reflect on themselves and their community. Have scholars get their parents to fill
out release form indicating that they will are allowing their children to go on an allday field trip/academic service learning for mural revitalization.
Conclusion/Metaphor: Closing affirmation of self worth and commitment to
community by directing scholars back to their cooperation contract and celebrating
the work they did thus far. Also lead scholars in good job chant, which is part of
Freedom Schools language. ( You know you did a good job so say you did a good
job, you did a good job *clap 5x* , good job *clap 5x*, g-o-o-d-job, good job, good
job!)
Post Assessment: Pass out a one-page excerpt from Citizen by Claudia Rankine.
Have scholars create found poem, provide examples. Give scholars 10 minutes to
complete. This will help them with reading and writing development. Give author
chance to share. Go around circle, use talking piece, and have each scholar share in
this manner. Discuss any further information about mural project.

Materials & Supplies

Large Paper
Ziplock bags with found words and objects
Powerpoint
Found Poem examples
Copies of Citizen excerpt for all students
Journals
Pens/Pencils
Tape