Saturday, June 27, 2009
MURAL #1 - 2008-2009
This is the story of the first mosaic mural at the Bertha C. Boschulte Middle School, St. Thomas, US Virgin Islands.
Friday, June 26, 2009
Just a Note Before You Start
I like reading a blog in chronological order, especially if it's something like this. Our blog tells the story of the development of our mural at school. It wouldn't make sense to start reading the most recent blog first, because that's like reading the end of a book before you even read the first page.
So I've changed the dates and times - this way, the blogs are in order in terms of the creation and growth of our mural. They aren't in order in terms of listed date. I had to change the dates and times - there's no way that I can find to post in reverse chron order. Sigh. If you don't know what I'm talking about, that's okay. Skip this post. Read on. Just don't expect the dates and times to make sense.
L&K, Phebe
So I've changed the dates and times - this way, the blogs are in order in terms of the creation and growth of our mural. They aren't in order in terms of listed date. I had to change the dates and times - there's no way that I can find to post in reverse chron order. Sigh. If you don't know what I'm talking about, that's okay. Skip this post. Read on. Just don't expect the dates and times to make sense.
L&K, Phebe
Thursday, June 11, 2009
The Idea
I spent a month in Italy during the summer of 2007. After seeing mural after mural and mosaic upon mosaic, I returned home and went to my principal. The conversation went something like this:
"Mr. Farrow, I'd like to do a mural with my students. A mosaic mural. Would that be okay?"
"Sure, Ms. Schwartz. How about the wall behind the office?"
And the BCB Mural Project was born.
"Mr. Farrow, I'd like to do a mural with my students. A mosaic mural. Would that be okay?"
"Sure, Ms. Schwartz. How about the wall behind the office?"
And the BCB Mural Project was born.
The Grant
I wrote a grant application for funding from the Virgin Islands Council on the Arts. I began contacting stores that sold ceramic tile, and we collected tons of tile. Literally tons. My workouts began to consist of schlepping carloads of sample tile out of a store, loading my car, driving to school, unloading onto my cart, and schlepping the samples to my classroom. My storeroom. Another teacher's classroom and storeroom.
That began in late August 2007.
In December, we were notified that we our grant proposal was accepted and would be funded. $4000. NICE! But, without the check in hand, there wasn't much to do. So I continued with my normal classwork.
The check arrived in May 2008. Mid-May. Maybe two or three weeks before exams. With a final report due before August 1. I called VICA and discussed the situation. They agreed that the best course of action would be for me to purchase the materials and supplies, write the final report and submit it (with receipts) by 8/1/08, and then complete the project during the 2008-09 school year.
So I went down to one of the local tile and flooring stores and worked with them - how much tile, what colors, what equipment, and exactly what process to follow for prepping the wall and then tiling it. (Thank you Fernando!!!!! My angel consultant!)
I made sure I spent money at all the businesses who had donated tile. My wonderful husband helped me schlep boxes and boxes of brightly colored tile to my classroom. And there it sat all summer. Until the next school year.
That began in late August 2007.
In December, we were notified that we our grant proposal was accepted and would be funded. $4000. NICE! But, without the check in hand, there wasn't much to do. So I continued with my normal classwork.
The check arrived in May 2008. Mid-May. Maybe two or three weeks before exams. With a final report due before August 1. I called VICA and discussed the situation. They agreed that the best course of action would be for me to purchase the materials and supplies, write the final report and submit it (with receipts) by 8/1/08, and then complete the project during the 2008-09 school year.
So I went down to one of the local tile and flooring stores and worked with them - how much tile, what colors, what equipment, and exactly what process to follow for prepping the wall and then tiling it. (Thank you Fernando!!!!! My angel consultant!)
I made sure I spent money at all the businesses who had donated tile. My wonderful husband helped me schlep boxes and boxes of brightly colored tile to my classroom. And there it sat all summer. Until the next school year.
The Beginning
School began. Little did my students (or myself) know what lay before us.
I introduced the idea of a mural. I talked to the students about murals, how they portray ideas and values in pictures, how they build pride in a community. We discussed things we like about our school, and possible ideas for our school's mural.
We looked at murals through the ages (thanks to the LCD projector I bought with a grant from the Community Foundation of the Virgin Islands, and googlesearch), and students marvelled at the mosaics that were thousands of years old. We looked at the art of Keith Haring as I discussed simplification of design (thank you to the National Gallery of Art for their training in creating podcasts). We looked at the many murals in Philadelphia, quickly becoming the city of murals. And my students just as quickly identified the mural by Keith Haring, bringing a burst of pride to my heart.
I also showed the students pictures of the Watts Towers in LA, and discussed creating art out of found objects. We read about Simon Rodia and his project, and the students were blown away by his dedication, the size of the Towers, and the amount of time Rodia put into this monument. They were also amazed at the neighborhood, the people who took ownership of the Towers after Rodia's death.
With all that in mind, we began to design. Students received small Moleskine sketchbooks, pocket-sized, which they personalized by decorating the cover. Then, they sketched ideas. We discussed. They sketched some more. We looked at more slides, from my travels - mosaics in Israel, Italy, Greece, Costa Rica. They sketched and developed their ideas. And soon, every student had an idea, and we were ready for big paper.
I introduced the idea of a mural. I talked to the students about murals, how they portray ideas and values in pictures, how they build pride in a community. We discussed things we like about our school, and possible ideas for our school's mural.
We looked at murals through the ages (thanks to the LCD projector I bought with a grant from the Community Foundation of the Virgin Islands, and googlesearch), and students marvelled at the mosaics that were thousands of years old. We looked at the art of Keith Haring as I discussed simplification of design (thank you to the National Gallery of Art for their training in creating podcasts). We looked at the many murals in Philadelphia, quickly becoming the city of murals. And my students just as quickly identified the mural by Keith Haring, bringing a burst of pride to my heart.
I also showed the students pictures of the Watts Towers in LA, and discussed creating art out of found objects. We read about Simon Rodia and his project, and the students were blown away by his dedication, the size of the Towers, and the amount of time Rodia put into this monument. They were also amazed at the neighborhood, the people who took ownership of the Towers after Rodia's death.
With all that in mind, we began to design. Students received small Moleskine sketchbooks, pocket-sized, which they personalized by decorating the cover. Then, they sketched ideas. We discussed. They sketched some more. We looked at more slides, from my travels - mosaics in Israel, Italy, Greece, Costa Rica. They sketched and developed their ideas. And soon, every student had an idea, and we were ready for big paper.
The Design Process
I wanted my students to understand the process of creating public art. I explained that with public art, not only the individual artist decided on the design, but a committee from the community or the government would have input or final say regarding the design used.
We also talked about murals - standing in front of our wall, 28 feet long and 9 feet high, I explained that whatever they drew would be enlarged. So empty space - negative space - would also be enlarged. And that negative space would be boring if there was too much of it. We discussed other elements of design, what makes a good composition, the fact that we couldn't get a great deal of detail in tile, etc.
And the design phase began.
Each student had a 12 x 18 sheet of paper, which they would use horizontally. Every student drew their idea, discussed their composition with me, and then revised as needed.
We also talked about the fact that while we had tile in the basic color wheel colors, we also had small amounts of related colors (as in yellow-orange versus pure orange). We also had lots - LOTS - of neutral colors - tons of beige, white, grey. A fair amount of brown, some black. And how could we incorporate this into our mural?
Students considered this as they drew and revised. Once they had their final design, coloring in colored pencil. Each student received a grade for their design, and final designs were collected. Then we took a break.
We also talked about murals - standing in front of our wall, 28 feet long and 9 feet high, I explained that whatever they drew would be enlarged. So empty space - negative space - would also be enlarged. And that negative space would be boring if there was too much of it. We discussed other elements of design, what makes a good composition, the fact that we couldn't get a great deal of detail in tile, etc.
And the design phase began.
Each student had a 12 x 18 sheet of paper, which they would use horizontally. Every student drew their idea, discussed their composition with me, and then revised as needed.
We also talked about the fact that while we had tile in the basic color wheel colors, we also had small amounts of related colors (as in yellow-orange versus pure orange). We also had lots - LOTS - of neutral colors - tons of beige, white, grey. A fair amount of brown, some black. And how could we incorporate this into our mural?
Students considered this as they drew and revised. Once they had their final design, coloring in colored pencil. Each student received a grade for their design, and final designs were collected. Then we took a break.
Break I
We took a break. Literally. Students were restless, it was rainy season, I had several students in each class who needed to finish their designs but most students had this completed.
So we sorted tile. By color. With the color wheel posted on the board, and a quick lesson in primary, secondary, tertiary colors. And analagous colors. And cool and warm colors. Then more tile sorting. Until the room looked like a tile store, with piles of tiles and tiles in piles and barely room to walk.
Break - phase II:
I put towels on the desks, handed out goggles, leather gloves, and tile cutters, assigned colors to various groups of students, and we broke. Smashed. Cut. Depending on the tile and the strength of the student, we were able to reduce the tiles to squares, triangles, unnamed polygons. We sorted. It took us a week. And the noise was deafening. But the students had a great time.
So we sorted tile. By color. With the color wheel posted on the board, and a quick lesson in primary, secondary, tertiary colors. And analagous colors. And cool and warm colors. Then more tile sorting. Until the room looked like a tile store, with piles of tiles and tiles in piles and barely room to walk.
Break - phase II:
I put towels on the desks, handed out goggles, leather gloves, and tile cutters, assigned colors to various groups of students, and we broke. Smashed. Cut. Depending on the tile and the strength of the student, we were able to reduce the tiles to squares, triangles, unnamed polygons. We sorted. It took us a week. And the noise was deafening. But the students had a great time.
Election & Selection
I was aiming to make the BCB Mural Project an interdisciplinary course of study for my students. We had had readings. We had studied basic color theory and elements of design and composition. We had covered art history through murals and mosaics, which of course included basic archaeology and ancient history. And I knew math would play a huge role as we measured and enlarged our design.
Social studies. It was almost the election. THE election. The Presidential Election. When Barack Obama became our first president of African heritage. And since our students in the Virgin Islands are predominantly of African heritage, this was a HUGE event in their lives.
So the day before Election Day - which is a governmental holiday here, since most schools are used as polling stations and many government workers are slated to run the polls - we had Mural Election Day in my classroom.
All the mural designs were set up around the room, each numbered (yay for Post-Its!). Students received a small pad of paper, and they were asked to walk around the room and make notes, or jot down the numbers of their favorite designs. They weren't allowed to talk to each other, since voting is private and personal. And my special needs students with more involved diagnoses were accompanied by the paraprofessional aide, who helped them write down their numbers.
Students then were handed a ballot. Each student was allowed to vote for only three designs. They were asked to write the three numbers on their ballot, and then deposit their written ballots in the box (labelled, so it looked official) at the back of the room.
This actually took about half an hour. My Basic Art class helped in the set up prior to voting. My Advanced Art class spent time after the election discussing the merits of each work. And my last class, also Basic Art but mostly academically advanced students, tallied the votes. The twelve designs receiving the most votes were identified, and those designs then went to the mural selection committee (our electoral college).
The mural selection committee was comprised of the principal and three assistant principals. However, I also asked the Drafting teacher to look over the winning designs, and her favorite design was also the one I personally thought would be the best mural composition.
Fortunately, the selection committee also thought the same design was the best - it filled the space well, it showed various aspects of our school community, it was positive, it was bright and cheerful, it was well-executed, and it showed our school emblem, the torch of knowledge (since we are the BCB Burning Blazers).
We had a design. We were ready!
Social studies. It was almost the election. THE election. The Presidential Election. When Barack Obama became our first president of African heritage. And since our students in the Virgin Islands are predominantly of African heritage, this was a HUGE event in their lives.
So the day before Election Day - which is a governmental holiday here, since most schools are used as polling stations and many government workers are slated to run the polls - we had Mural Election Day in my classroom.
All the mural designs were set up around the room, each numbered (yay for Post-Its!). Students received a small pad of paper, and they were asked to walk around the room and make notes, or jot down the numbers of their favorite designs. They weren't allowed to talk to each other, since voting is private and personal. And my special needs students with more involved diagnoses were accompanied by the paraprofessional aide, who helped them write down their numbers.
Students then were handed a ballot. Each student was allowed to vote for only three designs. They were asked to write the three numbers on their ballot, and then deposit their written ballots in the box (labelled, so it looked official) at the back of the room.
This actually took about half an hour. My Basic Art class helped in the set up prior to voting. My Advanced Art class spent time after the election discussing the merits of each work. And my last class, also Basic Art but mostly academically advanced students, tallied the votes. The twelve designs receiving the most votes were identified, and those designs then went to the mural selection committee (our electoral college).
The mural selection committee was comprised of the principal and three assistant principals. However, I also asked the Drafting teacher to look over the winning designs, and her favorite design was also the one I personally thought would be the best mural composition.
Fortunately, the selection committee also thought the same design was the best - it filled the space well, it showed various aspects of our school community, it was positive, it was bright and cheerful, it was well-executed, and it showed our school emblem, the torch of knowledge (since we are the BCB Burning Blazers).
We had a design. We were ready!
Enlarging Larger and Larger
I needed my students to understand how to enlarge a picture, so that we could transfer our design from a paper to a wall. Using Keith Haring's art, and a computer, I took the color out of some of his designs and made basic black and white drawings. I added a one-inch grid (again on the computer). Students selected one drawing (ranging from very simple to more complex) and I demonstrated how to enlarge - we used easel paper and drew a three-inch grid, labelled the horizontal/vertical squares with letters and numbers like a map, and then copied the drawing square by square. Some students caught on quickly and made multiple enlargements. Others needed more help, especially with measuring and drawing lines. But we accomplished this, and the students were proud of their drawings which they colored with marker and hung all around the room.
My mural designer, Tia, had to re-draw her design in the correct proportions for our wall. Since the area of our mural would be approximately 9 feet high and 27 feet long, we needed to stay with that 1:3 ratio. So she worked on 6 x 18 inch paper. That final picture was then divided into 2/3 inch squares - have you ever tried finding a ruler divided into thirds???? Fortunately, my dear friend our Drafting teacher set me up with a scale, and I was able to draw a 2/3 inch grid.
Winter Vacation
It was winter vacation. We were off from the day before Christmas until the day after Three Kings Day (January 6). I had a wall, I had a design, I had tile and tools. I just needed to strip the exterior paint off the wall.
I consulted with someone who was a supervisor with the company that built our school. We discussed sanding, grinding, stripping, power washing, sandblasting, and just about everything we could think of. He suggested adding a layer of concrete over the paint, but I was afraid the weight of the mural would pull it off.
Our principal suggested I talk to our maintenance man - construction by day, school maintenance by night, all around handyman, and someone my students described as "Superman" when I told them how much he helped us - Mr. Anthony suggested a super strength paint stripper and a power washer. He and I worked three afternoons/evenings during the winter vacation, stripping 250 square feet of wall.
I ruined my clothes and burned my skin, but actually had fun. My husband came and brought my dinner, and stripped a section himself. Powerwashing paint and stucco off a wall is a powerful feeling!
And we started the semester with a clean wall.
I consulted with someone who was a supervisor with the company that built our school. We discussed sanding, grinding, stripping, power washing, sandblasting, and just about everything we could think of. He suggested adding a layer of concrete over the paint, but I was afraid the weight of the mural would pull it off.
Our principal suggested I talk to our maintenance man - construction by day, school maintenance by night, all around handyman, and someone my students described as "Superman" when I told them how much he helped us - Mr. Anthony suggested a super strength paint stripper and a power washer. He and I worked three afternoons/evenings during the winter vacation, stripping 250 square feet of wall.
I ruined my clothes and burned my skin, but actually had fun. My husband came and brought my dinner, and stripped a section himself. Powerwashing paint and stucco off a wall is a powerful feeling!
And we started the semester with a clean wall.
Mid-Term and Final Exam Time
All we had done for the first half of the year was the mural. Mural design. Mural history. Art in public places. Design selection. Enlarging. All? That was a lot! And I had this lovely clean wall, just waiting for a grid and a design to be drawn.
And, well, I've always believed in experiential learning and comprehensive assessment. Art is hands-on learning. Why couldn't I have a hands-on assessment?
My block class (90 minutes) needed to have a final exam. My "skinny" classes (half a block, 45 minutes each) needed to have mid-term exams.
Drawing a grid on the wall, and then enlarging our 6" x 18" design to a 9' x 27' wall seemed like a great assessment tool. I could easily evaluate how much each student had learned.
Armed with chalk lines, a level, chalk, yardsticks, markers, chairs, and a ladder, we attacked the wall. I demonstrated measuring at both ends, how to use a chalk line, and we set to work. The grid was drawn. The grid was labelled.
I had photocopied our design, with grid, in two parts, left and right. And handed out the design, and assigned students areas. "You take A to D, 1 to 2. You, see this area?--you have A to D, 3 and 4." Students drew in chalk, they talked to me about their enlargement, and when approved they were given a marker to make their drawing permanent.
At the end of three days, our mural was drawn, students were graded based on participation and work effort as well as ability to enlarge and translate the original drawing to the wall - and we were ready for our next step.
And, well, I've always believed in experiential learning and comprehensive assessment. Art is hands-on learning. Why couldn't I have a hands-on assessment?
My block class (90 minutes) needed to have a final exam. My "skinny" classes (half a block, 45 minutes each) needed to have mid-term exams.
Drawing a grid on the wall, and then enlarging our 6" x 18" design to a 9' x 27' wall seemed like a great assessment tool. I could easily evaluate how much each student had learned.
Armed with chalk lines, a level, chalk, yardsticks, markers, chairs, and a ladder, we attacked the wall. I demonstrated measuring at both ends, how to use a chalk line, and we set to work. The grid was drawn. The grid was labelled.
I had photocopied our design, with grid, in two parts, left and right. And handed out the design, and assigned students areas. "You take A to D, 1 to 2. You, see this area?--you have A to D, 3 and 4." Students drew in chalk, they talked to me about their enlargement, and when approved they were given a marker to make their drawing permanent.
At the end of three days, our mural was drawn, students were graded based on participation and work effort as well as ability to enlarge and translate the original drawing to the wall - and we were ready for our next step.
My "D'OH!" Moment
At some point, it hit me. This wasn't just a mural about the good things going on at school. This was a pictorial version of our school's mission statement. All students were required to memorize this. All teachers have our mission statement posted in their room. This is published in our accreditation application, our yearly school improvement plan, on student agendas.
How could I have missed this?????
"Uh, Tia, your design is the mission statement, isn't it?" "Well yes, Ms. Schwartz, I made it that way." "Huh. I just figured that out." She giggled at her obtuse teacher. I made a note to myself to not discount the ability of an 8th grader to think in symbols.
"The mission of the Bertha C. Boschulte Middle School is to maximize the academic, emotional, physical, and social growth of all students."
BCB Burning Blazers - the central torch
Books - academic
Hugging figures and hearts - emotional
Sports - physical
Red/white/blue people and flag - social
Two hands holding the torch, one caramel, one dark brown - integration
Oh yeah, Ms. Schwartz, you are rather obtuse. Even I can see that.
However, none of the principals got it either. I had to explain and show them that we were creating a Mission Statement Mural. I suspect most of the students at the school saw this way before we adults caught on.
D'oh!!!!
How could I have missed this?????
"Uh, Tia, your design is the mission statement, isn't it?" "Well yes, Ms. Schwartz, I made it that way." "Huh. I just figured that out." She giggled at her obtuse teacher. I made a note to myself to not discount the ability of an 8th grader to think in symbols.
"The mission of the Bertha C. Boschulte Middle School is to maximize the academic, emotional, physical, and social growth of all students."
BCB Burning Blazers - the central torch
Books - academic
Hugging figures and hearts - emotional
Sports - physical
Red/white/blue people and flag - social
Two hands holding the torch, one caramel, one dark brown - integration
Oh yeah, Ms. Schwartz, you are rather obtuse. Even I can see that.
However, none of the principals got it either. I had to explain and show them that we were creating a Mission Statement Mural. I suspect most of the students at the school saw this way before we adults caught on.
D'oh!!!!
Bonding
Our wonderful Mr. Anthony, the maintenance superman, suggested we use a bonding agent under the thin-set cement, and to mix some into the cement. This would give the cement a bit of elasticity, he said, and it would hold up better in the sun and tropical weather we have.
So we painted bonding agent as we went. And discovered that it washes off in heavy rains.
Sidebar - Students With Special Needs
I had several students with severe limitations. I did my best to include them in all class activities - but the girl had limited motor skills, and so worked part of the time in a coloring book, or coloring in Keith Haring pictures. The boy seemed overwhelmed by blank paper, so he also spent some time coloring rather than drawing. Both seemed happy to be in art class, and the other students became more comfortable and eventually were willing to assist one of these special needs students when needed.
When we worked outside, the girl, who has leg braces, was happy drawing on the wall in chalk. And when she looked tired, I'd give her the extra papers and ask her to sit on them so they wouldn't blow around. After 30 minutes of standing, she needed to sit, and having a job to do helped her be willing to sit and stay put.
I guess what I'm saying is if you have students with special needs, figure out ways to include them within their capabilities.
My hearing impaired students during the second half of the school year came to me with a sign language interpreter, which made things easier. However, I discovered that interpreters use an abbreviated shorthand of sign language, and at times my full meaning didn't get across to the students. It made life interesting. I also learned some signs. Especially when the boy in the group called me a "B" in sign language. Interesting.
When we worked outside, the girl, who has leg braces, was happy drawing on the wall in chalk. And when she looked tired, I'd give her the extra papers and ask her to sit on them so they wouldn't blow around. After 30 minutes of standing, she needed to sit, and having a job to do helped her be willing to sit and stay put.
I guess what I'm saying is if you have students with special needs, figure out ways to include them within their capabilities.
My hearing impaired students during the second half of the school year came to me with a sign language interpreter, which made things easier. However, I discovered that interpreters use an abbreviated shorthand of sign language, and at times my full meaning didn't get across to the students. It made life interesting. I also learned some signs. Especially when the boy in the group called me a "B" in sign language. Interesting.Rainy Day and Other Activities
There are the inevitable rainy days in the VI. There are days when we just couldn't work outside, times when we'd spend a week indoors because of the weather. While this slowed our progress on the mural, there were still things we could do that related to the mural as our theme, our project, the focus of our integrated studies.
We decided we needed to write letters to thank people - all the donors of tile, the arts council for the grant, the principals for permission to do this project, the teacher behind our mural wall who put up with all our noise. Mr. Anthony, dubbed "Superman" by the students. They all deserved letters of thanks. Students chose a partner, the dyad chose a recipient, and together they wrote their letters. No fuss, no arguing. I corrected spelling and grammar on their draft, wrote an example of proper letter heading on the board, and students went back to complete their final drafts. Bam, language arts in action.
I asked someone I know, an urban planner, to come in and talk to the students about art in public places. She had overseen the community beautification project in the school's neighborhood, which included a mosaic sign for the community (created after I had purchased the tile, it was just serendipitous). Wanda spoke with all the classes about public art, community development, neighborhood beautification and pride, and mural design. She was great! (And, of course, the students wrote a letter to her, too.)
The students also created certificate borders, so that all of our supporters and donors will receive handmade certificates. Each one is unique, colorful, and created by one of the students.
When I was gone for a week attending the National Art Education Association Convention (fabulous!), my students worked in small groups on a "mural grant application." They had to write why murals are important, where they'd like to create another mural at school and why there, draw/color their design, and come up with a shopping list based on a price list I gave them and a $4,000 budget. This was graded - and the answers amazed me. "We want to put our mural in the gym so people are more active." "We want to put our mural in the cafeteria so people eat more healthy foods." "Team B (Special Education) needs our mural so they have something to be proud of and people will like them." The students really learned about the power of murals and public art, and really thought about what they'd do.
Wow.
We decided we needed to write letters to thank people - all the donors of tile, the arts council for the grant, the principals for permission to do this project, the teacher behind our mural wall who put up with all our noise. Mr. Anthony, dubbed "Superman" by the students. They all deserved letters of thanks. Students chose a partner, the dyad chose a recipient, and together they wrote their letters. No fuss, no arguing. I corrected spelling and grammar on their draft, wrote an example of proper letter heading on the board, and students went back to complete their final drafts. Bam, language arts in action.
I asked someone I know, an urban planner, to come in and talk to the students about art in public places. She had overseen the community beautification project in the school's neighborhood, which included a mosaic sign for the community (created after I had purchased the tile, it was just serendipitous). Wanda spoke with all the classes about public art, community development, neighborhood beautification and pride, and mural design. She was great! (And, of course, the students wrote a letter to her, too.)
The students also created certificate borders, so that all of our supporters and donors will receive handmade certificates. Each one is unique, colorful, and created by one of the students.
When I was gone for a week attending the National Art Education Association Convention (fabulous!), my students worked in small groups on a "mural grant application." They had to write why murals are important, where they'd like to create another mural at school and why there, draw/color their design, and come up with a shopping list based on a price list I gave them and a $4,000 budget. This was graded - and the answers amazed me. "We want to put our mural in the gym so people are more active." "We want to put our mural in the cafeteria so people eat more healthy foods." "Team B (Special Education) needs our mural so they have something to be proud of and people will like them." The students really learned about the power of murals and public art, and really thought about what they'd do.
Wow.
January to June
We tiled. We painted on bonding agent, and we tiled. Every day it didn't rain, we tiled. Some days that it did rain, we tiled. I stopped wearing nice clothes to school and showed up in shorts and a top, so I could pull on my old overalls over my clothes, and tile. My overalls became more and more encrusted with cement. My students wore aprons every day, and they too became more and more covered in cement. Pale blue cement from the bonding agent mixed in.
We began with the negative space, the background, so that students could develop their tiling skills. Each morning, my first class would help me mix the cement. We'd gather up the empty buckets, trowels, spatulas (putty knifes), aprons, etc. and carry everything upstairs to the mural. We'd open the storeroom and bring out trays of tile, whatever color we needed for the day - beginning with mixed beige tiles for the background, moving on to bright colors for the figures and symbols in our picture.
As we tiled, we got better. Students learned to trim tiles to fit spaces, not leaving gaps. They learned to trim curves for the Haring-esque figures, for the basketball, for the hearts. They learned to sequence the orange tiles so our torch looks shaded and like flickering flames.
And I learned that I didn't have to supervise every minute. Some students had tiling experience, and could be a group supervisor. Other students seemed to be a natural at this, and they too became group supervisors.
I also found that if I started the class by asking students what area they wanted to work on, they were more willing to work than if I assigned tasks. And they were willing to get their own tray of tile and their own chair, rather than carrying out all the needed tile and all the needed chairs. They were willing to be responsible for Mr. Purple or Ms. Turquoise, or the English book, and would work on that one object day after day until it was complete.
So our mural grew and progressed. Our daily audience would comment and give us feedback - students, teachers, counselors, custodians, kitchen staff, principals - everyone would come by and tell us what they liked, or didn't like, or ask questions - the most common question being "When will you finish?" We didn't know. We just worked. We hoped we'd finish before the end of the school year.
"Tia, we need to fill this space."
Me: "Tia, we have the three people over here. But there's some space beyond them, next to the wall. I think it's too much empty space. What do you think?"Tia: "Yeah, it is. Could we add another heart?"
Me: "Well, that would work. But you have these people in red white and blue, right? So would a flag work?"
Tia: "Yeah - how about the Virgin Islands flag?"
Me: "Great idea! Much better than the US flag! Let's do it."
Crips, Bloods, Random Acts of Violence
A student was seriously injured at school, was airlifted off island for neurosurgery on the mainland. Many of the students knew him; all were affected by this incident. It was senseless, it was depressing, it was gang violence, it was unnecessary.
Tia's design for the "social growth" of our mission statement looks, to adults, to symbolize patriotism - red white and blue being the colors of the USA flag.
But to a teenager, red and blue are gang colors, they symbolize the Crips and the Bloods. And to Tia, the red fading into white fading into blue symbolizes getting rid of gangs and violence; it shows the Crips and Bloods blending into a neutral and cooperative person in the center.
**********************************************************
Two other students in my class were present during gunfights. Both had the presence of mind to get down on the ground, got everyone around them down and out of bullet range, waited until all was clear. Both needed extra hugs. Both told me about it. Both were part of my counseling on the wall - just talking about the events, venting, getting support, and getting hugs.
Tia's design for the "social growth" of our mission statement looks, to adults, to symbolize patriotism - red white and blue being the colors of the USA flag.
But to a teenager, red and blue are gang colors, they symbolize the Crips and the Bloods. And to Tia, the red fading into white fading into blue symbolizes getting rid of gangs and violence; it shows the Crips and Bloods blending into a neutral and cooperative person in the center.**********************************************************
Two other students in my class were present during gunfights. Both had the presence of mind to get down on the ground, got everyone around them down and out of bullet range, waited until all was clear. Both needed extra hugs. Both told me about it. Both were part of my counseling on the wall - just talking about the events, venting, getting support, and getting hugs.
Teacher Qualifications
We hear all sorts of things about teachers. That it's an easy job, anyone could do it. That we're glorified (overpaid?) babysitters.
Or good old George Bernard Shaw, who said, "Those who can, do. Those who can't, teach."
And as someone added, "Those who can't teach, teach teachers."
As someone who has taught for 22 years in the USVI, two years in the US, and two years in Liberia (with the Peace Corps), I say to them $*&&#@() !!!!!!
Imagine being a corporate something. Could you corral eighteen early adolescents and get them to work together?
Or you're an attorney. Could you get three classes of students to sit and write letters?
Mr. CEO and Ms. CFO (or the reverse) - have you created something that will impact students for years to come? Until the building falls down?
Hhhhmph. Okay, so I went to school and took classes in education and educational alternatives. I also studied art. I studied murals under two American muralists, Lucienne Bloch and her husband Stephen Pope Dimitroff - both of whom worked with Mexican muralist Diego Rivera. I learned to fresco and do mosaic, to design a mural, to work collaboratively.
And before Peace Corps, I completed a quilt working with Judy Chicago's Birth Project - a small quilt, another collaboration. After my return to the US, I worked at the Birth Project, helping mount artwork for display, assist in quilting a creation quilt, and generally do whatever was needed artistically.
Without those experiences, I couldn't have completed this mural project. But without my teacher training PLUS all those years of teaching, I couldn't have worked with my 60 or so students to create this mural.
I'd like to see Mr. Shaw create a 250 sq ft mural with 60 early teens. Hhhhmph!
Or good old George Bernard Shaw, who said, "Those who can, do. Those who can't, teach."
And as someone added, "Those who can't teach, teach teachers."
As someone who has taught for 22 years in the USVI, two years in the US, and two years in Liberia (with the Peace Corps), I say to them $*&&#@() !!!!!!
Imagine being a corporate something. Could you corral eighteen early adolescents and get them to work together?
Or you're an attorney. Could you get three classes of students to sit and write letters?
Mr. CEO and Ms. CFO (or the reverse) - have you created something that will impact students for years to come? Until the building falls down?
Hhhhmph. Okay, so I went to school and took classes in education and educational alternatives. I also studied art. I studied murals under two American muralists, Lucienne Bloch and her husband Stephen Pope Dimitroff - both of whom worked with Mexican muralist Diego Rivera. I learned to fresco and do mosaic, to design a mural, to work collaboratively.
And before Peace Corps, I completed a quilt working with Judy Chicago's Birth Project - a small quilt, another collaboration. After my return to the US, I worked at the Birth Project, helping mount artwork for display, assist in quilting a creation quilt, and generally do whatever was needed artistically.
Without those experiences, I couldn't have completed this mural project. But without my teacher training PLUS all those years of teaching, I couldn't have worked with my 60 or so students to create this mural.
I'd like to see Mr. Shaw create a 250 sq ft mural with 60 early teens. Hhhhmph!
"No Tile Left Behind"
At some point, Denneisha (on the right) dubbed our mural "No Tile Left Behind." All educators and many people know about the No Child Left Behind Act, the restrictions and requisite testing (which leads to teaching to the test, not teaching for knowledge), the lack of funding, the demands that really don't do much to improve education.
So this quick-witted 13 year old said to me one day, "You know, we need to call this No Tile Left Behind." We got a good laugh out of that. And it became our catch phrase.
No Tile Left Behind.
The Wall Guards
Every school has them. The gansta wannabes. The tough boys who are junior hoods, hanging out with the pants down around the hips and shirts untucked despite school regulations about dress. The guys who cut class. The girls who swear even when a teacher is present. Yesterday's hoods, today's homies, unfortunately some will be tomorrow's statistics.
Our mural wall is located at the tough boy hang out corner. En route from my classroom to the office to sign in each morning, I pass the BCB gansta posse. I don't know their names, but I recognize them each day. I say good morning. Sometimes they respond.
After a few weeks, as the mural took shape, I noticed that the boys would be more likely to respond to my "good morning." The girls would move to let me up the steps. And after a few more weeks, someone might say "The wall is looking good" or "What's the picture?" or "When will it be done?"
I'd stop and chat. Thank you for the compliment, it's going well, it's our school's mission statement, this will be orange, that will be green, I hope we're done by graduation.
And then, I'd say, "So you're part of my wall guard posse, right?" And usually the boys would look at me and say "Huh?" And I'd say, "You're out here guarding the wall, making sure no one messes with it. Right?" Well, what could they say, they'd laugh and agree. Every few days, I'd ask another boy, "You're part of my wall guard posse, right?" And he'd agree.
Thus the wall guards were born.
And while a few tiles have been broken or the marbles picked out, there has been remarkably little vandalism to the wall. Zero graffiti.
Because the wall guard posse is keeping an eye on the mural.
Our mural wall is located at the tough boy hang out corner. En route from my classroom to the office to sign in each morning, I pass the BCB gansta posse. I don't know their names, but I recognize them each day. I say good morning. Sometimes they respond.
After a few weeks, as the mural took shape, I noticed that the boys would be more likely to respond to my "good morning." The girls would move to let me up the steps. And after a few more weeks, someone might say "The wall is looking good" or "What's the picture?" or "When will it be done?"
I'd stop and chat. Thank you for the compliment, it's going well, it's our school's mission statement, this will be orange, that will be green, I hope we're done by graduation.
And then, I'd say, "So you're part of my wall guard posse, right?" And usually the boys would look at me and say "Huh?" And I'd say, "You're out here guarding the wall, making sure no one messes with it. Right?" Well, what could they say, they'd laugh and agree. Every few days, I'd ask another boy, "You're part of my wall guard posse, right?" And he'd agree.
Thus the wall guards were born.
And while a few tiles have been broken or the marbles picked out, there has been remarkably little vandalism to the wall. Zero graffiti.
Because the wall guard posse is keeping an eye on the mural.
Almost Complete - Day before graduation
The tiles are up. We've spent a few days cleaning the cement off the face of the tiles - middle school students can be messy in spite of my constant reminders to keep fingers and tile fronts clean. I need to spend maybe a day filling in small gaps that the kids left. (I've become a very clean tiler.)
And then we'll grout. Or, I'll grout. Next week the students are out of school. But I've had numerous students offer to help me grout, and finish the mural.
At least the tile is up, and it looks good for graduation. The governor will be here, as will numerous senators and officials from the Department of Education. And the press.
So we have a mostly finished mural, visible from across the school. Anyone who turns around when entering the auditorium will see the mural. The principal has a short summary of the design to read, he'll announce Tia as the designer, we'll include a few pictures in the school slide show.
I am so proud of my students - they really have outdone themselves this year!!!!!
Tuesday, June 9, 2009
Rewriting History
The students were supposed to use the blackest black tile for the word "History" on the red book. They didn't. They used some black, some grey, some marbled black and grey and white. And of course, the word "History" barely showed up, since the grey was basically the same value as the red. Totally different color, but same value.
So I chipped out the grey, cut up small squares of yellow, and retiled.
And rewrote History.
So I chipped out the grey, cut up small squares of yellow, and retiled.
And rewrote History.
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