SECTION THREE: Outlets as Alternatives to Violence and Opportunities for Youth. Module 6: Eddie & Namaste-Art and Mentorship As a Way Out

Transcription

1 SECTION THREE: Outlets as Alternatives to Violence and Opportunities for Youth Module 6: Eddie & Namaste-Art and Mentorship As a Way Out OVERVIEW: Through a skills based approach that is aligned to the Common Core State Standards (CCSS) and supports literacy development, this lesson explores the role of art and mentorship to heal and transform. Throughout this lesson students will look closely at quotes from two artists: Henry Moore and Bob Marley and use their responses to discuss the role of art and mentorship in their lives. To build on the concepts, students will view the webisode, Eddie & Namaste, and as a means to apply the knowledge learned, engage in a role-play exercise and create a personal artistic work for extended learning. CONTENT FOCUS: Art and Mentorship As a Way Out NUMBER OF INSTRUCTIONAL MINUTES: 45 minutes+60 minutes for the Extended Learning Activity Grade Levels: 9-12 High School, College, can be adapted to middle school Skills Based Standards: CCSS R.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCSS W.9: Draw evidence from library or informational texts to support analysis, reflection, and research. CCSS SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other's ideas and expressing their own clearly and persuasively. Lesson Goals: Help students to employ strategies to handle conflicts in a respectable and positive way, effectively communicate their feelings, and constructively solve problems. Foster an understanding of how art can be deeply healing and transformative and how mentorships can assist an individual in becoming a better person. Lesson Understandings: Students will understand that Conflicts will always arise, but it is important to seek resolutions to handle conflicts in a respectable and positive way. 1

2 Art acts as an escape from reality and a vehicle to entertain, but at the same time creating art can be deeply healing and transformative. Mentors provide guidance, inspiration, and can assist an individual with becoming a better person. Questions for Exploration: How can I manage my anger, communicate my feelings, and constructively solve problems? How can I handle conflicts in a respectable and positive way? How can art be used to address issues surrounding urban violence? In what ways do mentors make a difference? Key Concepts: Art Therapy: The therapeutic use of art making for people who are suffering from illness, trauma, or challenges in life. Through creating art and reflecting on the products and process, individuals are better able to cope with health related symptoms, stress, and traumatic experiences. Conflict Resolution: The process of resolving disagreements and reconciling opposing arguments in order to promote peace. The process involves problem solving and compromise. Anger Management: The process of learning to recognize signs that one is becoming angry, and taking action to calm down and deal with the situation in a positive way and peaceful manner. Mentor: An individual who provides guidance, inspiration, and assists an individual with becoming a better person. Instructional Resources: Eddie and Namaste webisode from The Interrupters The Interrupters Community Resource guide Graphic Organizer: Venn diagram Materials: LCD projector or DVD player Paper (notebook, loose-leaf, copier paper, construction paper) Art supplies (markers, scissors, glue, magazines for collage) Journal/spiral bound notebook (optional) LESSON PLAN 1. Hook: Have students read and transcribe these quotes from two great artists: Quote 1: To be an artist is to believe in life -Henry Moore, sculptor whose public works are installed all over the world 2

3 Quote 2: One good thing about music, when it hits you, you feel no pain -Bob Marley, legendary musician Direct students to write quick responses to these sentence stems: I think Moore means I think Marley means For me, art (including music) is Other art forms that reflect Mooreʼs or Marleyʼs quotes are Art in various art forms (art, music, dance) are important outlets because Call on students to share their responses. 2. Brainstorm: Discuss that popular art is often entertainment-oriented, providing an escape from reality. This can be helpful in some ways, such as taking your mind off of problems, but ultimately provides only a temporary release. At the same time, the process of participating in and creating art can be deeply healing and transformative. Draw or project a Venn diagram like the following one pictured below and fill it in by brainstorming with the whole class. What role does art play in your life? What are examples of Artasescape & entertainment Artashealing & transformation Teacherʼs Tip: For a printable version of the Venn diagram graphic organizer, go to the following web address: Further discuss: What are situations where art can be both (art as escape and entertainment and art as healing and transformation)? 3

4 3.Webisode Viewing: Preface the webisode, Eddie and Namaste, with this profile of Eddie from The Interrupters Community Resource guide: Eddie Bocanegra is haunted by a murder he committed when he was seventeen. His CeaseFire work is a part of his repentance for what he did. Eddie is most deeply disturbed by the aftereffects of the violence on children, and so he spends much of his time working with younger kids in an effort to both keep them off the streets and to get support to those who need it Soulful and empathic, Eddie, who learned to paint in prison, teaches art to children, trying to warn them of the debilitating trauma experienced by those touched by the violence. Direct students to complete this chart while watching the webisode, recording quotes that stand out to them as well as words from the two paintings at the end: Name Eddie Quote Eddie Youth Youth Words on the painting about violence Words from the painting about moving forward Facilitate a class discussion about the webisode by having the students respond to the following questions drawing on evidence in their notes for their comments: How does Eddie support the youth he works with through painting? How does he support them through conversation and discussion? How else? 4. Role-Play: Go over the following scenarios, divide students up into small groups (4-5 students), assign one of the scenarios to each group, and explain to students that in their group they will create and present a script to the scenario assigned: Scenario 1: Your friend is upset because his/her parents keep arguing and fighting at home. Scenario 2: A group of kids keep bullying one of your classmates. Scenario 3: Word is going around that there is going to be a big fight after school. Scenario 4: Two guys are fighting over the same girl or vice-versa. 4

5 Scenario 5: A neighbor is constantly yelling at and putting down their child, who is your age. Scenario 6: A family member has started to get involved in destructive activities. While they are preparing the script, have students consider: What are the different roles in the scenario? What does the victim/target really need? How can someone interrupt the situation before it escalates? What can they say or do? Who else (besides peers) might need to be involved? What adults can you trust or go to? Have groups draft a script and act out their scenarios. Direct the audience to ask questions after each role play performance and give other suggestions of how to address that situation. Allow time for students to talk about their own personal experiences or situations that have actually happened at school or in their community. 5. Journaling: Begin this activity by providing a definition for mentor (an individual who provides guidance, inspiration, and assists an individual with becoming a better person) and sharing with students that Eddie was a mentor to the students at Namaste. Transition into the exercise by discussing the various ways that he made a difference in the studentsʼ lives. Share with students that they will explore the impact of a mentor in oneʼs life by identifying someone who has offered guidance, inspiration, and assisted them with becoming a better person (i.e., a parent, coach, teacher, or friend) and respond to the following questions in a journal or on loose-leaf paper: Why did you select this person? How did they make a difference in your life? Why is it important to have a mentor in your life? Conclude the activity by reviewing the questions and discussing the importance of mentorship in oneʼs life. 5

6 6. Extended Learning Activity: Personal Artistic Work-Direct students to choose a situation (from their own life, something they heard about, or a fictional scenario) to be the subject of their artistic work. Some options include writing a poem, short story or essay, drawing or painting a picture, writing and recording a song, writing a script for a skit, making a video, or any other form of artistic expression. The artistic work could be a commentary on violence, a response to a real or fictional situation, a point of view piece from a participant (victim, target, perpetrator, interrupter, etc.), a tribute or homage to someone, or a representation of strategies activists use to interrupt violence and promote peace within communities. Teacherʼs Tip: The teacher could also prepare some ideas from current news headlines or recent events at school or in the community. Create a space or venue to exhibit and share these works to the school. The Interrupters Educational Curriculum was created by Monica Swope - Independent Curriculum Consultant/Developer. To contact Monica Swope, please learningdimensionschicago@gmail.com. For more information on this educational guide or other Kartemquin films and related educational materials, please contact info@kartemquin.com. 6