Characteristics of the learner: a) 8th grade students who have had introductions to drawing, painting and sculpture and are now ready to examine elements of composition in more detail. These learners form a multi-cultural classroom. b) These students have had an introduction to their funds of identity (via examinations of multi-cultural art works online in class and via drawing projects). Now they will create art works, 2-D or 3-D, where they express their funds of identity, accompanied by artists’ statements, a class flyer, and an art show. 1. Name the issue at hand: Students are learning to draw upon their funds of identity as sources of pride, enquiry, and creativity. 2. Critically reflect on the issue from multiple perspectives. Students will create 2-D or 3-D art works; write reflective responses; create digital infographics; create and post flyers; discuss their works in groups and class; and present brief presentations describing their artwork and funds of identity, and mount an art exhibit. 3. Take meaningful action to impact the issue. Through their works of art and other means as noted above, students will not only address their own funds of identity, but come to appreciate those of others. ___________________________________________________ This project: i. Supports critical praxis: naming an equity issue, critical reflection, and meaningful action; a. Class discussion of art slides and their own funds of identity requires examining artistic contexts in terms of equity issues; students critically reflect on their funds of identity; students create art works (meaningful action). ii. Builds on learner's identity; a. Students examine their funds of identity and express this via infographic, dialogue, reflective writing, and art work. iii. Encourages engagement and creativity; a. Students create artworks and participate in group discussion as they mount an art show. ___________________________________________________ And in addition, this project addresses the “Guiding Questions” of “High-Quality Project Based Learning” as outlined by HQPBL1 That students should: i. engage in work that makes an impact on or otherwise connects to the world beyond school, and to their personal interests and concerns; ii. use the tools, techniques, and/or digital technologies employed in the world beyond school; iii. make choices regarding project topics, activities, and/ or products. ___________________________________________________ Student Learning Outcomes: By the end of this unit, students will be able to: · Define verbally and creatively express via their art 4 elements of composition in art: unity, balance, pattern and proportion; · Create artworks that express their selected funds of identity, and · Express verbally via word processing and digital means their funds of identity. ___________________________________________________ This unit addresses wholly or in part the following New Mexico Core Arts Standards2 Conceiving and developing new artistic ideas and work. Anchor Standard #1. Generate and conceptualize artistic ideas and work. Anchor Standard #2. Organize and develop artistic ideas and work. Anchor Standard #3. Refine and complete artistic work. Realizing, interpreting and presenting artistic ideas and work. Anchor Standard #4. Select, analyze and interpret artistic work for presentation Anchor Standard #5. Develop and refine artistic techniques and work for presentation. Anchor Standard #6. Convey meaning through the presentation of artistic work. Understanding and evaluating how the arts convey meaning. Anchor Standard #7. Perceive and analyze artistic work. Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work. Relating artistic ideas and work with personal meaning and external context. Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.