Mapping the Course
My position serves two functions. One is to teach Fine Arts classes to regular students as an elective and second, to teach a more rigorous curriculum of graphic design to the Magnet student program. The magnet students study both graphic design and architecture for three years (as possible careers) receiving an in-depth program of study. This middle school is called Sharpstown Middle as is located in the south-west part of Houston in the suburb called Sharpstown. These students are all in 6th, 7th, or 8th grade ages ranging anywhere from 11 to 14 years.
My expectations and wishes for my students from these lessons are to foster in them an appreciation for the talent and initiative of past efforts in drawn works, and handcrafted items such as hand-made paper and hand made inks, as well as to recognize the mapmaker's skills that lie behind the map. Mapmaking involves art, history, geography and mathematics. Art lends itself well in mixing these subject matters. Given the rich background of historical, artistic, and majestic map samples that can be used to demonstrate the skill and beauty of maps, I hope to reach my elective students in several ways: the student that was just put into my class (no interest in art), the student that feels inhibited but does well in math and other core subjects, and the student that needs a bit of assistance in that area. The lover of art will just enjoy most of the unit due to its variety.
The idea of mapping can mean many things to different students, so they will get a chance to investigate a reasonable amount of mapping concepts. Centered on the enrichment benefit of incorporating the idea of mapping, skills in orientation (use of compass, etc.) art and mathematics, this topic will include their relationship, and the way in which they have been used together throughout history. Teaching this unit from year to year can be fun for the teacher because of the variety of forms this subject matter can take. The concept of mapping has taken off into many directions in the twentieth century. For example, the concept of a map can mean mapping of life goals, an atom, DNA, the cell, a hand (fortune-telling), the body, roads, towns, cities, countries, continents, oceans, the world and beyond! I see the versatility of these lessons as very inviting and flexible material-base for a student's interest and research capability. Since there are many alternatives to current use and concepts of mapping, these instructions can serve as one of the more interesting units that a teacher from other curriculums can adapt and add to their particular needs.
As a starting point, the unit will go through the steps and process of learning to work with a compass, while relying on mathematical measurements and use of symbols and numbers to achieve map reading and map making skills of their own. The background work will require that students research through books, internet and power-point presentations by the teacher to get them acquainted with the many types of maps that there are. The students will have fun creating handmade ink or preparing handmade paper. They will be able to practice with pens and draw sea creatures, add keys or legends to their maps, and learn add color. In later lessons they will be able to create a reflective piece to include with their presentation about their mapping discoveries.
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