Rationale
This 10-week unit (an academic quarter) is developed for 6th grade students. As these students transition from elementary to middle school, there is a profound turning point in their academic and social growth. Curriculum shifts from basic facts and understandings to critical analytical thinking. More specifically, our school is IB (International Baccalaureate) certified, and we implement the Middle Years Programme (MYP) across all disciplines. Our curriculums must foster holistic growth by connecting classroom lessons to the real world in order to develop critical thinkers, and create compassionate as well as internationally-minded individuals. Therefore, I believe this unit will be an ideal introduction for 6th grade artists to learn about real-life contexts, and explore globally significant ideas and issues while at the same time, cultivating their personal, emotional, and social growth. Furthermore, it will be culturally relevant. Immigration and ethnic pride will be the core theme at hand for this unit.
The majority of these 6th grade students are first- or second-generation immigrants who have either experienced migration personally or have heard firsthand accounts from their families. Through building relationships with many of them, I have come to understand that their families migrated predominantly from Mexico, El Salvador, Venezuela, Colombia, or Puerto Rico to the United States in pursuit of a better future. Unfortunately, some families within our community have experienced deportation or know someone personally who has been detained or deported. This has undeniably increased fear and anxiety in the neighborhood and school. Students worry that they or someone close to them might be deported, which has led to increased psychological distress. In addition, it is the aggressive enforcement and the implementation of I.C.E. programs that have certainly amplified economic vulnerability and shifted residential mobility, leading to an increase in Latino segregation and isolation in our community as well as others like it. I’ve also noticed how mixed public opinions on immigration has negatively impacting our students' mental health and social well-being. At this time, academic performance has become the least of their worries as they navigate these challenges. Thus, I hope to help my students find purpose and passion within themselves. This unit is designed to guide students on a journey of self-discovery, moving from historical inquiry to artistic empowerment.
Furthermore, the MYP (Middle Years Porgramme) key concept I will focus on is Identity. This is because art challenges and enriches personal identity. This study of individuality will explore self-discovery, cultural roots, social commentary, as well as external perspectives. I would like students use their artwork to represent feelings, beliefs, values, and cultural perceptions. The related concepts—promoting a deeper learning of the key concept—will be Visual Culture and Interpretation. The global context in which the students learn from is Personal and Cultural Expression with the exploration to develop being Beliefs and Systems. We will focus on how humans make sense of the world, structure reality, and express their inner values. It goes beyond just studying facts to look at how these frameworks shape human identity, behavior, and creative output. Moreover, the approach to learning that I will teach these students is both Critical and Creative Thinking Skills. The students will be introduced to artists in Chicago who have embraced the Latinx culture and history through their work. These artists can help play a crucial role in healing and essentially empowering younger students by acting as mentors, cultural historians, and even creative guides. This curriculum aims to shed light on complex socio-political realities, decode heritage, and transform lived experiences into a powerful form of self-expression. By doing so, I hope the students feel culturally emboldened and encouraged to establish a unique voice in their own artwork. The expectation is to make connections between migration journeys throughout history while recognizing the positive influences made by their ancestors, and utilizing artistry as a form of visual communication to an audience (community) to reframe perspectives of Latino culture. I also hope to extend appreciation in the aesthetic of public art that embodies culture as well as the creators behind
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