Showing posts with label arts. Show all posts
Showing posts with label arts. Show all posts
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CPS budget cuts are another attack on schools, but communities are fighting back.

August 4, 2013 0 comments

Chicago Public School leaders got an earful Thursday night at a public hearing about next years budget.

Chicago Public School leaders got an earful Thursday night at a public hearing about next year's budget. - Photo via ABC Chicago 

The Chicago Sun Times covered the budget hearing in Englewood where TSJ member Byron Sigcho called out CPS for de-humanizing students and doing absurd things such as shifting art and physical education to online classes: 

“When you yourself refer to our children as seats, it’s hard to believe that you think of our children more than seats and of our communities more than spreadsheets,” he said. Sigcho, a grad student at University of Illinois at Chicago, continued to vent. "You’re really proposing that our children take P.E. and art classes online? To me that’s a joke. That’s not investing in our youth. . . . Why does CPS keep funding corrupt charter networks?” he said, referring to the UNO Charter Schools." 


WBEZ reports that "A top school official at the North Side hearing said at the start of the meeting he didn’t just want to hear complaints about cuts. He wanted solutions for closing the district’s $643 million gap between revenue and expenses."

“Tell us the things you think we’re spending money on, that you think we ought to cut,” said Chief Administrative Officer Tim Cawley. “You can’t just say, ‘Give us more.’  Tell us what you think we should cut.”Speakers were happy to comply.“Ask the 20 charter schools that are opening after 50 public schools have closed—ask them to do more with less,” said Dan Phelan, who worked as a teacher in the writing center at Schurz High School until he was laid off last month."
According to this Chicago Tribune Article, CPS claims that they are "only" cutting $68 million from classrooms, but other estimates are much higher - closer to $162 million causing massive cuts to art, music, physical education, libraries and core teaching positions. 

Parents at the budget hearing at Truman College on the city's north side "railed at CPS": "I'm angry that the mayor sold the idea of a longer school day and only funded it for a year," said Janet Meegan, a parent at Mitchell Elementary in the West Town neighborhood...Meegan said her school has lost a specialized reading teacher [one of the 500 positions Rahm promised as part of the longer day] and a librarian. Parents, she said, will be pitching in with increased student fees to help pay for art and music programs. This was not what we were promised," Meegan said at a hearing at Truman College in Uptown attended by about 200 people.


Progress Illinois reports that at the north side hearing CPS Chief Administrative Officer Tim Cawley (who lives in a north-shore suburb on a waiver of CPS's residency policy) "...really struck a nerve while discussing various investments the district is making for next year, including a $7.7 million expansion of its Safe Passage program. The program is being ramped up with 600 additional Safe Passage workers to cover routes for the 51 welcoming schools.



“You probably don’t have to worry about Safe Passage up in these neighborhoods,” Cawley said, which caused an uproar.
“How would you know,” one person at the meeting asked Cawley. Others said: “How insulting!” “How dare you?” “Oh my God!” and “Where are you from?”
“My son was shot and murdered near here. Don’t even go there,” said local resident Carol Keating-Johnson. “You don’t know what’s going on in these communities.” 
Via Bob Simpson "Action Now led a walkout of the Chicago Public Schools budget hearings at Malcolm X College tonight (Friday Aug. 2). Decrying the undemocratic CPS public hearings that have so far not been attended by Barbara Byrd Bennett or Mayor Emanuel, they led about 2/3 of the audience out of the auditorium." - This walkout was not covered by any media outlets. 

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CURRICULUM: Using Maps to Explore Place Awareness Through Abstract Design

November 14, 2009 0 comments

DESCRIPTION: Even though students may live in a city, where the people they encounter each day come from all over, they might still be unfamiliar with any neighborhood outside their own. This lesson seeks to open the door to the exploration of Chicago neighborhoods and the unfamiliar through the use of mapping in abstract art. Students will explore the idea of creating artwork from the lines, shapes, and design of neighborhood maps. Students will select two neighborhood cutouts at random in addition to their own neighborhood, to trace and create an abstract design, exploring different techniques with oil pastels. They will utilize the elements and principles of line, shape, balance, and pattern in their composition. In the end, students’ compositions will connect the three different cutout neighborhood shapes into one cohesive design, allowing them to contemplate how these different shapes and neighborhoods exist in the same space. 

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Curriculum: Visual & Cultural Backgrounds through the Art of Robert Grober

September 5, 2009 0 comments

The contemporary artist Robert Gober gives subversive meaning to wallpaper in an installation at the AIC.

Using juxtaposition and repetition, he turns the racist history that makes up America’s cultural background into a visual background. My lesson invites high school students to consider how to make their American cultural background visible by using Gober’s wallpaper form to juxtapose and repeat images from the mainstream news media after editing them.


Curriculum Writer: Katie M.

Level: High School

Area: Visual Art

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Curriculum: Using Visual Arts to Explore Local Community

February 5, 2009 1 comments

A visual arts lesson plan that allows students to explore their connection to their local community. For very young students to begin to foster a sense of community engagement and social justice, an important first step is recognizing one’s connection and relationship with the immediate community around them.

Using collage artist Bryan Collier’s book Uptown as a starting point, students will study the way that Collier integrates painting, photographic images, and other mixed media into collages that emphasize and celebrate the local cultural heritage of the neighborhood of Harlem. In similar process, students will choose a personally meaningful image from a wide selection of photos of places of interest from around their own local community, create a collage, and write a memory about their community. The exhibit will provide an explanation of the lesson, student work, and guidelines for how educators in other disciplines could use a similar process in their classroom.

Curriculum Writer: Annie S.
Level: Early Elementary
Area: Visual Art

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Curriculum: Movement and Storytelling in Art

Movement is a powerful means of expression, and many artists have made
attempts to capture the feel of motion in their artwork. To get students to begin to
think about movement in their daily lives, specifically on their way to school (the
kinds of transportation used, the kinds of things they see in motion on their way,
and even the path they take through their neighborhood), and in preparation to
be thinking about puppet performance later in the semester, students will be
asked to engage themselves in studying various kinds of motion through
performing and line drawings to better their understanding of how to create the
illusion of movement, and how movement is involved in their own lives and in the
arts.

Curriculum Writer: Joshua R.

Level: Early Elementary

Area :Visual Art

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CURRICULUM: Translating Poetry into Imagery through Collage

January 31, 2009 0 comments

DESCRIPTION: This project was inspired by poetry and the illustrations from the book, “A River of Words: The Story of William Carlos Williams” by Jen Bryant and Melissa Sweet. The book is about the story of William Carlos and how he became a poet. Melissa took words from the poetry and created her illustrations. The purpose of this lesson is to give students skills for visually interpreting the worlds of others through poetry.

Curriculum Writer: Luthando M.
GRADE LEVEL: Secondary school

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CURRICULUM: Exploring the Meaning of the Fist through Art

January 30, 2009 0 comments

DESCRIPTION: The everyday life of our urban high school students is often overlooked in the public school classroom.  These experiences are the very places where students are developing a sense of self and their own perspectives in relation to their cultural, social, and political environments.   Moreover, bringing the everyday into the classroom is a critical and necessary form of pedagogy.  In this lesson plan, students will utilize maps of Chicago while exploring the range of meanings that come along with the Fist, a hand gesture often associated with power and strength.  Inspired by local Little Village artist Antonio Martinez, the students will incorporate their own fists into a sculpture that will in turn become a collective installation.  During this process, students will interpret Martinez’s use of fists in his artwork and discuss how this hand form can communicate a range of things in various contexts. The students are also encouraged to explore what the fist means to them and relate this to their own life experience.  This is a great opportunity for students to reflect on and connect their own lives, culture, and urban environments to an art project.  
CURRICULUM WRITER:  Meaghan B.
GRADE LEVEL:  high school (grades 9)
TIMELINE: one 55-minute period


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Curriculum: Transforming the Alphabet Letters into Animals and Creatures

July 5, 2008 0 comments

Students will be introduced to the artist Shahzia Sikander’s work. Shahzia is a Pakistani artist, who lives in New York and works with miniature paintings and installations. She explores Islamic and Arabic calligraphy and miniature paintings. In some of her earlier work, she used the Arabic alphabet in her paintings. The Arabic calligraphy and alphabet letters flow and transform from letter to horses. She sees movement in the letters and emphasis their beautiful movement by layering the letters with images of running horses.

Curriculum Writer: Maryam G.
Level: K-12
Area: Visual Art
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