Curriculum Bones

This project is can be tailored to Adult Basic Education (ABE) low literacy students, teens and children. The main theme is the body. Feel free to couple that with discussions which directly address the themes of class, gender, religion, nationality, sexuality, immigration status, accent, etc. As far as I am concerned thought (of which art/writing is a part) should lead to action. It is important to make people feel empowered. It is more important to make them recognize that each of us has a responsibility to make a difference. Discussing the way that institutionalized racism, sexism, and age-ism function is crucial to creating the praxis that is at the heart of popular education.

Notes—Curriculum Planning with Backward Design: Starting with the objectives results in greater student achievement.

--Write objectives first. Once the objectives are clear, the teacher can create a lesson or unit that will guide the students to the learning goal.

overall benefits:

promote mental health/encourage creativity

promote enivronmental health/ consciousness

promote physical exercise (for the elderly)

Project Summary:

Possible Readings:

Excerpts from Youthtopias: Towards a New Paradigm of Critical Youth Studies, Excerpts from The Pedagogy of the Oppressed, “Poem for the Losers” by d.a. levy from The Outlaw Bible of American Poetry, Poems from Aloud: Readings from the Nuyorican Poets’ Café, Poems from Bum Rush the Page, “Black Stacey” by Saul Williams (also listen to the song), “Lift Every Voice and Sing” (The Negro National Anthem) (play the song, too.), something about women in the third phase of life, readings on body image.

Materials:

Cardboard boxes

Scissors

Paint

Paper

Camera

Printer

Staples

Glue

Objectives:

• Each participant will write or illustrate a personal narrative about his or her body.

ü The evidence that each participant has realized some of his/her creative expression will be a complete narrative or drawing.

ü Evidence of physical exertion will be the dexterity required to open containers of paint, fold cardboard, use a pen.

ü Evidence of positive mental/emotional response will be observed during the sharing of community during the “show and tell” phase.

Week 1: 5-10 minute reading about Social Justice/Civic Engagement/Body Politics. 10-15 minute discussion. Fill out surveys.

• Each participant will complete 2 short narratives, 1 fill in the blank poem and a brief biography.

ü Basic ABE participants will write, dictate or design at least 1 complete movement in order.

ü Advanced ABE participants will write up to 4 complete movements.

ü Each participant will read and/or follow basic instructions and will be able to fill in the blanks with his/her own original thoughts.

ü Each participant will be able to find and tell something positive about himself/herself and/or his/her body.

§ important for aging populations because problems associated with advanced age and poverty can cause depression.

§ important for aging women because during and post menopause women lose confidence and/or belief in their physical beauty. This can have a negative impact on their mental/emotional well-being.

§ important for young populations because prevailing ideas about beauty cause severe and clandestine self esteem issues which can result in problems associated with body dysmorphic disorder.

ü Each person will be able to complete a cause and effect narrative (i.e. describe a time when you knew your own importance. What made you aware?)

ü Participants will become familiar with a poetic form.

Week 2: 5-10 minute reading about Social Justice/Civic Engagement/Body Politics. 10-15 minute discussion. Make book covers.

Part ONE: Construction/Set-Up. You can use an assembly line method. Have someone trace the patterns. Have another person cut out the covers. Have another person fold the covers. Have another person distribute the covers. Have another committee cover the work area with plastic and set up paints and water. This group can change for clean-up.

Part TWO: Draw or paint covers.

• Each participant will learn a new use for cardboard. Using cardboard as the medium reduces waste by re-using something which has already served its purpose. (This project can also be used to promote re-use and literacy for grandchildren and little brothers and sisters. just sayin’.)

• Participants will (ideally) design body themed cover art.

ü potentially participants will be able to id and/or create themes between their covers and their narratives.

· For the elderly and the very young, painting, cutting, drawing and folding are exercises in dexterity and hand-eye coordination. This section allows freedom of visual expression (use any available materials).

Week 3: Photo Day/ Construction

• Make everyone an author (hi-fi or lo-fi)

ü You can assign the role of “photographer”

ü If you choose lo-fi. Have everyone cut and past his/her photo to the back of or the inside back cover of his or her book.

ü If you choose hi-fi, then have a graphic designer insert each photo into each book (and the anthology). Be sure to include a credits/thank you/dedications in appropriate spaces. Name your press. Title your project with your group (try to pull it from group discussion)

Week 4: 5-10 minute reading about Social Justice/Civic Engagement/Body Politics (participant chosen). 10-15 minute discussion (participant led). Show and Tell/ Presentation

• Discuss one of the first three sections (small group or with the whole group) show picture. Include an optional Q&A/autograph section.
• Discuss cover. If you and your group choose to stage a competition announce winner (s) and award prizes.
• Party.

raw stuff: the curriculum

Feel free to "tear it up". I can use the criticism. Any ideas are welcome.

This project is can be tailored to Adult Basic Education (ABE) low literacy students, teens and children. The main theme is the body. Feel free to couple that with discussions which directly address the themes of class, gender, religion, nationality, sexuality, immigration status, accent, etc. As far as I am concerned thought (of which art/writing is a part) should lead to action. It is important to make people feel empowered. It is more important to make them recognize that each of us has a responsibility to make a difference. Discussing the way that institutionalized racism, sexism, and age-ism function is crucial to creating the praxis that is at the heart of popular education.

Notes—Curriculum Planning with Backward Design: Starting with the objectives results in greater student achievement.

--Write objectives first. Once the objectives are clear, the teacher can create a lesson or unit that will guide the students to the learning goal.

overall benefits:

promote mental health/encourage creativity

promote enivronmental health/ consciousness

promote physical exercise (for the elderly)

Project Summary:

Possible Readings:

Excerpts from Youthtopias: Towards a New Paradigm of Critical Youth Studies, Excerpts from The Pedagogy of the Oppressed, “Poem for the Losers” by d.a. levy from The Outlaw Bible of American Poetry, Poems from Aloud: Readings from the Nuyorican Poets’ Café, Poems from Bum Rush the Page, “Black Stacey” by Saul Williams (also listen to the song), “Lift Every Voice and Sing” (The Negro National Anthem) (play the song, too.), something about women in the third phase of life, readings on body image.

Materials:

Cardboard boxes

Scissors

Paint

Paper

Camera

Printer

Staples

Glue

Objectives:

• Each participant will write or illustrate a personal narrative about his or her body.

ü The evidence that each participant has realized some of his/her creative expression will be a complete narrative or drawing.

ü Evidence of physical exertion will be the dexterity required to open containers of paint, fold cardboard, use a pen.

ü Evidence of positive mental/emotional response will be observed during the sharing of community during the “show and tell” phase.

Week 1: 5-10 minute reading about Social Justice/Civic Engagement/Body Politics. 10-15 minute discussion. Fill out surveys.

• Each participant will complete 2 short narratives, 1 fill in the blank poem and a brief biography.

ü Basic ABE participants will write, dictate or design at least 1 complete movement in order.

ü Advanced ABE participants will write up to 4 complete movements.

ü Each participant will read and/or follow basic instructions and will be able to fill in the blanks with his/her own original thoughts.

ü Each participant will be able to find and tell something positive about himself/herself and/or his/her body.

§ important for aging populations because problems associated with advanced age and poverty can cause depression.

§ important for aging women because during and post menopause women lose confidence and/or belief in their physical beauty. This can have a negative impact on their mental/emotional well-being.

§ important for young populations because prevailing ideas about beauty cause severe and clandestine self esteem issues which can result in problems associated with body dysmorphic disorder.

ü Each person will be able to complete a cause and effect narrative (i.e. describe a time when you knew your own importance. What made you aware?)

ü Participants will become familiar with a poetic form.

Week 2: 5-10 minute reading about Social Justice/Civic Engagement/Body Politics. 10-15 minute discussion. Make book covers.

Part ONE: Construction/Set-Up. You can use an assembly line method. Have someone trace the patterns. Have another person cut out the covers. Have another person fold the covers. Have another person distribute the covers. Have another committee cover the work area with plastic and set up paints and water. This group can change for clean-up.

Part TWO: Draw or paint covers.

• Each participant will learn a new use for cardboard. Using cardboard as the medium reduces waste by re-using something which has already served its purpose. (This project can also be used to promote re-use and literacy for grandchildren and little brothers and sisters. just sayin’.)

• Participants will (ideally) design body themed cover art.

ü potentially participants will be able to id and/or create themes between their covers and their narratives.

· For the elderly and the very young, painting, cutting, drawing and folding are exercises in dexterity and hand-eye coordination. This section allows freedom of visual expression (use any available materials).

Week 3: Photo Day/ Construction

• Make everyone an author (hi-fi or lo-fi)

ü You can assign the role of “photographer”

ü If you choose lo-fi. Have everyone cut and past his/her photo to the back of or the inside back cover of his or her book.

ü If you choose hi-fi, then have a graphic designer insert each photo into each book (and the anthology). Be sure to include a credits/thank you/dedications in appropriate spaces. Name your press. Title your project with your group (try to pull it from group discussion)

Week 4: 5-10 minute reading about Social Justice/Civic Engagement/Body Politics (participant chosen). 10-15 minute discussion (participant led). Show and Tell/ Presentation

• Discuss one of the first three sections (small group or with the whole group) show picture. Include an optional Q&A/autograph section.
• Discuss cover. If you and your group choose to stage a competition announce winner (s) and award prizes.
• Party.

Process:

I don’t want modify their words because their mistakes are as important as their ideas.

This project requires a different method from workshops because there is no revision involved. How is borrowing effect the group? How did modeling effect the group?

For the covers, the Restinga women did not copy one another, instead they created their own images and showed them off. In other arts projects they use cookie cutter images. Even with the templates, each woman wrote about something distinctly her own. None of the sheets were completed in pairs, instead each woman (some with the help of someone who could read or take dictation)

For me it is a dual language experience.

The project takes little enough time that new comers can catch up quickly.

Research the effects of acknowledging feelings/ past experiences. How does emotional and mental health affect physical health?

How does the project with the elderly women compare to the project with the teens?

What I am doing cannot be called teaching. Instead I’m facilitating a safe space for personal expression in the hopes that this project will do some good in improving or maintaining the emotional health of these women. The project is in keeping with the mission statement of the organization and with the mission statement of this particular group.

Art therapy is a mental health profession that uses the creative process of art making to improve and enhance the physical, mental and emotional well-being of individuals of all ages. It is based on the belief that the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem and self-awareness, and achieve insight.

http://www.arttherapy.org/aata-aboutus.html

http://quartorlifecrisis.blogspot.com

is the address to my current blog.

just sayin'.

art book project

Project: Create books which include poems, drawings and personal stories of the group members (maybe 4 pages each). Take pictures of each participant and place it above 2 line biographies about the authors. Bind the books with book covers made out of cardboard boxes. Have the participants paint their own book covers.

Objective: to encourage personal and creative expression of aging people. To create a series documenting their voices. To promote environmental and mental/emotional health.

Benefits: The people in the group receive an opportunity to tell their personal histories to people who are interested. They can create artwork. The people who do not read or write can give dictation or draw. The participants can see themselves as published authors which will inspire confidence which is integral to emotional health. The project encourages environmental health by utilizing recycled materials.

Who: the members of the Namaskar groups in Restinga and Belém Novo
What: art books about life, health and aging and happiness
Where: Restinga and Belém Novo
When: 3/11, 13/11; 18/11, 20/11; 24/11, 26/11

Methodology:

This is a three part project.

(Week 1)

1st step: We can provide the participants with templates for an "I Am" poem, a "Letter to my Body" text, and a "Why My Life Matters" prompt and a 2 sentence biography.

(Week 2)

2nd step: We can take pictures of each participant individually, and have them paint the cardboard for their book covers with original designs.

3rd step: I will type all of the text and print it at UFRGS. I can staple all of the books together.

(Week 3)

4th Step: The participants can glue their fotos to the book covers above their biographies. Prof. Dra. Jacqueline has asked to speak with the women about their project when they're finished. Then they can take their books home, and UFRGS can publish an anthology of their work. I can write a preface.

litany

So in the spirit or refusing to consent through silence, I'll mimick a black queer woman I know (only through her work) and trust. thank you Audre Lorde. So I wrote this poem which is not as good as Litany for Survival, but I wrote this one, and I'm glad.

I've also read this in front of big 'ol groups of people. One group liked it, the other not so much. Audience is important. Bombing is also important.

litany: 1. a prayer consisting of a series of invocations and supplications by the leader with alternate responses by the congregation. 2. a resonant or repetitive chant. b. a usually lengthy recitation or enumeration. c a sizable series or set.

supplicate: 1. ask humbly and earnestly of. 2. to ask for earnestly and humbly.

Litany for the Wordless

"Dear god almighty," has become a curse in my mouth.
A lashing
reaching from fissured enamel
and tongue tip
to say:

I want meat and gnashing teeth--
Meaning to supplement the open mouths.

I give words from sounds.
"Say: Ni. Th. Cu. Cat.
Say: A. a. ah. aa. I i am.

Then I hand her the pen to scribe the words
"He hurts me. When my baby cries
My breasts leak. He bites, and it feels like rape."

dear, christ almighty, save me from the futility of prayer.

Oh, method and practice,
grant me the aptitude to
teach a woman with worn hands,
wooly mammoth hair--
to give her the words to protect
the gash between her thighs--
to save her sons from the wrath of misunderstanding--
to prevent the unraveling of another generation of
passing, of yes sirs, vapid noddings, poverty,
endless migration.

This is for the wordless and the undersexed--
The wordless who mimic for want of identity.
The undersexed who
sleep and
eat and
work alone
for want of mixing love with status.
For the undersexed who's names are
Older than the histories they're allowed to remember.

For the XY's coupling with the XX's I say
We want proud rounded curved bodies to
touch other hard/soft bodies
kindly, gently and with deference.

In acts of work
and
love and
education
I want phonemes and in strokes
to collide
roughly with passion
like an ax to bark or
gracefully like whittling.

Dear god, let them read to know the words
to write to say, "I am, too."

minority voices

2/22/09

o que o voce fazendo?

This is what I'm doing.

I went to the AWP Conference last week, so I've been reading these journals. I went to the biggest book fair I've ever seen. 800 tables. 1 table was manned by black people. 1. And 6 or 7 times while I was browsing--I walked by every single table--a nice white lady or two would say--Do you write, and I'd say yes and she would say, "we're looking for marginalized voices," we want to give voice to the women of color (like you), the apostrophized parenthetical. I don't know if you know this about me, ya'll, but I'm black and my snatch is black too. Mostly. Except for the pink park--she's red when she's bleeding.

So I'm reading thee journals, and all of the poems by black women are about erasure and rubbing out the blackness, combating the Bulest Eye Syndrome--violently fighting back. We're ( we meaning the African American women of color) are forced to fight the actions of oppressors 'cause silence still equals consent. I'm so sick of the top tier.

Readings and Music and Books, Oh, My!

I spent the last few days at the AWP conference, and I'm still a little overwhelmed. I walked away with my weight in pieces of paper with stories and poems, non-fiction and memoirs. I shook hands, collected buttons, listened to some of the best contemporary writers in the world. Titillated. Curious. Driven. I felt these things and a lack of focus, like I still haven't found a niche. Still, I have deadlines. I have a deadline in 4 hours. In 6 hours I will be on a stage reading a thing called a poem about a moment or moments or people or a person, and I want to make sure I say something right.
I spent the weekend with a good friend and friends. I drank beer and ate food and lusted after pretty bicycles. I studied portuguese and learned how to say, "Eu sou uma mulher," and I'm beginning to belive it because I am no longer "uma crianca," and I don't want to go back to that. Now I have to look up at "uma ceu azul" and dream grown up dreams, then make them come true. So I'm going to quit procrastinating now. I'll read a poem and then write a poem. Then I'll submit a story. bye bye.