Students also learn how to work together as a team, and the benefits of collaboration, in order to create something that benefits their communities.
We first needed to introduce the students to murals. What is a mural? What are some examples of mural? How does one begin to design a mural? Marilyn had worked with one of the professors at Bucks, Tony Wolf, that had experience with murals and, while he’s not an artist, he is really knowledgeable about the mural arts program in Philadelphia. So, we had the students video conference with him so that they could learn more about mural development and design. Here’s a short video clip of video conference.
We created a project wiki to post photos and videos of the various pieces of the project as well as student responses and input. On the right is the sidebar that lists all of the pages in the wiki.
For our the required additional Internet2 piece, we developed a lesson from the Library of Congress where the students learned about their heritage and the immigration routes of their ancestors. After completing the lesson, the students posted their feelings about coming to America and they also posted recipes from their heritage.
Here are their reflections. I’ll just read one of them to you: This is written by “L” from Mexico City - I have been here four years. I was scared and nervous to come here. It took a month to get to the US. I thought that was wierd because I didn't understand what people said. I thought it was cold here. In Mexico you can play outside street soccer and there is usually a game going on. My mom is a good cook and she cooks here the same food as in Mexico. I was kind of sad to leave my friends and family. Here is not my home yet, but Mexico is. I think I will stay here.
As I mentioned, the students also developed a Culinary Heritage Cookbook on the wiki and here is just one sample.
In the meantime, the ESL teachers helping students identify what they would like to include on their murals. Here are some samples of the students’ mural designs. Notice the patriotic tones as well as religious.
Ed spoke about the subUrban Burn Art Competition at Hempfield High School - May 2010. He is a student that got fined $1,000 for putting graffiti on walls and now works to encourage students to paint…but not on personal property.
Culminating activity includes participating class presentations, via video conference, of their mural idea/sketch/proposal to each other and to the MAGPI Fellows Team. The kids will be discussing some of their thoughts and feelings about coming to the U.S., how they might turn some of those thoughts/feelings into visual images. We'll also be viewing the images the students (both North and South) created that I've posted on the wiki. The students answered the questions on this slide.
Our project concluded on June 9 th , when we took the students to the Philadelphia Mural Arts Tour.
PROJECT 2: PICTURE THIS! FITTING IN, STANDING OUT MAGPI Fellows 2009-2010 Social Sciences Team Susan Darlington Joanne Jones Pat Kuhn Mentor –Marilyn Puchalski
ESL Students will collaboratively create a design theme and an implementation plan for a mural celebrating pride in diversity and their unique culture while promoting their connectedness in the multiple communities within which they participate, e.g., cultural, school, neighborhood, etc.