Utopia/dystopia middle school
Utopia/DystopiaBy Colleen CodyFinished album covers < >
The RecipeStudents studied utopian/dystopian societies via multiple literary and non-fictional texts, civil rights speeches, films, music, and visual arts. Students also led Socratic discussions on utopian/dystopian societies and the concept of social justice. The culminating art project was for students to create their own vision of utopia/dystopia by redesigning an album cover from the hopeful era of the 60s or 70s. They were inspired by the album covers Towards a Walk in the Sun (2005) and 6 Minutes Till Nation Time !!! (2005) by Jamal Cyrus, featured in the Freedom Principle exhibition at the MCA. Creating the album covers Goals, Objectives, QuestionsGoals and Objectives
Guiding Questions
Creating the album covers Documentation + AssessmentDocumentation: Assessment:
Timeframe + Learning ActivitiesTimeframe Learning Activities
Researching utopia/dystopiaAlbum cover in progress MaterialsVarious fictional and non-fictional texts and films. Found collage paper images, glue, Sumi paints, assortment of paintbrushes, color inks, black ink, markers, graphite, found/selected old album covers, and a portable record player. MCA ConnectionsStudents studied the civil rights movement and Black Power movement before visiting The Freedom Principle: Experiments in Art and Music at the MCA Chicago. They learned that the installations and artworks in the exhibition were directly related to the Black Arts and AfriCOBRA movements. Upon visiting the museum, my students were inspired by the conceptual artist Charles Gainess Manifestos 2, especially his display of the Malcolm X speech at the Ford Auditorium. They were also impacted by the relationship between the personal and the public in Glenn Ligons Give Us a Poem, a black and white neon installation that alternately flashed ME/WE. The multimedia installations in the exhibition provided insight into how contemporary artworks can deliver profound and insightful messages, and the students especially enjoyed Hors-champs, a two-channel video installation with stereo sound of experimental music by Stan Douglas, a set-up which required the students to move back and forth to view both sides of an improvisational jazz performance. Visiting the MCA References + Resources
Colleen CodyWells Community Academy High School Colleen started out on the North Shore at Highland Park High School substitute teaching for an Alternative Education Program with only her art certification. This is where she became inspired to become a special education teacher, after working with students who had an array of emotional issues as well as learning disabilities. She integrated the arts into her teaching by having students draw imagery from stories. Her students learned to create books using Japanese binding techniques, and then illustrated the books as well. She eventually came back to the city because of her desire for social justice. After receiving her MED from National Louis University, Colleen came to work for Lawrence Hall Youth Services, which is a private therapeutic day school attached to a child welfare agency. Many of her students had been severely abused, resulting in their placement in a residential setting. From there, Colleen went to the Near North Special Education Center, a public elementary day school. She avidly worked at creating a safe learning environment by encouraging positive social interaction, active engagement, and self-motivation. She further developed creative approaches toward instruction that involved making adaptations for diverse learning groups. Colleen reflects on her process:While visiting the MCA, the students studied and discussed the collaged album covers about Black Nationalism on display. They specifically studied the album covers by Jamal Cyrus. Using these album covers as inspiration for their projects, students then traveled to a local record shop to select old album covers that visually appealed to them. During their alteration of these album covers, using text and imagery to create their visions of utopia/dystopia, students consistently collaborated and conferred with each other while making their artistic decisions. The students were supportive of one anothers creative expressions and viewpoints. By the end of the semester, it was apparent that this group of diverse learners was more closely bonded as a result of the dialogue that emerged during the project, which has been a transformative learning experience for the students. After the final critique, students closely gathered around to play some of the records from their album jackets on a portable record player. It was endearing to see how enthralled they were to hear the 60s and 70s music, dancing and talking about their artworks and connecting with one another. high school Connecting Writing and Art collage drawing painting |