Curriculum Unit

Curriculum Unit: LatinX Art and Identity in Atlanta

Kelly R. Rollocks

ARH6390: Art and Global Diversity

Dr. Pamela Brekka

December 13, 2020

Lesson Title: Curriculum Unit: LatinX Art and Identity in Atlanta

Grade Level: 6th, 7th, and 8th

Overview

Students will study Celebrating Georgia Artists of Hispanic/LatinX Origin at the Museum of Contemporary Art, located in Atlanta, Georgia. Studies will further focus on Melvin Toledo’s ay, Nicaragua, Nicaraguita and Catalina Gomez-Beuth’s Fermin. Both works utilize portraiture to express LatinX identity.

The goal of this unit is to provide students with a means of exploration of their own identities as LatinX students in the United States. The work will serve as a community education display at the school, facilitating the opportunity for faculty, parents, and students to explore and understand student identities. This unit will also be shared with fellow art educators in the district to provide an example for responding to the cultural diversity in the area.

By participating in this learning process, students will make personal connections between local contemporary artists and personal connections to LatinX cultures. Students will explore watercolor painting, contour drawing, and photography as a way to engage in art making processes. By doing so, students will be enabled to engage in deep learning processes because personal connections to learning processes have been made. Additionally, students will articulate and display an artist statement. Artist statements and artworks be displayed and utilized for community education.

This unit is designed in 3 lessons spanning five to six weeks taught to students in 6th, 7th, and 8th grades. The first initial lesson will focus on contemporary LatinX artists in the Atlanta area. The second lesson will focus on creating a self-portrait that facilitates the exploration identity. The third lesson will involve presenting and articulating the results of the previous two lessons.

Rationale

Currently, I teach students in grades 6-8 in Gwinnett County Public Schools, the most diverse district in Georgia. My school, is comprised of 68% Hispanic students. The rational for this unit started when I overheard students teasing one another for being from different Latin American countries, some students favoring their own country and not understanding their peers’.

Media

Mixed Media 2D project

Audience

Students in grades 6-8, Faculty/Staff/Parents of Berkmar Middle School, and art teachers in Gwinnett County, Georgia.

Lesson 1

Enduring Ideas/Essential Questions

Enduring Idea: Informed study of Celebrating Georgia Artists of Hispanic/LatinX Origin at the Museum of Contemporary Art, located in Atlanta, Georgia

Essential Questions:

How do the selected artworks approach portraiture?
Why is it important for artists to incorporate culture into their work?
What kind of evidence is there of culture in the artists’ work?

Learning Standards

FV.A.6.b: maintain instructional information, consult resources, and create notes

FV.C.8: reflect on the context of personal works of art in relation to community, culture, and the world

FV.D.11.a: identify universal themes in works of art from diverse cultures, both past and present

FV.D.13.a: recognize the presence and meaning of visual art in the community

FV.D.13.b: explore the connection between personal artistic creation and one's relationship to local and global learning communities

Lesson Objectives

Students will examine contemporary artworks from Celebrating Georgia Artists of Hispanic/LatinX Origin at the Museum of Contemporary Art, located in Atlanta, Georgia
Students will understand how identity is connected to culture
Students will study Melvin Toledo’s ay, Nicaragua, Nicaraguita and Catalina Gomez-Beuth’s Fermin

Tools and Materials

Students will need sketchbooks and access to the virtual exhibit.

Introduction

Guide students to challenge preconceived notions about generalized LatinX culture using guiding questions. Allow time for students to thoughtfully contribute, while carefully curating the conversation to be inclusive of all diverse LatinX cultures.

Procedure

Exhibition Discussion: Lead a group discussion using the following guiding points:

Introduce the Museum of Contemporary art and discuss what constitutes work being classified as contemporary.

Provide a survey introduction of Celebrating Georgia Artists of Hispanic/LatinX Origin, highlighting the purpose. Share selected works to demonstrate the complexity and diversity of the exhibition using the overview here. (Celebrating, 2020).

Introduce selected works:

Melvin Toledo ay, Nicaragua, Nicaraguita- Link here. (Toledo, 2018).

Catalina Gomez-Beuth’s Fermin- Link here. (Gomez-Beuth, 2017).

Artist Videos

Allow students to hear artists speak about their work

Catalina Gomez Beuth- Link here. (Gomez-Bueth, 2020).

Melvin Toledo- Link here. (Toledo, 2020).

Guided Analysis: Provide students with the handouts attached in Appendix A. Students should respond in their sketchbooks. Monitor and provide feedback individually.

Distribution and Clean-Up

Sketchbooks are kept and maintained by each individual student.

Select 1-2 students to pass out handouts.

Closure

Check that sketches are complete as a ‘ticket out the door’

Assessment

Teacher will provide verbal formative feedback to students individually as they are sketching

Artists or Works of Art Studied

Celebrating Georgia Artists of Hispanic/Latinx Origin Checklist. (n.d.). MOCA. Retrieved December 7, 2020, from https://2pm1gr34pmjm10f8rg1tqmy4-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Checklist_Hispanic-Latinx-4.pdf

Gomez-Beuth, C. (2020, April 29). Gomez Beuth Catalina Artist Video. Retrieved December 11, 2020, from https://youtu.be/IP6fUPBBGZA

Gomez-Beuth, Catalina. (2017). MOCA. https://2pm1gr34pmjm10f8rg1tqmy4-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/Gomez-Beuth-Record.pdf

Toledo, M. (2020, April 24). Melvin Toledo Artist Video. Retrieved December 11, 2020, from https://www.youtube.com/watch?v=rN9DjLrh6SU

Toledo, Melvin. (2018). MOCA. Retrieved December 6, 2020, from https://2pm1gr34pmjm10f8rg1tqmy4-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Toledo-Record-1.pdf

Lesson 2

Enduring Ideas/Essential Questions

Enduring Idea: Informed choices visual representation of cultural identifiers enhance personal expression and communication of LatinX identity

Essential Questions:

How do artists visually represent cultural elements in their work?

What symbols, imagery, and/or colors are connected to your own culture?
What elements do Melvin Toledo and Catalina Gomez-Beuth incorporate into their work to identify their cultures?
What role does portraiture play in expressing cultural artwork?

Learning Standards

FV.A.1: visualize and generate ideas for creating works of art

FV.A.1.a: generate ideas by using mental and visual imagery

FV.A.1.b: explore essential questions, big ideas, or themes in personally relevant ways

FV.A.1.c: incorporate a variety of sources as inspiration for works of art (e.g., internal inspiration - moods, feelings, self-perception, memory, imagination, fantasy; external inspiration - direct observation, personal experience, events, pop culture, artists and artwork from diverse cultures and periods)

FV.A.2.c: use technology in the production of original works of art as a medium and/or resource

FV.D.11: develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

FV.C.9.a: engage in supportive peer review through formal and informal assessment and idea development

Lesson Objectives

-Students will produce symbolic imagery representative of personal culture

-Students will explore cultural identity by creating expressive portraiture

-Students will become familiar with portraiture by experimenting with photography and contour line

Tools and Materials

Students will need sketchbooks and handouts that accompany this lesson.

Watercolor paper, watercolor paints, paintbrushes, pencil, photography (phone or computer), printer, overhead transparency, sharpie, and glue.

Introduction

Review and discuss contemporary artworks from Melvin Toledo and Catalina Gomez-Beuth.

Procedure

Photography: Allow 10 minutes for students to experiment with taking a selfie, or working in pairs to photograph one another. Encourage students to consider how portraiture can be used to represent their culture. When complete, students print a copy on standard copy paper.

Symbolism with cultural identifiers:

Demonstrate watercolor techniques like wet on wet to encourage students to experiment with color in the style of Catalina Gomez-Beuth

Demonstrate watercolor techniques for creating drapery, in the style of the flag used in Melvin Toledo’s ay, Nicaragua, Nicaraguita.

Allow the remainder of the class period for students to experiment and explore

Allow the next class period to be a work session. Students should create a background expressive of cultural identity

Connecting portraiture with culture: Students begin by laying overhead transparency over printed portrait. Students should trace contour lines with a sharpie to render portrait. Students may opt to interpret with creativity, by omitting elements, or filling in solid areas with sharpie. When finished, glue corners to the watercolor background

Distribution and Clean-Up

Sketchbooks are kept and maintained by each individual student.

Select 1-2 students to pass out watercolor paper

Select 1 student to manage passing out/collecting the following: paint, brushes, photographs/transperncy paper, sharpies

Closure

Walk and talk. Have students lay their work on their tables, and spend time viewing peer work. Students should select a peer to complete the peer feedback form below, to facilitate communication and understanding between students.

Students will receive formative feedback from the teacher using the formative teacher feedback rubric below.

Assessment

Artists or Works of Art Studied

Gomez-Beuth, Catalina. (2017). MOCA. https://2pm1gr34pmjm10f8rg1tqmy4-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/Gomez-Beuth-Record.pdf

Toledo, Melvin. (2018). MOCA. Retrieved December 6, 2020, from

https://2pm1gr34pmjm10f8rg1tqmy4-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Toledo-Record-1.pdf

Lesson 3

Enduring Ideas/Essential Questions

Enduring Idea: Artwork can serve as an educational tool to open cultural conversations among students, parents, and faculty.

Essential Questions:

What do you want viewers to take away from experiencing your artwork?
How can your artwork be used to educate others about your culture?
How can an artist statement help viewers to understand your work?

Learning Standards

FV.B.7: plan, prepare, and present completed works of art

FV.B.7.a: participate in art exhibits in the school, local community, and/or online

FV.B.7.b: write an artist statement by reflecting on finished works of art

FV.C.9.b: use the language of art to identify how meaning is conveyed in works of art

FV.C.9.c: describe and analyze the aesthetic qualities of specific works of art

FV.D.11: develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

Lesson Objectives

Students will articulate an artist statement that addresses the cultural elements present in the artwork
Students will display artwork in a local school exhibition to educate school community
Students will justify the LatinX artist voice at the local level, and compare to the
LatinX voice at the Museum of Contemporary Art

Tools and Materials

Completed artwork, paper

Introduction

Review the work on display from Celebrating Georgia Artists of Hispanic/LatinX Origin at the Museum of Contemporary Art, and the selected works by Melvin Toledo ay, Nicaragua, Nicaraguita- Link here. (Toledo, 2018), and Catalina Gomez-Beuth’s Fermin- Link here. (Gomez-Beuth, 2017).

Lead class discussion. Prompt students to connect the biography statements with the works, and prompt students to question the benefit and purpose of articulating statements to accompany artwork.

Procedure

Artist Statement: Students will use handout attached in Appendix B to assist in crafting and articulating a written artist statement

Share Out: After artist statement has been written, students will display work and share verbally with peers. Encourage students to discuss and question one another

Art Exhibition: Display student work alongside completed artist statements. Invite faculty and parents to view the work at a reception.

Teacher Education: Share photographs of this lesson and exhibition with fellow Gwinnett County Public Schools art teachers at the summer institute, along with this lesson plan. This unit should serve as an example for art curriculum that responds to the cultural diversity of Gwinnett County Public Schools.

Distribution and Clean-Up

Select 1-2 students to pass out handouts and paper as needed

Closure

Have students reflect on the exhibition with the following guiding questions.

Do you feel that the exhibition was successful?

Do you feel that your culture was represented in a way that you feel proud of?

Do you think others learned more about your culture?

Did you learn more about the culture of others?

Assessment

Project is assessed using the following rubric.

References

Castro, J. (2018, November 14). What It Means to Be 'Latinx,' and What That Means for America. Retrieved November 22, 2020, from https://www.nytimes.com/2018/11/14/books/review/latinx-ed-morales.html

Celebrating Georgia Artists of Hispanic/Latinx Origin Series. (2020, November 03). Retrieved November 22, 2020, from https://mocaga.org/calendar/moca-ga-celebrates-georgia-artists-of-hispanic-latinx-origin-series/

Gamboa, S., Lilley, S., & Cahlan, S. (2018, September 28). Young Latinos: Born in the U.S.A., carving their own identity. Retrieved November 22, 2020, from https://www.nbcnews.com/news/latino/young-latinos-born-u-s-carving-their-own-identity-n908086

Gomez-Beuth, C. (2020, April 29). Gomez Beuth Catalina Artist Video. Retrieved December 11, 2020, from https://youtu.be/IP6fUPBBGZA

Gomez-Beuth, Catalina. (2017). MOCA. https://2pm1gr34pmjm10f8rg1tqmy4-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/Gomez-Beuth-Record.pdf

Toledo, Melvin. (2018). MOCA. Retrieved December 6, 2020, from

https://2pm1gr34pmjm10f8rg1tqmy4-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Toledo-Record-1.pdf

Toledo, M. (2020, April 24). Melvin Toledo Artist Video. Retrieved December 11, 2020, from https://www.youtube.com/watch?v=rN9DjLrh6SU