Luis David Soltero Resistant capital – Illustrating stories of resistance EDS 178 – Interdisciplinary Unit Lesson 3: Page 1 Lesson 3: Resistant capital Illustrating stories of resistance Interdisciplinary Unit Plan - 7 th grade Jason Garcia, Rainbow (2007) Introductory Information: In “Illustrating Stories of Resistance” students will study the work of Jason Garcia, a contemporary artist from Santa Clara Pueblo in New Mexico. Students will appropriate the visual language of comic book covers to illustrate a contemporary or historical act of resistance – oppositional behavior challenging inequality – told from a transformative point of view.
Transcript
Luis David Soltero Resistant capital – Illustrating stories of resistance
EDS 178 – Interdisciplinary Unit
Less
on
3: P
age
1
Lesson 3: Resistant capital Illustrating stories of resistance
Interdisciplinary Unit Plan - 7th grade
Jason Garcia, Rainbow (2007)
Introductory Information: In “Illustrating Stories of Resistance” students will study the work of Jason Garcia, a contemporary artist from Santa Clara Pueblo in New Mexico. Students will appropriate the visual language of comic book covers to illustrate a contemporary or historical act of resistance – oppositional behavior challenging inequality – told from a transformative point of view.
Luis David Soltero Resistant capital – Illustrating stories of resistance
EDS 178 – Interdisciplinary Unit
Less
on
3: P
age
2
Lesson 3: Illustrating stories of resistance 7th grade
STAGE 1: DESIRED RESULTS
A. ENDURING UNDERSTANDING: Artists and writers tell resistance stories that validate the experiences of
marginalized people.
Stories of resistance can inspire people to become agents of social change.
B. ESSENTIAL QUESTION:
How do artist resist mainstream narratives?
How do artists and writers use storytelling to influence social change? C. STATE STANDARDS ADDRESSED:
Massachusetts Visual Arts Frameworks
Standard 1: Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.
Standard 6: Purposes and Meanings in the Arts: Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings.
Standard 10 Interdisciplinary Connections: Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.
Massachusetts English Language Arts
Standard 9: Making Connections. Students will deepen their understanding of literary or non-fiction work by relating it to its contemporary context or historical background.
Standard 11: Theme. Students will identify, analyze, and apply knowledge in the literary work and provide evidence from the text to support their understanding.
Jason Garcia, GTA Winter Girl (2007)
Luis David Soltero Resistant capital – Illustrating stories of resistance
EDS 178 – Interdisciplinary Unit
Less
on
3: P
age
3
D. LEARNING OBJECTIVES:
• Students will explore a marginalized “point-of-views” by researching a historical or contemporary story of resistance.
• Students will empathize with a story of resistance by placing themselves (using the cartoon developed during Lesson 1) into the composition and context of the story they research and illustrate.
• Students will make connections between the work of Jason Garcia, themes from The Absolutely True Diary of a Part-Time Indian, and images of “Indians” in popular visual culture.
STAGE 2: ASSESSMENT EVIDENCE
A. PERFORMANCE TASK OR FINAL PRODUCT: A successful final project will illustrate a historical or contemporary “story of resistance”. The illustration will appropriate forms of popular visual culture like comic book covers while introducing a transformative (informed by their research and experience) point-of-view and knowledge.
B. CONTINUUM OF ASSESSMENTS:
Students will turn in sketches for their final project.
Students will research a story of resistance and turn notes in.
Students will write out and turn in their own definition of “resistant capital”.
Jason Garcia, Pueblo Revolt Runner (2007)
Luis David Soltero Resistant capital – Illustrating stories of resistance
EDS 178 – Interdisciplinary Unit
Less
on
3: P
age
4
C. CRITERIA:
Theme of Resistance: Shows comprehension of resistance as a theme for storytelling. Illustrates a personally meaningful historical event from a “transformative” perspective.
1….2….3….4….5….6….7…..8….9….10
Integrates previous lessons: Applied comic and cartooning skills developed during the first two lessons.
1….2….3….4….5….6….7…..8….9….10
Clarity of the Story: The art piece is clearly communicating a story. There are visual keys communicating location, time, and main participants.
1….2….3….4….5….6….7…..8….9….10
Use of Materials: Shows proficiency in materials and techniques demonstrated throughout the unit.
1….2….3….4….5….6….7…..8….9….10
STAGE 3: LEARNING PLAN A. MATERIALS AND EQUIPMENT:
Access to computers
Assortment of comic book magazines
Images of Jason Garcia’s work
Jason Garcia’s Artist Statement
Sharpies (25)
Drawing paper (25)
Acrylic paint (many colors)
Sketchbook (25) Jason Garcia, Tewa Tales of Suspense #1 (2008)
Luis David Soltero Resistant capital – Illustrating stories of resistance
EDS 178 – Interdisciplinary Unit
Less
on
3: P
age
5
B. VOCABULARY WITH DEFINITIONS: Resistant capital: Refers to those knowledges and skills fostered through oppositional behavior that challenges inequality. Furthermore, maintaining and passing on the multiple dimensions of community cultural wealth is also part of the knowledge base of resistant capital.
C. TEACHER INSTRUCTION:
Teacher will read from page 35 of The Absolutely True Diary of a Part-Time Indian.
Teacher will give a presentation on the US policy “Kill the Indian, save the man”.
Teacher will introduce the definition of Resistant capital.
Teacher will introduce the work of Jason Garcia, focusing on his Tewa Tales of Suspense series.
Teacher will generate a list of r “stories of resistance” the students could research and give students access to the computer lab and.
Teacher will demo the use of acrylic paint, in combination with sharpies.
QUESTIONS TO GENERATE DISCUSSION:
What is your reaction to learning about “Kill the Indian” policy?
How is Jason Garcia’s work an example of Resistant capital?
How are the images by Garcia similar and different from the images of “Indians” in visual culture?
Whose point-of-view are the stories in the paintings being told from?
What does it mean that the artist is combining native methods with contemporary styles and forms of artwork?
D. LEARNING ACTIVITY:
Students will write down reactions to “Kill the Indian, Save the man”.
Students will brainstorm ways in which they have resisted normative or dominant cultures in their own lives.
Students will participate in an inquiry-based discussion of Jason Garcia’s work.
Students will research other “stories of resistance”.
Students will experiment with acrylic and sharpies.
Students will research visual images or styles to appropriate.
Students will illustrate a story of resistance.
Students will incorporate their character (from Lesson 1) into the illustration.
Luis David Soltero Resistant capital – Illustrating stories of resistance
EDS 178 – Interdisciplinary Unit
Less
on
3: P
age
6
E. VISUAL IMAGE RESOURCES: Garcia, Jason. (Artist). (2007). Rainbow [Ceramic Tile], Retrieved February 22, 2011,
from http://www.okuupin.com/portfolio Garcia, Jason. (Artist). (2007). Winter Girl [Ceramic Tile], Retrieved February 22,
2011, from http://www.okuupin.com/portfolio Garcia, Jason. (Artist). (2007). Pueblo Revolt Runner [Ceramic Tile], Retrieved
February 22, 2011, from http://www.okuupin.com/portfolio Garcia, Jason. (Artist). (2008). Tewa Tales of Suspense #1 [Ceramic Tile], Retrieved
February 22, 2011, from http://www.okuupin.com/portfolio Garcia, Jason. (Artist). (2008). Tewa Tales of Suspense #6 [Ceramic Tile], Retrieved
February 22, 2011, from http://www.okuupin.com/portfolio Garcia, Jason. (Artist). (2008). Kha’Po Owinge [Ceramic Tile], Retrieved February 22,
2011, from http://www.okuupin.com/portfolio
F. TEXT, MEDIA AND WEB RESOURCES:
Alexie, S. (2007). The Absolutely True Diary of a Part-Time Indian. New York, NY: Hachette Book Group.
Bell, L. A. (2010). Storytelling for Social Justice. New York and London: Routledge Taylor & Francis Group.
Yosso, T. J. (2006). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. In A. D. Dixson, & C. K. Rousseau, Critical Race Theory in Education, (pp. 167-190). New York: Routledge.
