THE LOVE CREW INSPIRED BY GOLDEN

In partnership with Lynn Public Schools

THE LOVE CREW INSPIRED BY GOLDEN

ESSENTIAL QUESTIONS:

  1. How do you think others will perceive your work?
  2. What age group do you think Golden’s work is created for?
  3. What age group did you create yours for?
  4. Can this help regulate others by identifying with your work?
  5. How do you think your work would be interpreted if it was on a large scale like a mural?

LEARNING OBJECTIVES:

Students will be able to… create a “crew” based on emotions, identity, and personal development, aligning to MACF 2019.

STANDARDS ADDRESSED:

Create, Present, Respond, Connect

  • Use one of Golden’s work for SLG formal responses. Describe what you see in this work
    • Analyze the use of color choices on specific character.
    • Interpret why he paired these gang members together
    • Judge: do you like the work, why or why not? If this was your work, would you have chosen another color palette – explain?

CONTENT & TOPICS:

  • Mural of Golden305’s gang members
  • Looking at color theory and the association of members
  • Discussion of emotions and relativity
  • Difference in characters/Similarities
  • Creative assessment, journalling, storytelling with characters.

INSTRUCTIONAL ACTIVITIES:

Week 1

  • Open with journaling different emotions (2 minutes solo, 5-10 minutes for group discussion)
  • Introduce Golden’s work: https://beyondwalls.org/artists/golden/ Can they see any emotions in his characters?
    • Knowing he is from Venezuela, can you identify any cultural significance in his work? (ex: Pinata as a symbol.)
    • Discuss Golden’s the characteristics of his style of work.
      • Bright/bold colors, stylized work, heavy outlines, color blocking, reflections; use of space. Flat and limited depth
  • Have students brainstorm the creation of their own “crew” in a positive light.
  • The crew of characters that the student develops could be based on their own personal challenges where a support or problem-solving is needed by an outside entity, here are some ideas to get the gears turning “identity, ability, sexual identity, religion/culture; perspective viewing; size; what positive qualities do each crew member have that may help work through challenges/situations we all face,. The goal would be to be able to create 4-5 characters for their crew that each have a different “superpower”.
    • Optional: Students can work in small groups and each focus on two or three characters each.

Week 2:

  • Continue work on building individualized characters of the student’s “crew.” Make sure students come up with a theme for their crew to keep them focused. Things to consider: choices in colors, facial expressions, and culturally relevant subject matter or hints.
  • Students should also decide on how to present the “crew” members – should it be set up like an album cover, displayed as if it were a mural, or displayed on top of an actual location?
  • The students (or groups of students) will begin creating their crew members from desired materials. Suggested paint material to connect back into mural work.
  • Have peer discussions about successful translation or emotion/positive aspects/phases of identity – their theme.

Week 3-4:

  • Continue daily check-ins with students and their progress. Make sure their presentation of the gang is thoroughly thought out.
  • Depending on the size and frequency of the classroom meeting schedule, students should strive to be complete by the end of week 4.
  • Rubric and written reflection will be completed at the end of the project.

DIFFERENTIATION STRATEGIES:

  • Provide opportunity for all students to create. Suggestions: one on one lesson or small group lessons. Assist with cutting out/mapping out shapes. Reduction in expected characters.
  • Refer to specific IEP/504 for more specific modifications.

MATERIALS:

  1. Sketchbooks
  2. Construction paper
  3. Spray paint
  4. Markers
  5. Cardboard
  6. Stencils
  7. Colored pencils
  8. Poster board
  9. Projector
  10. Paint Projector/Light Pad
  11. Computer

VOCABULARY:

  • Contrast
  • Balance
  • Stylized
  • Positive/negative space
  • Composition
  • Color theory
  • Cultural relevance
  • Shape
  • Craftsmanship
  • Assembly
  • Use of natural/artificial light

ASSESSMENT METHODS:

  • Rubric Criteria: Creation of 3-5 crew members, Convey emotions/positive aspects/identity/or challenges. Uniformity of gang members through presentation. Craftsmanship. Originality.
  • Written Criteria: What is the meaning behind your crew? How did you relate it to Golden’s work? What age group do you think would benefit from viewing your work? What was a struggle or challenge you faced with this project? Do you like your work – why or why not? Explain.

REFLECTION/FEEDBACK:

  • Reflection will be used during mid-project peer evaluations and teacher progress evaluations. Students will complete written reflection at the end of the project.

RESOURCES:

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