Elizabeth A. Johnson
The final project is a Portrait of Pride: An image in which they depict their future. Follow this plan to complete the project. Remember, skills to build into the lives of your young black males are those of rigor and structure.
-
1.Plan: Give students a worksheet, a Planning Page, that mimics the final project. This could be broken into three columns on a landscape–oriented page. Label the middle "My Future," the left "Past Friends" and the right "Past Family." Under each heading, it is helpful to include several ideas. If possible, include a model of your own on the back side. For a model already described, read the Unit Contents of this curriculum. At the bottom of the worksheet, include space that describes symbols that the student might use.
-
-
2.Create Image: Check each student's work on their Planning Page to see that it meets your set criteria. When a student has a part, point it out and give specific praise. If a student is missing a part, ask him or her how they plan to include this. More often than not, they will leave out anything they do not understand. Use your own model on the back, or if you continue this from a previous year, use an older model from a former student, to illustrate what you want the student to do.
-
-
3.Draft of Gallery Description: They must be able to answer the following questions, also adapted from Monika Brown of UNC Penbroke. Include a model of your own for each student to reference.
1. Aesthetic Merit: How well is the media used, the content integrated with the form, and the overall goal of the portrait achieved?
2. Truth to Life: How truthful is the image? Will it make sense in any context? Is it morally responsible?
3. Cultural Significance: What makes it original? How does it contribute to the culture and art already in existence?
4. According to your image, what makes a man/woman? Reference specific images within your portrait. Be sure to describe both symbols you have included.
Since students are expected to be able to prepare, publish, and present work appropriate to audience, purpose and task, be sure to reread these pieces and return them to students with any content and grammatical corrections. (Trying to teach grammar along with this or any unit is preferable but will not be included here.)
-
4.Final Draft of Gallery Description: One key feature of teaching low–income black males is to convince them that school work matters. This requires us to give students ways in which to meaningfully publish their work. First, give students time in school to type their final drafts of the Gallery Descriptions. To make sure students do address all changes and suggestions you made, include this as part of the grade.
-
-
5.Publishing Gallery Descriptions and Portraits of Pride: A school library, hallway, or your classroom are ideal for the display of student work. In order to take it a step further, you might consider a "Gallery Opening" during class or after school so that parents and community members can see what their students have accomplished. However you choose to publish their work, it is crucial to include this step. In all research I have conducted it is pivotal to have this closure and final step. Have students set up the display by showing them what a good display looks like. At the event, whether it is on a Friday during class or a weeknight in the library, have students speak about their work. Choose one or two students to introduce the event to the guests. Ask students to dress up and stand by their work so that they can describe what they have done. If possible, have the historical images as well so that there is a precedent visible. Content knowledge is part of what is missing for students, so having this available for the students to teach their parents and community members enforces the idea that this knowledge is meaningful. Also, whatever you put together the first year will be easier to accomplish the next year and so on.