Curriculum

Teacher's Guide / Lesson Plan

See the entire curriculum below or download a copy!


 

OPEN UP PROJECT is a student initiated activity that addresses the theme of school shootings. As teachers, we desire to create opportunities that are safe for students to open up about their feelings/frustrations/anxieties before things turn violent. Instead of locking down their feelings, students wanted to start a dialogue and “Open Up.” OPEN UP PROJECT has created prompts for discussion during the process of creating, and each school receives a mini project curriculum to guide them.

 

Background: OPEN UP began as a “morphing mural” school project.  One school's art students created a thematic painting on a canvas that was then sent on , to another school, who painted over it, and then sent it to another school. The cycle continued. At each location, students discussed the theme, filmed themselves creating their artwork, and then shared the footage where everyone can watch the canvas morph from one school to the next.

 

VIEW OPEN UP PROJECT VIDEO

VIEW PUBLIC SERVICE ANNOUNCEMENT

 

(Please view the PSA prior to showing students, as it has news footage at the beginning. If this material is too sensitive, please use discretion when deciding to present it.)

 

Knowing that the image students create will evolve and be painted over many times creates an air of freedom regarding skill sets and ideas. Your students begin to enjoy (or work through) the moment and look forward to how it will change as it progresses over time. You do, however, have the option to retain the elements that you enjoy and then add more around them.

 

OBJECTIVES:

  • Create an opportunity for students to create and talk in a safe setting.
  • Build a connected community doing this together.
  • Prepare for change; although students may feel strongly about one image, by seeing it change into something else, hopefully they'll connect that their current situation can change as well... into something new and promising!

 

ACTIVITY 1

SHARING THOUGHTS & BRAINSTORMING

 

Begin by explaining the OPEN UP PROJECT to your students. Give them a brief background of the project and explain why they are invited to participate. .  Use age appropriate descriptions for this.

 

TALKING POINTS BEFORE CREATING

  1. How do you feel about these school incidents?
  2. What images or words would you like to see on the canvas or paper to represent that emotion?

 

If students are looking for examples or inspiration, view the video playlist of project that has been happening between NJ schools.  VIEW OPEN UP PROJECT VIDEO


 

ACTIVITY 2

CREATING, CELEBRATING & REFLECTING

 

MATERIALS:

  • Pens, pencils, markers, paints & paint brushes
  • Paper, canvas, whiteboard, chalkboard or poster board
  • Optional: camera (cellphone will do) / video camera / editing software
  • Optional: print out one of these templates to get started. TEMPLATE 1 or TEMPLATE 2

 

As you enjoy your time creating, please engage in these critical discussions during the creative process.

 

TALKING POINTS DURING CREATING

  1. What struggles and issues are you, and those your age, facing?
  2. Who do you turn to for help?
  1. What are your hopes, wishes and dreams?
  2. How would you reach out to someone you thought might need help?

 

HOW TO DO IT

OPTION 1

All you need is a sheet of paper and some markers or a white or chalkboard.  Create one image that reflects the concept of “opening up”. It could simply be words and or images. You can always print out one of these templates to get started. TEMPLATE 1 or TEMPLATE 2. Students can either work on the template individually and then present and discuss collectively once completed or they can work in small groups on one together.

 

Celebrate your piece by posting a picture online using #OPENUPPROJECT

 

OPTION 2

The image can involve morphing or evolve if you use paints on paper/canvas or by using markers and erasers on your white/chalkboard. Make an image, take a photo, change it into something different and take another photo. This process can continue as many times as you like. The entire process may be filmed if you have the tools to do so.  Celebrate your series by posting the pictures or video online using #OPENUPPROJECT

 

OPTION 3

If you are inspired by the video example where the canvas was shared between schools, GO FOR IT, open up and reach out to the community beyond your walls!  One school begins the canvas, documents the process through a still image or video and then passes it to another school to continue the conversation and community building.

 

TALKING POINTS AFTER CREATING

  1. How do you feel about what you made?
  2. You may have put a lot of time into an image only to paint over it with another. What was it like painting over the images?
  3. Do you think that, even though a situation that you cared about has changed or is going to change, there’s the potential for something good to happen, even if you can’t see it now?
  4. What did you learn from this?

 

DYNAMICS INVOLVED

  • group interaction
  • problem solving
  • leadership development
  • curiosity / exploration
  • personal reflection
  • confidence building
  • interdisciplinary (include other classes)
  • combination of tech & traditional approach (trace projected images or hand draw)
  • technology (digital video & editing)

 

HELPFUL TIP:  Using a projector can eliminate the time and pressure that is often associated with transferring images to large scale. It allows for students who aren’t yet confident in their drawing skills to have an outline to follow.


 

ACTIVITY 3: (optional)

EXTENDED REFLECTION THROUGH POETRY

 

MATERIALS:

  • Pens and pencils or word processing program
  • Paper, whiteboard, chalkboard or poster board
  • Optional: camera (cellphone will do) / video camera / editing software
  • Optional: print out one of these templates to get started. TEMPLATE 1 or TEMPLATE 2

 

As you enjoy your time creating, please engage in these critical discussions during the creative process.

 

TALKING POINTS DURING CREATING

  1. What words and phrases have you used so far that describe the struggles and issues that you, and those your age, are facing?
  2. Why is it difficult to talk about these things out loud?
  3. Why is it important to give voice to the things you’re feeling?
  4. How can you use the words you’re putting on paper to help someone?

 

HOW TO DO IT

OPTION 1

All you need is a sheet of paper and something to write with or a computer. You can always print out one of these templates to get started, if you think it will helps to have students write a poem around an image: TEMPLATE 1 or TEMPLATE 2. Students can either work individually and then present and discuss collectively once completed, or they can work in small groups on one poem together. Instruct your students to use words and phrases that describe what they might want to “open up” about in the form of a poem.

 

Example 1

Example 2

Celebrate your poem by posting a picture online using #OPENUPPROJECT

 

OPTION 2

Invite students to view the work of other schools online at #OPENUPPROJECT. They can write a response poem to visual or poem posted by another school or “harvest” the words another school has used to create a found poem out of those words, while adding their own words. The poem can be done in free verse, or you can define a particular style for your students to copy (a sonnet, haiku, or tanka might be a good option).

 

OPTION 3

If you are inspired by the example where the canvas was shared between schools, GO FOR IT, open up and reach out to the community beyond your walls with your poem! One school begins the poem, documents the process through a still image or video and then passes it to another school to continue the conversation and community building. The next school can add a verse to your poem or rewrite your poem through “blackout” poetry or shuffling the words into a new order.

 

Blackout poem based on Example 1

 

TALKING POINTS AFTER CREATING

  1. How do you feel about what you made?
  2. You may have put a lot of time into a poem that might be remade by someone else. How do you feel about that?
  3. Do you think that, even though a situation that you cared about has changed or is going to change, there’s the potential for something good to happen, even if you can’t see it now?
  4. What is something you learned from this?

 

DYNAMICS INVOLVED

  • group interaction
  • problem solving
  • leadership development
  • curiosity / exploration
  • personal reflection
  • confidence building
  • interdisciplinary (include other classes)

 

HELPFUL TIP: For students who struggle with writing poetry, you might consider doing a brainstorm of words and phrases as a whole class to get started. Then, your students can use those in their own poems, adding words of their own as they are inspired.

 

SHARE YOUR PROJECT

Post photos or videos of your project using #OPENUPPROJECT

 


 

STANDARDS

Arts.1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.

 

NETS.2.1 Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
  • b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
  • c. develop cultural understanding and global awareness by engaging with learners of other cultures.
  • d. contribute to project teams to produce original works or solve problems.

 

CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

 

CCSS.ELA-LITERACY.CCRA.SL.2

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

 

CCSS.ELA-LITERACY.CCRA.SL.3

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

 

CCSS.ELA-LITERACY.CCRA.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

CCSS.ELA-LITERACY.CCRA.W.6

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

 

CCSS.ELA-LITERACY.CCRA.W.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.