1 Self-Awareness Peace Project : 2009 Self-Awareness – a concept that one exists as an individual. A Fine Arts Unit Holistically Integrating Art through Psychology, History, Language Arts and Spirituality. Friendship Academy of Engineering and Technology, a Baltimore City Public School 9 th Grade: Foundations of Art. Facilitator : Ms. Laura Kirchner.

Peace Project “We need in every community, a group of ANGELIC troublemakers.” Bayard Rustin. Unit Rationale : To allow students to go beyond a textbook/lecture approach to a cultures’ worldview. Practical and experiential, this Unit aims to provide students an opportunity to be intuitive, creative, and to give participants an awareness of how they themselves can deepen their own connection with the wonder and energy of life. Unit Objective : Students will develop sensitivity, appreciation and feeling of connection with other people as well as all other aspects of life through defining and creating transformative art, so that they may expand their ideas of what art is, and gain a greater self-awareness, self- knowledge, and self-confidence in their creative process.

3 Part 1: Our Connection with Others: Art Problem: Students created a Collective Installation on Identity and Relationships. Students worked collaboratively on a Group Narrative Weaving to see how the stories of our lives connect us and create relationships that build a positive community. An Introduction to: Understanding Zen, Meditation and Cause & Effect (Karma) and mindfulness of self and of others. Moral and Character Development.

4 Art Content Student Based Discussion: Symbolism, color, relationships, geometry, sacred geometry, art as form of healing, art as meditation, patterns, light, movement, balance (E & P of design) Students worked collaboratively to list Forms of Connections to self, others, the environment. A few ideas generated from group work are as follows: Connections are formed through… Dance, Meditation, Entertaining, Hobbies,Movement, Crafts, Building, Cooking, Healing, Ceremony, Gardening, Celebrating, Music, Drumming, Prayer, Ritual, Sports, Sharing, Helping, Caring, Theatre, Art, Song, Parenting, Poetry, Sound, Pilgrimage, Teaching, Architecture, Work, Food… to name a few.

5 Artistic Process: Using crayons, Students created written narratives expressing stories of their lives. Students used watercolor to expressively paint their emotions about their stories. After discussing/sharing their narratives in small groups students paired up to those with similar experiences and wove their stories together creating a unified experience.

6 The collective weavings transformed an otherwise dark hallway. The weavings became iridescent as the light passed through the students pieces. As the light changed, the patterns of these weavings were mirrored on the floor and created an unexpected visual extension to the students art work.

7 Artistic Process: After multiple discussions and activities on our school’s “core values” and character development, Students looked at a variety of artists that used both silhouettes and color symbolism in their work that would inspire them to create a self portrait using color as a way to identify oneself in a positive way. We also looked at ways in which people publicly express their ideas through forms of protest. The final installation were life size self portraits painted symbolically gesturing those reminiscent of images of protesting crowds.

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9 Part 2: Connection with Self: Art Problem: Defining and Creating the Mandala. The word "mandala" is from the classical Indian language of Sanskrit. Loosely translated to mean "circle," a mandala is far more than a simple shape. It represents wholeness, and can be seen as a model for the organizational structure of life itself--a cosmic diagram that reminds us of our relation to the infinite, the world that extends both beyond and within our bodies and minds. "The integrated view of the world represented by the mandala, while long embraced by some Eastern religions, has now begun to emerge in Western religious and secular cultures. Awareness of the mandala may have the potential of changing how we see ourselves, our planet, and perhaps even our own life purpose." (From Mandala: Journey to the Center, by Bailey Cunningham)Mandala: Journey to the Center Pattern of Creation

10 Thinking… Feeling… Creating… Understanding.

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12 Part 3: Connection with our Environment: Art Problem/ Artistic Process: Students created a mural based on Self-Awareness and Community. Approximately 60 students worked collaboratively planning and implementing their ideas as a unified image on a larger scale. Discussion on students “outer” influences and visual culture lead to creating the “Inner Peace” Mural Project. Students worked in groups of 4 – 6, with Leadership roles assigned by peers. Group Leaders were responsible for organization of their Team to grading classmates participation. The images had to be inspired by the Concept of self-awareness and Peace. Transformation of Space, A Mural Project.

13 Outer Influences. Students had associated public art as ways to express negativity and “ownership” of their environments. (photos taken in August 2008 at a faculty Professional Development)

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16 Essential Reflective Questions: Is art to muse or amuse? Is artistic activity a spiritual activity? Is art representative of humanity? How is art an example of, beauty, creativity, and metamorphosis of self? What new directions do you see in art for the future? Think about the use of technology, visual culture, politics… What effects can murals have on their environment and the people who see them? How did working collaboratively instead of by yourself make you feel? What can you "say" with art and murals? Do you think words or pictures are stronger? Why?

17 Reflective Affirmations for the Inner Peace Mural Project.

18 Student’s thoughts: “this has changed my whole perspective on life… I am a more open person.” Jada Drake. “I have learned to let my words be heard.” Raymond Beam. “I know now what peace really means, and how to express myself. I think differently than before.” D. Galloway.

19 Acknowledgements: Thank you to Principal Susan Wheeler of Friendship Academy for letting me take up as much space as I can and for truly knowing and understanding my intentions teaching our youth. Thank you to Pat Simms for her humor and constant support through custodial help and personal friendship. Thank you to Eric Mayo for a once in a lifetime conversation in a parking lot outside of Gwynn Falls Elementary School that inspired me to teach this unit. Thank You To Nan Park and Dr. Karen Carroll at The Maryland Institute College of Art for giving me this amazing opportunity to share and express my teaching and student’s experiences through art.