2) Lead Discussion re: project timeline, balance between structure and
student-directed philosophies, student and program expectations (15 minutes)
- Students need to feel comfortable with the learning environment.
- Ask them what their expectations/ hopes about the project are
- Review the timeline, talk about balance between hands on and written work. (at
least 30 minutes of written work each day)
- Do some groundwork re: lets create this together as we go along open to
respectful feedback and input.
- review tasks for the first day: Check In, Short Break, Art Intro, Long Break,
Collage Making, Short Break, Goals and Contract Setting.
3) “What’s up?” check in (15 minutes) (See Activity Sheets)
- Instructor will explain rationale for checking in formally: we all have stuff going
on in our lives, and need to be able to put it on hold sometimes in order to
concentrate. However, some days life concerns are overwhelming - it can really
help to write it down and have the chance to actively decide whether we can deal
with our problems later, or if we need to talk to another person before starting our
work.
- Explain that students will have option of either discussing issues or problems with
the group, or talking privately to the instructor or counsellor (if your program has
a separate counselling staff)
- Show check in sheet; explain that this is a daily part of the project.
Have students complete - encourage honest responses.
4) 5 minute BREAK
- Instructor and/or counsellor to be present through break to address any concerns/
questions or to schedule individual consultation time.
5) What Art Can Do for Us (See Activity Sheets)
a) Intro:
Instructor introduces "Art helps us find a place in the world" concept Complete the
introduction reading and discussion questions
b) Collage:
Begin collage making activity - students cut out images from magazines and newspapers