Arts Infrastructure
History of Neighborhoods
6th Through 8th Grade • History and Social Studies & Visual Arts
Lesson Overview: This lesson plan focuses on understanding neighborhoods in Chicago (particularly the south side) and recognizing the role of art initiatives in community development, integrating history, visual art, and social studies content areas. The framework provides structured sections for learning objectives, activities, assessment methods, and reflection opportunities, emphasizing arts-integrated teaching practices that acknowledge local community histories and promote positive learning outcomes. The comprehensive plan incorporates Universal Design for Learning principles and includes specific time allocations for classroom teacher activities, teaching artist activities, and collaborative components.
Learning Objectives | Students Will:
Identify the social infrastructure of neighborhoods in Chicago, with a focus on the south side.
Recognize the crucial role of art and art initiatives in promoting neighborhood development.
Analyze how art initiatives enhance access to essential services and resources in communities.
Lesson Process: This lesson plan guides students through a collaborative mural arts project that integrates visual arts with community storytelling. Murals are important because they serve as a form of public art and community storytelling, allowing for the expression of cultural identity and community narratives in a visible and accessible way. They can reflect the history, values, and aspirations of the communities they represent. Over five structured sessions, students develop and execute a 6' x 8' mural. They engage in mural mapping, thematic research, color palette selection, design development, and hands-on painting techniques while learning about the cultural significance of public art. The lesson not only develops artistic skills such as color blending, stenciling, and brushwork, but also fosters critical thinking, collaborative problem-solving, and deeper understanding of how art can function as a medium for social expression. Through this arts integration approach, students discover how public art can powerfully express community narratives, preserve cultural memory, and potentially drive social change, all while creating a lasting visual legacy within their school environment.
Time Required:
5 Sessions
Materials List:
Sequencing activities
Art supplies
Assessment :
Develop an alternative system of assessment to measure subject matter achievement and arts learning, as well as engagement, participation, teamwork, problem-solving, project activities, and using data to guide decision-making.
Consider reliable and valid assessments including screening, diagnostic, progress monitoring, formative, and summative measures.
Lesson
Activities & Instructions
The Activities & Instructions section provides a structured sequence of learning experiences, guiding educators through engaging, interactive lessons.
Lesson Activities
Vocabulary/Techniques
Public art, composition, collaborative murals.
Modeling
Demonstrate how to mix paint and blend.
Provide Feedback
Offer specific, constructive feedback during all activities to guide student development.
NATIONAL CORE ARTS STANDARDS
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Anchor Standard 1
Generate and conceptualize artistic ideas and work.Anchor Standard 3
Refine and complete artistic work. -
Anchor Standard 5
Develop and refine artistic work for presentation. -
Anchor Standard 11
Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Key Themes & Ideas
Arts Integration: The central theme is the integration of arts into the curriculum.
Accessibility: The importance of equitable access to education and the creation of involving all students in the learning environments. This involves applying skills appropriate to providing educational opportunities for all students. And implementing the principles of Universal Design for Learning (UDL) to create learning environments accessible to all, regardless of abilities or disabilities. Universal Design for Learning recognizes the different needs that are unique to those with visual, hearing, motor, or learning/cognitive disabilities while also designing for able-bodied users as well.
Student Voice and Agency: The importance of amplifying student voices and recognizing their varied perspectives.
Collaboration and Professional Development: A key aspect is building a collaboration among educators and fostering ongoing professional development.
Multi-Tiered Systems of Support (MTSS): Applying the MTSS framework for meeting the academic and behavioral needs of all learners. Key principles include Early intervention, Data-based decision making, A multi-tiered model of service delivery to match instructional resources with student need, and Effective teaching for all children. The MTSS framework is designed to meet the academic and behavioral needs of ALL learners. It is universal screening and progress monitoring to inform instruction.
Assessment and Evaluation: The need for alternative assessment systems that measure not only academic achievement but also student agency and engagement.
Success Criteria:
Students are a part of the problem-solving process and educational decision making.
All learners are supported regardless of their abilities or disabilities.
Arts learning strategies energize and mobilize students in the community and share effective practices.
Collaborative teaching creates spaces for student expression, open dialogue, and active listening.
Overall Significance
This lesson promotes arts integrated education and community awareness, fostering collaboration among educators, and developing students' academic, artistic, and social skills. It is designed to meet the academic and behavioral needs of all learners, using frameworks like MTSS.
– REACH –
Thank you to our Educators, Artists, and Collaborators.
School: Art In Motion
Teacher: Alex Sabo
Teaching Artist: Karen Perkins
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Resource 1: link