Creating a Bucket List

Lesson 1

Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”. Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.

• Xing Danwen Chinese, Urban Fiction No. 13 (2005)
• With Urban Fiction, a series beginning in 2004, Xing explores the form and psyche of contemporary living in modern high-rise “palaces of the people.” In these large-scale color photographs of real-estate developers’ architectural models, Xing has digitally inserted tiny cutout figures to enact a variety of imaginary human dramas. (more from the Met)

Note on using the information above: As your students participate in a conversation around this artwork, it may occasionally be helpful to provide them with additional or contextual information. This information can and should be imparted at the teacher’s discretion.

The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.

Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.

Sharing should work as follows:

• Student stands by their work. A teacher should hold it, or place it on an easel.
• The student presents their work, answering What they made, How they made it, and Why they made the decisions that they did. When they are done they ask, “Any comments or questions?” and can take responses from the audience.
• A note on responses: it is o.k. if an audience member questions or wants clarification from the artist. It is also o.k. if an audience member makes suggestions. But it must be done in a kind, thoughtful, and respectful way.
• Always end the conversation by asking the class to give the artist a compliment.

Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.

Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.

ANTICIPATED PROBLEMS

EARLY FINISHERS

Student artists can continue to explore and ‘travel’ to other places, or they can play ‘Where in the World is Carmen Sandiego’ by visiting: http://playdosgamesonline.com/where-in-the-world-is-carmen-sandiego-deluxe-edition.html ‘Where in the World is Carmen Sandiego?’ is a detective game that also teaches students about other countries as the ‘travel’ to collect clues. Basic instructions: students are supposed to solve the crime by collecting clues. All the information can be found by navigating the online dashboard. Reference the list on the right hand side—on the notepad, clicking on each bullet to collect clues. Record clues in the evidence section. Travel elsewhere by clicking on ‘travel’ on the phone and then clicking the name of the country you would like to travel to. A new set of clues will be provided when you ‘arrive’. The ‘warrant’ will give possible suspects based on the clues you have collected and recorded in the evidence section.