Revisioning the Chapparal
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PROJECT DESCRIPTION
Our exhibition “Revisioning the Chaparral” was the culmination of a semester long study of the chaparral ecosystem. Through weekly hikes to the chaparral behind HTH-CV, students engaged in hands-on research where they took on the role of field biologists to document the plant and animal life. As students gathered new information about the chaparral in Biology, they began to “see again” a place that they had previously not given thought to, a process that was furthered through Humanities class. Inspired by the work of the artist Colter Jacobsen at the Museum of Contemporary Art San Diego (MACSD), each student choose a photograph of plant, animal, or insect from the chaparral and, using the grid technique, created a photorealistic drawing (see examples at left). Then, students were asked to recreate that drawing from memory, much in the same way that we might have to remember these species if we continue to develop the chaparral for human use. Students also pondered the relationship their plant, animal, or insect has with their surroundings by writing a flash fiction narrative in which their chosen species plays a major role. Lastly, students documented their research from the chaparral in an informative writing piece. All of these works were displayed during a showcase at the MCASD, where we asked our audience to revision their relationship with the chaparral. |
TEACHER REFLECTION
I have mixed feelings about the success of this project. On the one hand, I've never had more student engagement than during the drawing portion of this project. Students were drawn to the hands-on aspect of drawing and there were times when it was dead quiet because every single student was working on their illustration. This project also taught students valuable lessons about the importance of critique and perseverance to work on a drawing for several hours. However, the project as a whole was very hodgepodge; while students engaged in drawing, narrative writing, and informative writing, none of these were well integrated together, so students weren't able to make connections between each of the disciples they were working on. Also, some students felt stifled by the lack of creativity in the project, as they had to merely recreate the image rather than repurpose it. At exhibition, the individual drawings looked very polished, but as a whole the exhibition didn't tell a story about the chaparral or convey the learning that students gained from their study of this ecosystem. While the students were fully engaged with their hands, the project lacked a conceptual challenge for students, something that I will keep in mind as I design future projects.
STUDENT REFLECTION
"What really helped improve my drawing was the critique sessions because people viewed my drawing and told me an area to improve on. This helped because I never realized where I should change or improve on and it was helpful for different perspectives to critique my drawing. The critique I received for my first drawing, I used it for my second drawing." ~ Rebecca P.
"From the memory drawing to the grid and all the rough drafts in between, I learned quite a few things. First being patience; things take time to be right... you can’t rush progress (even though I did at times which lead to frustration.) Second, detail & observing; I’ve always been one to glance, or look straight ahead, never allowing myself to take in the things around me. With this drawing project though, I have a new found perspective on wanting to observe and pay attention because there's so much I had not originally noticed in the photo until I spent that extra minute or two just looking, and I had appreciated the photo a lot more as well" ~ Briana V.
"During the process I realized how much I did not pay attention to the the small details in the image. The second time around I decided to put more time and effort in my memory drawing. I would get home and sit at my table and just focus in my shading focus in taking my time and really enjoying the drawing process. After I finished the drawing, I looked at it and I got a great feeling of pride." ~ Roy H.
PROJECT RESOURCES
Project Handout
Drawing Critique and Assessment
Flash Fiction - Student Examples
Informative Writing - Student Example
I have mixed feelings about the success of this project. On the one hand, I've never had more student engagement than during the drawing portion of this project. Students were drawn to the hands-on aspect of drawing and there were times when it was dead quiet because every single student was working on their illustration. This project also taught students valuable lessons about the importance of critique and perseverance to work on a drawing for several hours. However, the project as a whole was very hodgepodge; while students engaged in drawing, narrative writing, and informative writing, none of these were well integrated together, so students weren't able to make connections between each of the disciples they were working on. Also, some students felt stifled by the lack of creativity in the project, as they had to merely recreate the image rather than repurpose it. At exhibition, the individual drawings looked very polished, but as a whole the exhibition didn't tell a story about the chaparral or convey the learning that students gained from their study of this ecosystem. While the students were fully engaged with their hands, the project lacked a conceptual challenge for students, something that I will keep in mind as I design future projects.
STUDENT REFLECTION
"What really helped improve my drawing was the critique sessions because people viewed my drawing and told me an area to improve on. This helped because I never realized where I should change or improve on and it was helpful for different perspectives to critique my drawing. The critique I received for my first drawing, I used it for my second drawing." ~ Rebecca P.
"From the memory drawing to the grid and all the rough drafts in between, I learned quite a few things. First being patience; things take time to be right... you can’t rush progress (even though I did at times which lead to frustration.) Second, detail & observing; I’ve always been one to glance, or look straight ahead, never allowing myself to take in the things around me. With this drawing project though, I have a new found perspective on wanting to observe and pay attention because there's so much I had not originally noticed in the photo until I spent that extra minute or two just looking, and I had appreciated the photo a lot more as well" ~ Briana V.
"During the process I realized how much I did not pay attention to the the small details in the image. The second time around I decided to put more time and effort in my memory drawing. I would get home and sit at my table and just focus in my shading focus in taking my time and really enjoying the drawing process. After I finished the drawing, I looked at it and I got a great feeling of pride." ~ Roy H.
PROJECT RESOURCES
Project Handout
Drawing Critique and Assessment
Flash Fiction - Student Examples
Informative Writing - Student Example