Group 3 Title and Description.

Facilitators:  Katie Nyquist & Daniel Zapata

Water Wars:  Painting Awareness to a Global Issue that Affects Us Locally

Water is life, but do we all have equal access to this precious resource?  In this course we will take
an in depth look at the very serious global issue of water accessibility and how it affects people
living in certain regions of the world.  Throughout the course, students will make connections to local
issues of access from their experiences. Students will create daily sketches, make posters to
encourage awareness and finally, they will work to paint a large banner that will be displayed at the
end of this amazing week.  Come ready to learn, create, and explore activism through expressive visual art!

Group 3: Water Wars (a working lesson plan document, and week long plan)

Greetings fellow facilitators!  Here are a few working documents that Katie and I are working on.  Thanks in advance for looking and for any advice or guidance to make this week one of the most enjoyable and educational weeks ever for the kids and for us!  The last document contains some amazing links to sites that go in depth into some amazing activist artwork and artists.  Check them out if you're interested.

Weeklong plan ( Google Sheets Document)

Weeklong Plan (working Document)


Daily Lesson Plans (Google Doc)

Daily Lesson Plans


Artwork, Web links, and Inspiration for Artwork that Creates Awareness (Working Google Slide Doc)

Artwork that Creates Awareness

Lesson Day 3: Empowerment

1. The Boy Who Harnessed the Wind

• TED Talk (5:52) with William Kamkwamba about how he "harnessed the wind"

https://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_wind

• Reading materiasl about the book:

https://www.publishersweekly.com/pw/by-topic/childrens/childrens-book-news/article/50156-new-life-for-the-boy-who-harnessed-the-wind.html

https://www.theguardian.com/theguardian/2009/oct/03/malawian-teenager-builds-wind-turbine


2. Isatou Ceesay and plastic bags

• Videos: 

https://vimeo.com/144419980 (8:47)

https://www.youtube.com/watch?v=r354rs7aYzI (9:28)

Reading Materials:

https://www.theguardian.com/lifeandstyle/2014/may/01/small-african-recycling-project-tackling-mountainous-rubbish-problem

Reading Materials About Maori People Living in Poverty

Ideas for readings/articles for Maori people:

I skimmed most but am just trying to pull together as many resources as I can. Feel free to make suggestions about which ones are best.

https://www.stuff.co.nz/national/politics/101231280/fact-check-disparities-between-mori-and-pkeh

https://www.theguardian.com/world/2016/oct/07/new-zealand-child-poverty-a-source-of-deep-concern-says-un

https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10781130

https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11588063

Course Description: Who Works for Your Food

Group 2
Title: Who Works For Your Food?  

Course Description:
Today, there are millions of refugees worldwide and thousands of migrants pouring into the U.S. Too often, these vulnerable groups become victims of human trafficking. This class will focus on the origins of food labor as a part of the trafficking business. We will examine the roles of consumers, social classes, and businesses play to support the practice. Our course will encourage students to think about who really creates our food farm to table. We will enter the topic through the cultural realm, thinking about how visual culture and the arts frame our understanding of trafficking.

Our course will consider questions like:

1. What does it mean to have “fair trade” food?
2. What does it mean for your food to be grown locally?
3. Who picks your vegetables and fruits that aren’t grown locally?
4. How does your identity affect the ways in which you understand the food industry?

Get Free: Gender Liberation through Art & Activism (Group 4)

Are you concerned about how women, men, and/or queer people are treated in your home community or around the world? Have you ever been personally told that you can’t do something because of your gender? If so, this course on gender justice, art, and activism may be right for you! Get Free: Gender Liberation through Art & Activism is a week-long workshop that investigates how gender is defined, practiced, and policed on local and global scales. You will use a variety of art practices such as spoken word/slam poetry, graffiti, print-making, soundscapes, and painting/drawing to explore your personal relationship with gender and analyze how cisgender, trans, and genderqueer communities are controlled by individuals, societies, and governments. You will confront gender oppressions in education, the workplace, and other areas, and use intersectional feminist and queer activist strategies in order to make art that can intervene into these injustices. Come prepared to think critically, form community, and take action on issues that you care about!

Painting World Awareness

Our course is going to be named "Painting Worldly Awareness." We are going to focus on Issues of access in the Midwest and bring it together with issues of access in other places. For each day, we are focusing on a different topic and bringing it together with examples how artists around the world use their art to advocate and draw awareness to the issues they are addressing both globally and locally. We will primarily be focusing on street art in different areas that advocate for each issue we will be discussing.

We will begin our course by introducing an overview of the different issues we'll be focusing on: Access to food, water, security and education. Each day we will present an introduction as to how this issue is presented, both in the mainstream media and through art. We will provide examples to this issue, both in specific examples in other areas of the world and then ask students to compare them to local issues. After doing this we will provide examples of media coverage of these issues, including forms of art advocating for change. During the lessons, we will ask students to sketch out designs for their issue, which they will turn into banners at the end of the week.

Monday: Water Wars
Provide a brief history lesson into some famous water conflicts
Examples: Cocobamba Water War , Flint Michigan
Ask students to sketch notes in their personal sketchbooks of art advocating for water issues

Tuesday: Food Insecurity
Introduce food deserts in the US, Introduce conflict in Yemen, other places where access to food is denied or restricted
  Artist- Murad Subay in Sana Yemen

 Photographer- Amy Toensing "Hunger in the Heartland

Resources:
http://www.foodispower.org/food-deserts/ 

https://www.barillacfn.com/en/magazine/food-for-all/food-insecurity-not-just-a-problem-for-developing-countries/ 

https://www.nationalgeographic.com/foodfeatures/hunger/ 

Wednesday: Education and Opportunity 

Begin with discussion- Is education a basic human right?
Giving students examples, we will ask them to consider how education impacts a country.

Art Examples:

 Apolo Torres, San Paulo : "Education is Not a Crime"

A Multicultural Exploration of Gender and its Inequities (Group 4)

Course Description: In this workshop, students will learn to understand the complex role 
and impact of gender. They will learn how gender and gender roles are performed differently
 among individuals and societies. And, they will identify how inequities develop from gender
 norms within societies. Students will also observe how inequities vary within genders, depending on 
factors such as race and class.

Poverty near and far: Marginalized Populations and Indigenous Existence

Our course will focus on poverty as a global, systemic experience. Over the course of the week, we will discuss "What is poverty?" and uncover the stereotypes and stigmas it is associated with. Our lessons will include discussions of intersectionality, defining marginalized populations, and self-awareness. While our local will focus on Indiana/ the Midwest (and perhaps a snapshot from the Bronx), our national will include the Navajo Nation, and our international will focus both on Indigenous peoples in Canada and Maori peoples in New Zealand. Our course will highlight an end goal of finding and giving voice to those who have been silenced. What agency do those in poverty have to make an impact in the world (environmentally, for community, or otherwise)? This will include role playing scenarios that will empower our students to discuss poverty (and other global issues) both in their personal relationships and in a broader context.