Project Save The Earth is a collaboration between art, math, English, physics, and Spanish, focused around the challenge of saving the planet from environmental catastrophe. The project culminated in a shared exhibition, but each class created its own final products (you can see the project sheet here). This page focuses on Art, where students focused on producing a “call to action”.
Essential Question: How can we influence a certain audience to minimize their impact on the earth?
Final Product: A stop-motion video or interactive activity that incorporates pathos and logos in order to give a “call to action” to participants to minimize their impact on the earth.
Key Academic Skills and Content: Concept designs, final designs, sculpture, video animation, marketing take away, applying ethos and pathos to their deliverable, using painting and drawing skills to apply the elements and principles of design.
Suggested Duration: 6-7 weeks
Created with the support of the California Department of Education California Career Pathways Trust
Students chose to make either a stop-motion video or an interactive activity that incorporates pathos and logos in order to give a “call to action” to participants to minimize their impact on the earth.
You can see one of the videos to the left of this text, and another in the “resources” section below (along with photographs of interactive activities).
My first core practice is care which built student investment in the project. If the students see that there is a meaningful purpose behind the project they will be more invested in created quality work. I also have much less discipline problems, and students will voluntarily go above and beyond my expectations when the project serves a greater purpose. For Project “Save the Earth” my driving question was, “How can we influence a certain audience to minimize their impact on the Earth?” As a team we enhanced the “care” piece with two entry events. We started off by collecting trash from our school floor (leaving out the bathroom trash). We brought the whole 9th grade class together. They guessed the weight of the trash collected and we weighed it to find we had 100 pounds from one day at our school. Students then sorted the trash and collectd data. Then, we invited a guest speaker from Heal the Bay followed by a beach clean up. Students recorded their trash findings based on categories provided on a handout and we returned our handouts to Heal the Bay so they could record the data.
My second core practice set students up for success by conceptualizing a quality idea. This was completed successfully because students were provided 4 strong examples of interactive activities that easily incorporated pathos and logos. I informed students they may choose a different activity as long as they provide pathos and logos as well as a quality take away. The takeaway could not be a business card or flier. The students had more buy in to the project because they had a lot of individual choice in what they made.
My third core practice that made this project successful was the way I organized students into job roles so they could collaborate and create the project. The job roles were based on their personal interests and strengths. After 9 students per class choose the role of lead artist, lead designers, audio/quality control, and managers then students formed their own groups of four ensuring each role was included in their group.
My fourth core practice enhanced the quality of the deliverables. Students received critique feedback from me each class organized in their group folders. Midway through the project students provided critique feedback to one other group in the class by following the rubric provided.