Community History Murals

Teacher(s): Amy Foster
Main Contact: Amy Foster Email:
Date: 10/10/12 Building: Kelloggsville Middle School Grade Level: 8th Grade
First Semester: X Second Semester:

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Project Overview

Give a brief overview of the project you are planning.

The 8th grade Art Foundations 1 students will design and paint a series of twelve (12) large-scale canvases for permanent installation to the middle school cafeteria. Since Kelloggsville Middle School serves as the main community center for school related events, the pieces will depict the history of the district/community over the last 150 years each panel, a period of 20-30 years. The focus will especially be on the youth of the community.


Effective Practice: MEANINGFUL SERVICE

Service learning actively engages participants in meaningful and personally relevant service activities.

What community need will you address and how did you determine the need?

Kelloggsville Middle School serves as a community center for all Kelloggsville events from varsity athletic competitions, celebrations of the community, and so on. As such, it is a heavily trafficked building, used by a large majority of the community. The Kelloggsville population is very transient in nature, with new people coming and going all of the time. The diverse and unique mixture of people created because of this deserves to be acknowledged and celebrated.

What service will you provide to address the need?

The students will design the pieces and paint them to inform community members of the history of the community. The pieces will be placed in a frequently used area of the building, beautifying the area, and honoring the community’s past and present.


Effective Practice: LINK TO CURRICULUM

Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.

How is this project related to your curriculum?

ART: The 8th Grade Art Foundations 1 curriculum focuses completely on two-dimensional art. The students study drawing and painting and color mixing, all of which will play a part in the creation of this piece.

SCIENCE: Students will have to investigate the different types of paints that are available for painting a mural and which would sustain durability as well as understand the reasons for choosing appropriate materials. Students will also gather information for scientific problem solving as well as human factors on the environment.

What are the educational goals?

The goal for this project is for the students to complete large-scale paintings on canvas. They will work in small groups to design and complete each panel. The students will be a part of the production, from design, to preparing materials, all the way up to the painting and finishing touches of each piece. The piece should be creative and have meaningful ties to the student body and Kelloggsville community.

Students will learn team building, cooperative learning, time management, financial planning, and gain ownership by working on something of this nature.

Individual content area goals may also be established depending on the project.

Math: Students need to understand how to do scale drawing in order to determine the surface area needed for the mural as well as cost for materials.

Art: Creatively come up with visuals of the theme of the mural and also investigate examples of public art in the community.

ELA: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Argumentative writing, blogs, PSA, theme connections

Social Studies: Students will understand how to participate in projects to help others as well as what it means to be a part of a community through citizen involvement.


Curriculum Crafter Connections


Strand: 08ELA: (Speaking and Listening)
TLW: Build comprehension through collaborative conversations about grade 8 topics, texts, and issues.

Strand: 07SCI: (Science Processes)
TLW: Demonstrate an understanding that scientific inquiry and reasoning involves observing, questioning, recording, communicating, and developing solutions to problems by identifying evidence of chemical change. (Gist: Chemical Change)

Strand: 07SS: (Public Discourse, Decision Making and Citizen Involvement)
TLW: Identify and investigate a public issue in the Eastern Hemisphere, analyze information about it, and develop a solution to present to other. (Capstone project) (Gist: Eastern Hemisphere – Global Issues Project)

*Curriculum Crafter does not have the visual arts strands available at this time.

Additional State Standards and Benchmarks

List standards and benchmarks met by this project.

ART.VA.I.8.1 – Apply understanding of the varying qualities of materials, techniques, media technology, and processes to the selection of appropriate tools and media to design and solve creative problems and achieve desired artistic effects.

ART.VA.I.8.2 – Appropriately apply the concept of proper use of art materials and using tools safely and responsibly.

ART.VA.I.8.3 – Select and apply visual characteristics and organizational principles to communicate effectively when designing and solving creative problems.

ART.VA.I.8.4 – Effectively use reflective thinking skills to observe, analyze, and critically evaluate works of art for the purpose of improving technical quality.

ART.VA.I.8.5 – Effectively produce and exhibit a final product that demonstrates quality craftsmanship and technique.

ART.VA.II.8.1 – Effectively identify, design, and solve creative problems.

ART.VA.II.8.2 – Effectively develop and apply critical thinking strategies through the art making process.

ART.VA.II.8.3 – Effectively collaborate, communicate, and work with others to create new ideas.

ART.VA.II.8.4 – Independently initiate new ideas employing inventiveness and innovation.

ART.VA.II.8.5 – Consistently demonstrate reflective thinking processes when identifying, designing, and solving creative problems.

ART.VA.II.8.6 – Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to effectively articulate ideas and communicate intended meaning.

ART.VA.II.8.7 – Apply preliminaries, possibilities, and drafts in the creative problem solving process.

ART.VA.III.8.6 – Identify personal and community experiences within works of art.

ART.VA.IV.8.1 – Recognize, describe and analyze, and evaluate how art contributes to and reflects all societies and cultures.

ART.VA.IV.8.2 – Articulate an understanding of the historical, social, and cultural contexts of artwork with aesthetic sophistication.

ART.VA.V.8.1 – Effectively recognize and describe personal, family, and community connections with artworks.

ART.VA.8.4 – Effectively demonstrate an understanding of their place in the visual world and develop an appreciation of how they are part of a global society.

L.RP.08.01: Listen to or view knowledgeably a variety of genre to react to a speaker’s intent and apply a speaker’s reasoning to other situations.

S.CN.08.02 : Speak effectively using body language including gestures, posture, facial expressions, tone of voice, and pace of speaking to enhance meaning and influence interpretation in narrative and informational presentations.

W.GN.08.02 : Write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations.

W.PR.08.01: Set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

G.SR.08.08: Sketch a variety of two-dimensional representations of three-dimensional solids including orthogonal views (top, front, and side), picture views (projective or isometric), and nets; use such two-dimensional representations to help solve problems.

G.GS.08.01 : Understand at least one proof of the Pythagorean Theorem; use the Pythagorean Theorem and its converse to solve applied problems including perimeter, area, and volume problems.

N.MR.08.10: Calculate weighted averages such as course grades, consumer price indices, and sports ratings.


Effective Practice: REFLECTION

Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished?

The students will continually be evaluating their progress throughout the course of the project. Determining their successes and areas needing improvement. The final quality of the pieces should be one that will be a treasured piece of the buildings ever growing collection of artwork.


Effective Practice: DIVERSITY

Service learning promotes understanding of diversity and mutual respect among all participants.

What types of diverse perspectives and experiences will be explored as part of your project?

(i.e.: cultural, generational, abilities/disabilities, learning styles, etc)

This project will uncover and represent the cultural and generational changes that have occurred in the Kelloggsville community. The piece will essentially be a visual timeline of the creation, change, and growth of the area into what we know it as today. All students participating have strengths and weaknesses in the area of visual arts creation, and thus will join groups creating teams.


Effective Practice: YOUTH VOICE

Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.

How will students gain ownership of the project?

Because they are the main designers and artists participating in the project, they will have complete ownership of the production. There are two classes of approximately 24 students who will be taking part in the project and each canvas will be worked on by a group of four students. Each group will have one piece they will have been responsible for, and something they can look to, show off, and take pride in each time they enter the building.



Service learning partnerships are collaborative, mutually beneficial, and address community needs.

Who will you partner with for this project?

• We will be partnering with Kelloggsville Middle School, who will provide a location to house our piece as well as be the basis of subject matter for the work.

• Various Kelloggsville Alumni and Community Members

• Service Reproduction

How will students benefit from this partnership?

The students experience a project the otherwise would not be able to do through this partnership. Large-scale works of this nature are not usually something students get to experience until later in their high school career, if at all. By working with Kelloggsville Middle School, the students will be able to create display a meaningful piece, which will be a focal point in the building throughout their school career, and beyond.

How will the partner benefit from this collaboration?

The school will benefit from this collaboration by receiving another grouping of artwork, a visual display of their history, and a permanent art piece for their building.



Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.

How will you assess the student learning goals?

-Students will write reflections covering the activities completed and about their overall experience creating the piece.

-Each student will include an image of and reflection on their involvement with the piece in their final portfolio for the course.

-Sketches will be included in their weekly sketchbook grade.

-All students will participate in creation of an informative board documenting the creation of the piece from beginning to end.

How will you assess your service goals?

Assessment of the service goals will take place through reflective writing. Students will continually reflect, define, and re-direct the project (as needed) throughout the duration of the project, insuring the project continues towards the final goal which they have set to create this work.



Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.

How will you prepare students for this experience?

Students will prepare for this experience through the build up of traditional lessons in the curriculum. They will work on drawing, painting and compositional skills, which will help them in the final project.

A video will be shown which documents the history of the Kelloggsville community. Students will work individually and in groups to discuss the highlights of that history which should be included in the piece.

Once the information has been decided upon, students will work in small groups to design each canvas individually and as a part of the larger installation. They will transfer their designs to the larger canvas, and then paint them with the groups they have been working with.

What are some sample possible activities students might do as part of this project?

Sketches, reflective journaling, information gathering, interviews of community members and alumni, group work discussions and drawings, self and peer-evaluation, enlarging their ideas, painting, finishing the work, an unveiling and celebration of the work.



The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.

Describe how your project addresses the issue of sustainability?

Materials of the highest quality will be selected to use for this project. By doing so, the students can be assured that their piece is one that will last for many years to come. The quality of paint is archival, to ensure durability, lasting color, and visibility from their height at which the piece will be hung. The canvases that have been selected have a deep edge, and thus a stronger frame which should prevent any warping. The district will properly install the pieces to prevent any damage from occurring at installation or in the future.