BEST CONTACT INFO: POST-PROJECT REFLECTION. 1 2 3 4 5 6 7 8 9 10. CHALLENGES: -Some students struggled with sketching an
BONUS ACTIVITY
Project Example #3 This is an example of a project that was adapted from an existing D3 project called “Hallway Hieroglyphics” (which you might remember from the Process Toolkit). Mark Gomez, a Highschool Geography teacher used the project as a means of reinforcing and expressing issues related to social justice and community wealth. Zoom in below to see how he approached the process!
PROJECT OUTLINE TITLE: SUBJECT:
POST-PROJECT REFLECTION
Hallway Hieroglyphics
9th Grade Geography
SELECTED PHOTOS
28
CLASS SIZE:
DURATION:
PROJECT GOALS, SUMMARY:
(12) 85 min. sessions
SKILLS, STANDARDS ADDRESSED:
Transform the hallway space of the school with simple iconic
-Spatial Reasoning
justice topics such as “Community Capital.”
-Increased visual literacy &
imagery that depicts students interpretations of social
-Social Justice content critical thinking.
-Increased creative
confidence and grasp on design process. PROJECT & TAPE:
FOCUS ON CONTENT:
I let students use my classroom “Elmo”
I chose social justice content to
projection machine to project onto their
integrate into the project and
final chosen space and use masking
presented it to the class.
tape to make a physical transfer.
-Colors
get it done
discover
dig deeper
plan it out
DO IT
DESIGN IT define
brainstorm
CHOOSE AND REFINE:
After receiving group feedback, I encouraged students to choose a
final direction and produce a more detailed sketch. The final images needed to use straight lines only. RESOURCES NEEDED:
CLASS DISCUSSION:
-What is Community Capita.l? -What is wealth?
-What does it mean to have it? -How does it realate to us?
IDEAS TO IMAGES:
5
6
7
8
9
10
-Only one Elmo led to a lot of down time waiting, had to borrow some from other teachers. -Tape was cheap and temporary. SUCCESSES:
-Increased ownership over their hallways in a shared school, a greater sense of pride, identity.
translate the ideas we discussed into visual ideas. I created a worksheet to help facilitate this process. NOTES:
which linked curious passers-by to
Used a service called “Donors Choose”, to get over $100 in funding
which hurt the iterative process.
groups of 4 and think of ways to
-Elmo projector
-Glue Sticks, x-acto knifes, straight edge rulers.
-Sharing ideas proved to be challenging, many students got married to their concepts too soon,
I encouraged students to team up in
Final designs were also
-Sketching materials
D3 Toolkit
4
-Students had a great time.
-Colored Masking Tape (1” Thick)
BUDGET (IF APPLICABLE):
3
-Some students struggled with sketching and visualizing their ideas, which led to frustration.
DREAM IT
-Size
-Group roles
2
CHALLENGES:
up sloppy bits. They had a blast!
-A space in the hallway
1
CHALLENGES AND/OR SUCCESSES :
They used an x-acto knife for cleaning
STUDENTS CHOSE:
STUDENT ENGAGEMENT (CIRCLE ONE)
ADVICE:
-Modelling the process of iteration one step at a time. Show an example of how you start with words, then visualizing them, then combining those visualizations into a single, cohesive idea. Think about and prepare one of these before-hand.
accompanied with a “QR code”
-Ask students more questions and challenge them to be more critical of their own ideas, perhaps more opportunities for class feedback, discussion.
a written description of the piece
-Continuously re-inforce the connection to content.
that could be accessed via smart phone! Pretty cool...
AVAILABLE FOR QUESTIONS?
YES!
BEST CONTACT INFO:
Mark Gomez
[email protected] 
