some thoughts on the impact of this project

Using the U.N. Sustainable Development Goals as a starting point, students research social issues which affect our world. Students will then engage with members of their community to define and address local issues.

As part of their planning process, students will use tools based on OECD’s Global
Competence matrix to understand various perspectives and identify both positive and negative consequences for their proposed action.

After investigating other artists who use their work for social action, students integrate all their research to develop an interactive artwork that will have an impact on their community.

Students will install their artwork in a community setting. They’ll use feedback from the community, and their reflections, to assess their work and their growth in awareness, empathy, and global citizenship.

an example of a student resource used in this project

Learn about tools from, or based on, work from the U.N.’s Sustainable Development Goals and the Organization for Economic Co-operation and Development designed to foster global competence. Resources from the ISB Art History Channel as well as other video resources will be shared.

RESOURCES

I’ll work with your team to design your own world-changing projects which can integrate curriculum standards, the MYP Global Contexts, OECD Global Competence Standards, SIOP Language Objectives, and Strategies for Inclusion and Engagement. I will share teacher and student planners that you can modify to meet your program's needs. We'll explore ways to give your students more agency.

PLANNING

Is art a problem-solving activity? Does developing empowered global citizens mean sacrificing the integrity of art as a discipline? Together we can exchange ideas about how to promote purposeful creativity and assess authentic artistic experience.

SUPPORT

FAQ

Most frequent questions and answers

This project works best with high school or middle school students. Multiple classes can participate. It is flexible in both time and scope, and in consultation with the school’s art teachers, will be designed to meet the needs of your art program.

It is possible to include grade levels across the school in coordinated activities depending on how broad your initiative is. I can provide presentations for all grade levels. Let’s talk.

The media and materials used are not fixed – students can use multi-media, installation, performance art, photography, you name it.  This project is theme- based and therefore adaptable to the needs of your curriculum. Schools provide the materials. If there’s a genre you’d like to stretch your students with, let me know. 

A residency can last from two weeks (minimum) up to four weeks (maximum). One full day should be for planning with teachers involved in the project. The extent of the project can be adapted to fit your schedule, but in my experience students will need 3 to 4 weeks to produce a satisfying result. In a shorter visit I can get you and your students set up and started and then hand it off to you. I’m very flexible, let’s work something out. 

During a residency, I work primarily with students. A professional development workshop with teachers is included in the residency if desired. Professional development workshops can be scheduled for teachers without the visiting artist residency if that is what your school would prefer.

The default result of this project is an exhibition. Students will be making interactive artworks which could result in one large collaborative work, small group works, or individual works. The outcome will also include a group of more empathetic, empowered global citizens.

Brian Reverman, 2019