Students will study the tribal art of Kenya and create a collaborative sculpture inspired by the art of Ulysses Davis, and other outsider artists, by exploring connections between art and self.
Inspired by visionary artists such as Howard Finster, students will discuss visions as a basis fortheir work, and use the visual impact of text to collaboratively create large‐scale art pieces using repurposed door.
Inspired by Tyree Guyton's Heidelberg Project in Detroit, students will collaborate using literature, poetry and objects to create sculptures to better understand various ways of communication.
This lesson will focus on the idea of imaginary places, sacred spaces and how humanity connects to the idea of the unseen divine. Students will make connections between the high art of Guadi’s cathedral, “Sagrada Familia” and the art of two outsider artists, Eugene Von Bruenchenhein and Simon Rodia, both working on similar themes, the sacred and imaginary.
Students will embellish and re-purpose vintage polyester suits as a commentary on the role of the individual in society and a reflection upon how these roles have shifted over time between the 1970s and the new millennium. Students will also refurbish old books to illustrate the importance of the transformative power of words.
Our Garden, Ourselves This project consists of designing and creating four murals to enhance the four corner posts of a student built pergola. These murals will depict the Four Elements of Fire, Water, Wind and Earth as conceptualized by the students.
Transforming Found Objects to Represent Hope and Change Students will commemorate a local hero with painted furniture designs inspired by outsider/visionary artists with affinity to strengths of Hero.
While studying the works of outsider artists, students will create their own shadow boxes, which will exemplify the idea of horror vacui as well as the concepts of spirit and nature.
This interdisciplinary unit will ask students to analyze the influence of a person’s personality and upbringing on their choices and achievements later in life. We hope through this unit that students will internalize the idea that they can make a contribution to their community no matter who they are.
Through this lesson, students will develop their knowledge of outsider or self-taught artists and their inspirations, including Henri Rousseau, Clementine Hunter and Johann Fischer. They will apply this knowledge in the development of a painted relief combining text and imagery in the style of Johann Fischer as an “ode” to our community, including a descriptive poem and images.
Through this lesson students will create and explore imagined, yet plausible, journeys triggered by war. Using WWII as a backdrop, students will confront the same realities that our ancestors did decades ago. Outsider artists, Kid Mentz and Howard Finster, will inspire the students to create artistic expressions which represent their past lives, their journeys and their life lessons.
With artists such as Judith Scott and Emery Blagdon, their work was an obsessive expression of very personal needs; one focused on treasured items and the other on healing those we treasure. This project will honor things/people/places that students both treasure and find to have a healing effect, while also using the obsessive nature of creating these pieces as a healing process.
By discussing the work of self-taught and mainstream artists, students will learn that there are varied and original ways to express a connection between healing and making art. Students will use paint and found objects to create personal artwork and experience the transformative powers inherent in art making.
Students will view and discuss how shoes can be used as a metaphor to convey the concept of success. Students will view images of the Dickeyville Grotto and make shoes that will act as a metaphor for the road to success through education.
Students will design and create a journal to record their writing, ideas, and sketches using found materials bound with waxed twine. Drawing inspiration from the social history of DuSable High School, whose motto is “Peace if possible, but justice at any rate,” students will explore personal memoir writing, free choice writing, and mural depictions inspired by Henry Darger and James Castle.
Understanding James Castle's view of the world and the people in his life through paper, cardboard, string, soot, and spit. Through this lesson, students will understand how Castle interpreted the world and how he made sense of his surroundings.
Students will create mosaic sculptures in this lesson, which is designed to engage them in service-learning pedagogy centered on authentic problem solving of community-based issues. Seeking inspiration from the outsider artists Howard Finster, Simon Rodia, Leonard Knight, Isaiah Zagar, and Dr. Evermore, students will create a visionary environment in the school garden with focus on animals and plants native to Illinois.