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|Project Title: ||Making a Difference Mural|
|School Year: ||2007|
|School - District:||Community Day Charter Public School - Community Day Charter Public (District)|
|Contact Name:||Brianne Fink|
|Content-Area(s):||English Language Arts, Mathematics, Science & Technology|
|Grades:||5, 6, 7, 8|
|Community Need:||Community Development, Human Needs|
|Brief Description of SL Project: |
As a culmination of the Start Something„µ program, students designed and implemented an original community service project. The students in our school brainstormed ideas of many different service projects and came to a consensus that their project should be a mural painting. In the words of the students¡¦ proposal, ¡§We feel that a mural will benefit our school. This mural will be an example of how students can make a difference in their community. It will represent Lawrence in unique way. Parents and visitors that come to the school will be able to see the effort that students put forward. Viewing the mural may inspire them to do something for their community.¡¨ Students were able to put their leadership skills into practice in order to choose their project, makes plans, create a budget and proposal, contact community members, present their ideas to our Executive Director, and cooperate to carry out the project.
|The Community Need the Project is Meeting:|
Students saw a need for artwork in the area that reflected their city and culture. They wanted to beautify the community and create a mural that would reflect both the history and diversity of the city of Lawrence.
|Service Component: |
The students completed a mural that beautified the school grounds in a way that also incorporated both historical elements of their city and the diverse backgrounds of the community members. All told, students spent over 20 hours planning and completing this service project.
|Connections with Massachusetts Curriculum Frameworks: |
Mural Design Project [students designed their own community service project, created proposal, presented to Executive Director for approval, created budget for supplies, designed mural (scale drawing), determined area of actual mural, and then had to use scale factors to transfer mural from drawing to school wall; the actual design was based on the historical significance of landmarks (Textile mills, clock tower) and students with flags representing America, Puerto Rico, and Dominican Republic (immigration).
ENGLISH LANGUAGE ARTS
EN-1.3- Apply understanding of agreed-upon rules and individual roles in order to make decisions
EN-1.4- Know and apply rules for formal discussions
EN-2.3- Gather relevant information for a research project, composition, or other project through interviews
EN-24.3 Apply steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual and group projects
EN-24.31 use an expanded range of print and non-print sources
EN-24.32 follow established criteria for evaluating information
EN-24.33 locate specific information within resources by using indexes, tables of contents, electronic search key words
MA-8.N.10- Compute and estimate with fractions, integers, decimals, and percents
MA-8.N.12 Select and use appropriate operations-addition, subtraction, multiplication, division to solve problems with rational numbers
MA-8.M.3 Demonstrate and understanding of the concepts and apply formulas and procedures for determining measures, including those of area and perimeter. Using the formulas
MA-8.M.4 Use ratio and proportion in the solution of problems, including problems involving similar plane figures and indirect measurement
HISTORY AND SOCIAL SCIENCE
HIC-12.7 Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments (what should be on mural)
|How Youth Voice Helps Shape Project:|
Our students made all the decisions for this particular project from start to finish. Students worked to come to a group consensus to choose the project. Once the project was chosen, students divided themselves into groups to design the mural, price supplies and contact community members. Once their design and budget were complete, students wrote a proposal and made a presentation to the school¡¦s Executive Director in order to paint the mural on the school grounds. With the project approved, students recruited area artists to artistically adapt their design. They all participated in the painting of the mural.
|Student Reflection Component: |
Students were engaged in many reflective discussions during the process of completing this project. With each step of the project, students were asked to share their thoughts and opinions, frustrations and joys. These discussions allowed for many opportunities to share their feelings and cooperatively solve problems as they arose.
|Community Partners Involved: |
Students created a flyer asking for volunteer artists to help them adapt their design for the mural. In response to the flyer, two students from Lawrence High School volunteered their time to assist our students. They worked with the students throughout the design adaptation and painting process.
|Demonstration/Celebration of Students' Work: |
The mural was officially unveiled on June 22, 2007 at the 8th grade graduation ceremony and reception where many parents and community members were able to view their work.
|Evaluation of Project’s Impact:|
The process evaluation indicated that the students were able to plan and implement a project on-time and within budget. Additional informal feedback was obtained from students during reflective discussions; and from parents and community members attending the graduation ceremony and reception. In all it was a highly successful project.
|Challenges/Solutions Identified by District:|
It was very difficult for the students to narrow down their project into one that could be realistically accomplished in a matter of a few weeks. They had many wonderful ideas and would often try to incorporate more than one, making it difficult focus on one task.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.