EMBODYING OTHERNESS
Awareness Campaign
Level: First Year Art & Design/ ESL intermediate to high-intermediate
Language Focus: social justice vocabulary, pragmatic meaning, idiomatic expressions
Design Focus Critical (Dunne and Raby) and Adversarial design (Carl DiSalvo)
Time: 2 classes of 2h 45 min. (each class 2h 20min activities + 25min. break/debrief)
Prep time: 4 hours
Lesson Description:
In this lesson, the teacher introduces social justice terms and their pragmatic meaning, students learn about idioms used as a form of oppressions and systems of control in various contexts. Using current social issues around the world, students choose a specific topic to tackle, e.g. marginalization, immigration, racism, equity, etc. and create a conscious awareness campaign to make visible the conflicts, struggles, and/or possible solutions in order to challenge misconceptions, stereotypes, and ill-informed preconceived notions of otherness. Based on chosen themes, students team up to create a larger campaign by combining their individual projects cohesively, taking into account audience and context, and post it around the city. Students work in Adobe Illustrator, Photoshop, InDesign, and any other media of their choice, to complete final campaigns.
Hooded, Myles Loftin, Fall 2016
Stereotypes, Nadine Yaghnam, Fall 2016
Post-Trump Futures, Julia Bennedetti, Fall 2016
Natural Hair, Kel Burchette, Fall 2016
Class 1
FOR TEACHER:
Readings:
- “Justice Centered Teaching” Curriculum Toolkit
- Christine E. Sleeter, 2014. Deepening Social Justice Teaching
- Critical Design/Critical Futures
Visual Aids:
TEDtalks:
- Chimamanda Ngozi Adichie, “The Danger of a Single Story”
- “Small Ways to Change the World” (selection of presentations)
- Speculative Design example
- Adversarial Design: Carl DiSalvo projects
FOR STUDENTS:
Readings:
- Non-Discriminatory Language, Anne Pauwels, 2001. (Chapter 1: What is discriminatory language? Chapter 8: Writing guidelines for the use of non-discriminatory language)
Handouts:
Worksheets:
Class 2
FOR STUDENTS:
Readings:
- In a Time of Broken Bones, Katherine Witlock, 2001. (Chapter “Us and Them: Hate Violence and Injustice” pages 15-24)
- “Critical Design as Mode of Inquiry” Dunne and Raby
- “What is Critical about Critical Design? Bardzell and Bardzell
- “Adversarial Design as Inquiry and Practice” Carl DiSalvo (Chapter 5, pages 115-125)
Worksheets: