ESL GuideBook for the Studio Teacher

Learning Portfolio

EMBODYING OTHERNESS

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

 Video 1  Video 2

 

Class 1 

FOR TEACHER:

Readings:

 

Visual Aids:

TEDtalks:

 

 

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:

Worksheets:

 

 

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