Art & Psychology

Social psychology & Art

socially issues-based Wearable art project

Objective
Given a choice of medium and working in groups of 2-3, students will create a piece of wearable
artwork that will be shown in a public art walk and then displayed publicly. This project will
allow for students to showcase the various skills they learned and practiced during the first two
units of this curriculum. Students will create a large-scale sculpture that the student can wear or
become part of as a public demonstration. Students will create a sculpture that engages with a
social issue of their choice. This sculpture will highlight student’s technical abilities to
conceptualize, apply, and form while also allowing students to display their abilities to use
elements of art in expressive, intentional, and meaningful ways.

Concepts

Throughout this unit students will be exploring and engaging in the following concepts while
creating a wearable sculpture with groups. These concepts deal with social activism and how art
can be used as a way to change and improve relationships with one another on an individual,
communal, and global scale. When creating wearable sculptures, refer to the following concepts
when choosing visual elements

o Activist art is used as a tool of educational as well as a statement

o Activist art is created to empower individuals and communities
o Activist art is made about issues that affect people’s daily lives on an individual,
communal, and global scale
o Activist artists use visual elements and medium to create work that engages the viewer
o Activist art aims to use art as a way to open conversations and make critical commentary
about the cultural conditions of the world around them
o Activist art is not always about the art that is created, but also can reach out into the
community; activist artists increase educational opportunities about the issues in the art
work, participate in community service, and donate proceeds to foundations created for
the same causes that the artist is addressing
Overview

The next 4 weeks of the curriculum will be dedicated to designing and constructing a sculpture
that is wearable to one participant of the group’s choosing. Students will discuss what social
issue they plan on engaging with during class discussion and individual group studio time. Since
the project will be large, students will delegate tasks amongst group members. As a group, you
can decide what social issue you wish to engage in and the medium in which you create your
work. The wearable structure will require planning in which groups determine design of the
underlying form, collection and use of medium of student’s choice, and thoughtful consideration
of how they can use medium and form to create meaning. This project will include feedback
sessions through weekly mini-critiques amongst the groups and peer reviews. Student’s will be
provided with general lists of common social issues, activist artists and community projects. A
field trip exploring public art from either the local community or within downtown Chicago will
take place during the first week of the project, allowing students to gain vital in-person
experience of the impact of community art. This project will end in the students choosing a
participant in the group or a model from within the student population to wear it in a public art
walk. This art walk will either be part of a final art showcase held by the whole student
population or in a community parade or art exhibition, as determined by the timing of the final
project. The class will decide which is best based on options given by the teacher. A calendar
will be provided for when certain tasks should be completed, mini-critiques, discussion days, and
the field trip date. Rubrics for group work as well as individual assessment will be provided at
the beginning of the project. Reference this overview, rubrics, handouts, and unit calendar often
to make sure your group is staying on task.

There are 4 major components to this project

Research
Creation
Presentation
Discussion

Research Component
Social Issue

This class will be divided into groups of 3 to 4 that will work together to create one wearable
sculpture. Each group will delegate tasks within the group. Each group will work as a team.
Each group will begin this project by choosing and then researching one social issue of their
choice. Students will theorize how best to represent this social issue by using visual imagery,
form of the sculpture, and medium. Research should be evident in your workbook and shared
with the group in order to create one cohesive sculpture from the whole group.
Medium

Besides the general traditional materials provided by the teacher, students will be allowed to
bring in their own materials as needed. If a group for example wants to work in a specific
medium that the teacher only has so much to provide (recycled materials, fabrics, cultural items)
students will be allowed to bring it in with teacher permission. Medium will be used in order to
create more meaning in the sculpture. Each group will create one frame that will underlie the
main sculpture and provide form for the sculpture in order for it to be wearable.

Consider these questions when choosing a topic

I. What issues matter to me?
II. What issues is my community facing?
III. What issues can I bring awareness to in art form?
IV. How can my wearable sculpture be used as a conversation starter?

Check out these sites for general ideas to start research

https://listverse.com/2015/12/04/10-major-social-problems-that-could-be-fixed-with-innovative-
solutions/

https://www.ranker.com/list/social-issues-in-america-that-you-care-about-most/mike-rothschild

Creation component
Wearable Sculpture

Students will create a sculpture that engages with a specific social issue and will allow for the
group member/model to wear or become part of the sculpture. Students will need to design and
mold an underlying form/structure in order that is capable of being worn by the group
member/model. After creating the structure for the main sculpture, students will build on top of
their frame using materials of their choice. Students will use medium critically to create
meaning beyond the form/visual imagery being created in the sculpture itself. The final
sculpture should engage with a social issue of the group’s choice, and the sculpture should be
representative in nature.

Students will have task completion dates in order to keep the wearable sculpture on task
o Social Issue Choice
o Proposal of Sculpture Idea/Materials needed
o Design of Frame
o Frame Completion
o Main Sculpture Construction
o Wear Test with Group Member/Model
o Sculpture Adjustments
o Final Sculpture
Weekly Mini-Critiques

Once a week, each group will meet with the teacher one-on-one to discuss progress of each
group’s sculpture. Each group will sign-up to talk with the teacher on designated days/times.
Students will bring all work including research, work in progress, and any questions they might
have. These mini-critique sessions will provide the group with the opportunity to view their
work as a whole as well as get helpful feedback. Progression, problems, and plans for changes
will be discussed during these sessions. Any concerns or issues can be brought up at this time.

Presentation Component
Art Walk

With completed sculptures, students will choose with the teacher based on opportunities
available where they would like to showcase their work publicly as a performance piece. Based
on timing of project completion and community events, students will choose if they would like to
showcase their work in a public parade, community art show, end of year school art show, or as
part of a whole event of its own.

Public Display

Following the art walk, students will think critically about what space within the school they
would like to display their final sculpture. Teacher would be recommended to find blank
clothing models onto which these sculptures can rest instead of on the floor. Students will
choose a space within the school, including any designated art cases in the school. Students will
think critically about what population they would like to address with their work for the
designated show time.

discussions component
Discussions

This component will be continuous throughout the whole project and is expected from every
student. Throughout this project there will be weekly mini-critiques, whole class discussion in
the beginning, middle, and end of the project, and during the public community art field trip.
Throughout this unit you are expected to voice your opinion, concerns, critiques, and feedback.
Final Reflection

On the final day of the project each of you will submit an individual reflection. The purpose of
this reflection is for you to take a moment to think about the process of conceptualizing your
sculpture, the process of working with a group, the process of creating your sculpture, and the
impact of having both a public performance and public display of your works. Each group will
also submit a short paragraph that is to be the artist statement to be displayed with your piece.
The individual reflection and artist statement will be typed, double spaced, 12 pt. Time New
Roman. The individual reflection must have your name on it, and the group artist statement will
list everyone’s names.

Individual Reflection Prompt:

I. Introduction
a. Overview of what you created
b. Description of social issue of choice
II. Main Paragraphs
a. Paragraph 1 (impact of public art)
i. Discuss connections you made between viewing public art and being part
of public art
ii. Discuss how any connections made between artists researched and your
own work
iii. Discuss how social psychology concepts impacted the process of art
creation, working with a group, and bringing your work into the public
sphere
1. Bronfenbrenner’s Ecological Theory
2. Social Influence
3. Interpersonal Relationships
4. Ingroup v. Outgroup
iv. Discuss how you bridged gaps between people either in your group, in the
school community, or in the people who saw your work publiclys
b. Paragraph 2
i. Discuss what it was like working in a group on one shared project
ii. Discuss struggles you had
iii. Discuss positive experiences you had
iv. Discuss what you learned about working with other people
III. Conclusion
a. Discuss how the first two units helped you with the final project
b. Discuss how concepts learned in all 3 units have or have not impacted you
c. Discuss any improvements that could be made to the course
d. Discuss how you feel about the work you produced
Group Artist Statement:

I. Description
a. Group Member Names
b. Medium (both underlying structure and sculpture material)
c. Size & Year
II. Artist Statement
a. What does your piece depict?
b. What social issue is your piece engaging with?
c. Why did you choose this social issue topic?
d. What do you hope for viewers to learn from looking at your sculpture?