Frank Juárez

Maya B., ART word sculpture.

In art education, we often talk about influence, inspiration, and engagement when we introduce a lesson or unit of study or when we encourage students to reflect on some type of experience. I wonder how often we use the term impact. After all, when students graduate from high school, in what way does curriculum, discussions, critiques, connections, and relationships impact their actions, goals, and dreams? How can this impact be measured after they graduate or when they move on to the next grade?

Robert Indiana’s BRAT
This lesson began with a presentation on public art, primarily focusing on Robert Indiana’s sculpture BRAT, located in Johnsonville, Wisconsin. We defined and discussed the terms site-specific, context, public art, and intention. With a focus on intention, we discussed how if BRAT was installed in a different location, the context would change as well as how the word would be pronounced. After all, Sheboygan County is known for its bratwurst.

Impact as a Big Idea
After the presentation, I asked students to think about the word impact and to consider what visuals come to mind when they hear this word. Students were prompted to think about a memory or scenario that motivated them to take some type of positive action.
Once students had an example, they wrote about it in a design worksheet, followed by the association of a specific word that embodied what they felt. The design worksheet consisted of a series of prompts addressing intention, placement, personal story (optional), and design concepts. Students were given the necessary space needed to craft their narratives.

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