High School Studio Lesson
Maps of Our
Lives
Stephanie A. Kramer
Iwanted my high school art
appreciation students, who
range in grade from freshmen to
seniors, to gain a better sense of
self through their artwork. Often we
are so consumed with technique and
theory that we forget the artistic
expression that adolescent students
are desperately seeking.
After sitting in a great deal of
traffic during a weekend trip to
Cape Cod, I began studying the
map I was following. I noticed that
the colors, shapes, and lines could
translate into a great project. I was
instantly inspired
and began plan-
ning a lesson. I
decided my stu-
dents were going
to create maps of
their lives.
The Art Problem
Students would design and paint
maps in which the landmarks
would represent important memo-
ries of their pasts.
Memories and goals were Their destinations
translated into symbolic would be the goals
images. The images served they wanted to
accomplish. One
as landmarks of their of the skill-based
memories on the maps. objectives was to
create a composi-
tion that was successful in using
elements and principles. Students
also had to show an understanding
of using the new medium being
introduced—watercolor. They were
to create imaginative maps that
were easy to read and understand.
I also emphasized neatness, effort,
and following directions. The
knowledge-based objective focused
on the elements of maps and how a
map is read.
3 8 S choolArts March 2007
Getting Started
First, I instructed students to each
create a list of at least ten memories of events or places that made
them the people they are today. I
suggested they think of vacations,
performances, ceremonies, and
things of that nature. Ideas began
to pour out and the discussions that
arose were overwhelming at times. I
learned so much about my students
and I think they learned a lot about
themselves.
After students each had a list, I
asked them to set a goal. The goal
could be short or long term, and
would act as the final destination
on the map. It was refreshing to
see that the goals came quickly,
whether it was to become an astronomer or simply to graduate from
high school. Students may not have
been sure what made them who
they are today, but most were very
sure of what they wanted in the
