Ap® 2 D Art and Design Artistic Investigations Home and Displacement Teaching Module AP ® 2 D Art and Design ARTISTIC INVESTIGATIONS HOME AND DISPLACEMENT Teaching Module AP® with WE Service College B[.]
Action Plan
plan for achieving one local and one global action.
Take Action
It is essential to monitor students' progress and collect artifacts that document their efforts Providing guidance when they face obstacles and offering motivation helps ensure sustained engagement This approach supports effective learning by tracking achievements and fostering perseverance throughout the learning process.
Report and Celebrate
and share their accomplishments Presentations and celebrations may be in your class or in the community.
Displacement due to conflict, disaster, economic downturn, or mental health issues profoundly impacts individuals and families, making it impossible to establish a livelihood or feel secure Without a stable home as a foundation, maintaining regular employment or running a small business becomes significantly more challenging, hindering their path to stability and economic recovery.
Without a regular source of income, families have little hope of getting back on their feet, let alone securing daily necessities like food, water, and medicine
Getting to Know the Topic
Refugees are individuals who have been forcibly displaced across international borders and are protected under the 1951 Convention relating to the Status of Refugees, while Internally Displaced People (IDPs) are those who flee their homes within their own country, often lacking similar protections and facing heightened vulnerability Both groups are typically uprooted involuntarily due to conflict, persecution, or disasters, highlighting the urgent need for international support and comprehensive protection measures.
Refugees and internally displaced persons (IDPs) often leave their homes due to similar reasons, including war, persecution, government policies, and human rights violations Additionally, natural disasters and environmental changes like droughts and deforestation frequently compel them to seek safety elsewhere.
70.8 million people around the world have been forced from their homes 25.9 million of these are refugees
5% of the world’s displaced people are living in developing countries.
37,000 people a day are forced to flee their homes due to conflict and persecution The top refugee-hosting countries are Germany, Sudan, Uganda, Pakistan, and Turkey
There are a number of ways that students can take action in their own school and community to help developing communities around the world struggling with displacement Some ideas include:
Volunteer at an organization that works to support refugees and internally displaced people
Collect supplies (in consultation with the organization) or raise funds for an organization that will share the outcomes of the donations
Create a campaign writing letters to the United Nations, government bodies, and other leaders to ask for added resources on the issue
Support and fundraise for the WE Villages program to help communities become sustainable by providing essential resources Students can actively contribute by visiting WE.org/we-schools/program/campaigns for ideas and resources to take impactful action and make a difference.
Every two seconds, one person is forcibly displaced as a result of conflict persecution
Getting to Know the Topic PLAN
Homelessness is defined as a lack of permanent housing accompanied by instability or a non-permanent situation
Homelessness can be classified into three main types: chronic homelessness, which involves individuals experiencing long-term homelessness; cyclical homelessness, where people move in and out of homelessness multiple times over a three-year period; and transitional homelessness, characterized by short-term episodes of homelessness People may become homeless for various reasons, including job loss, health issues, or fleeing domestic violence, highlighting the complex and multifaceted nature of homelessness.
Approximately 550,000 Americans experience homelessness on any given night, placing individuals and families in this situation at heightened risk of violence and health issues Innovative solutions like Utah’s “Housing First” model aim to end chronic homelessness, achieving a remarkable 91% reduction and serving as a promising approach to addressing this urgent social issue.
2 million Americans experience homelessness at some point over the course of a year.
California is home to 53% of the nation’s homeless population.
More than 25% of homeless adults are employed.
Within their local or national community, students can:
Work with a local organization that serves the homeless
Collect clothing, food, or personal care items for local shelters and organizations that support the homeless
Create and deliver an educational workshop to raise awareness about the topic and its local impact with a strong call to action that leads to enacting change
With both their global and local actions, encourage students to be creative with the ideas they develop through their action plans.
More than 550,000 people experience homelessness on any given night in the U.S
Global and Local Service Projects
For more than two decades, WE Villages has been engineering an international development model to end poverty
It works It’s proven It’s scalable.
We partner with developing communities worldwide to implement projects focused on Education, Water, Health, Food, and Opportunity—our five Pillars of Impact These pillars target the root causes of poverty with holistic, sustainable solutions that empower families and transform communities Through collaboration and innovative programs, we equip families with the tools they need to break the cycle of poverty and build a brighter future.
Global and Local Service Projects
When developing their service projects, students should include both local and global actions, conducting research on organizations and initiatives that serve as potential beneficiaries It is crucial for students to evaluate the credibility of these organizations, whether local or global, to ensure impactful partnerships Choosing reputable organizations enhances the effectiveness of their service actions and fosters meaningful community engagement.
Charitable or non-profit organizations
State, national, or governmental departments or organizations (which may not be a traditional charity)
Another person or group’s campaign or grassroots initiative
Students who develop service projects for the homeless play a vital role in empowering society’s most vulnerable populations by providing essential resources and support These initiatives not only offer immediate relief but also strengthen organizations that create long-term opportunities for homeless and displaced individuals Ultimately, student-led efforts contribute to meaningful social change and help build a more compassionate and inclusive community.
Artistic Investigations: Home and Displacement
This module is designed to support AP® 2-D Art and Design teachers in fostering students’ development of two-dimensional design skills through creating visual forms guided by clear artistic intent It emphasizes addressing the AP Art and Design portfolio requirements by encouraging students to produce artistic responses that explore themes of home and displacement, aiming to inspire positive change Students demonstrate their understanding of 2-D design concepts and processes by creating work that reflects their interpretation of home, while also documenting their service-related efforts connected to the theme.
Art making and service learning are designed to be open-ended, student-centered experiences where students make decisions based on their personal inspirations, vision, and goals Collaborative teamwork is essential as students plan, implement, document, and evaluate their service projects to inform their artwork Each student creates individual works of art for their AP Art and Design portfolio that demonstrate a strong understanding of 2-D design principles and address issues related to home and displacement, reflecting their personal concerns and insights.
Ensure students are collecting evidence of their work as they go along Following list includes pieces of work you may want to collect throughout the year:
This teaching module is organized into four parts, designed to be adaptable to the schedules and needs of schools, teachers, and administrators These components can be implemented at different times to suit various educational contexts Additionally, these four rubric topics serve as the basis for assessing students' progress in their digital portfolios.
Artists explore themes of home and displacement by engaging in thorough research to understand their underlying issues and impacts This process highlights the importance of investigative learning, emphasizing how art reflects personal and societal experiences with displacement Additionally, artists connect local narratives to global contexts, demonstrating the widespread significance of these themes and fostering a deeper understanding of their cultural and social implications These creative practices serve as effective examples of service learning concepts, emphasizing the value of inquiry and interconnectedness in addressing complex social issues.
Part 2: Action Plan: Guide students as they form teams, develop their action plans, and reflect on their ideas
Part 3: Take Action: Provide students with suggestions for how to navigate obstacles, overcome conflicts, record actions, and reflect on their work
Part 4: Report and Celebrate: Support students as they document their service learning in a Service Documentation, celebrate their actions, and complete a final reflection on their experiences
Throughout Parts 1–4, activities essential for the Recognition Rubric are clearly marked with an icon, ensuring clarity and focus on core requirements Optional activities designed to assist students in designing and completing their service projects are listed in tables within each part, providing valuable opportunities to enhance their experience These supplemental activities are available in the AP® with WE platform, offering additional resources to support student success and project development.
Service Program Guide or on the WE website, as indicated in the tables.
Based on the current AP ® 2-D Art and Design Course and Exam Description, here are the particular learning concepts addressed in this module:
AP ® 2-D ART AND DESIGN CONCEPTS
Essential Questions • What informs why, how, and what artists and designers make?
• How do artists and designers make works of art and design?
• Why and how do artists and designers present their work to viewers?
Learning objectives • 1.B Document examples of how inquiry guides sustained investigation through art and design.
• 2.B Conduct a sustained investigation through art and design that demonstrates practice, experimentation, and revision guided by questions.
• 2.D Make works of art and design that demonstrate 2-D, 3-D, or drawing skills.
• 3.E Describe, in writing, how a sustained investigation through art and design shows evidence of practice, experimentation, and revision guided by questions.
Understanding essential 2-D skills is crucial for mastering two-dimensional art and design, encompassing core elements such as point, line, shape, plane, and layer, along with principles like form, space, texture, color, and value Proficiency includes working with concepts of opacity and transparency, as well as visual dynamics like time, unity, variety, rhythm, and movement To achieve balanced compositions, artists must consider proportion, scale, balance, emphasis, contrast, and repetition, while also mastering figure/ground relationships, connections, juxtaposition, and hierarchy to create cohesive and visually compelling artwork.
• 1.A.4 Interpretation is understanding based on personal experiences and perspectives.