Earlier this month, the devastation of Hurricane Matthew was on every news channel and I noticed that in nearly every art class, the hurricane was the topic of many of the curious questions, conversations, and expressions of concern. This made me decide to sit down and do a thinking routine (Claim-Support With Evidence) with the students as a way to discuss the impact of Hurricane Matthew and use artmaking to process the devastation that many are facing.
The lesson started with a discussion about a photograph of a boy standing among Hurricane Matthew's aftermath in Haiti. I showed the students the picture one section at a time, each time having them take 2 minutes to silently look and investigate the picture, then respond with a claim of what they think is going on in the picture and support that claim with evidence that they see.
After the exploration of the picture, students asked many questions about Hurricane Matthew and the country of Haiti, so we explored the facts. One student asked why our news channels only talked about the impact of Hurricane Matthew on Florida, South Carolina, and North Carolina rather than Haiti, so students discussed possible answers to this question for quite some time.
After the discussion, students were told that we would spend the rest of the art class creating something, real or imaginary, that would help the people of Haiti.
Check out the conversation and a few of the students' artworks below!
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