What makes a community? What communities are we connected to?
In a Grade 9 classroom, Ms. K asked the question, “What makes a community?” Learners worked in small groups to create a word web around the word. They linked other words, images, and ideas to the word community, connecting what they already knew about the term. After these word webs were put up around the room, learners circulated and added to the webs of other groups, growing the ideas and collection of experiences related to community.
Learners noticed that communities can be made of many different groupings beyond geographical (land-based), family, cultural, or racial communities. Classroom discussions focused on the ideas that some communities gather physically and some communities never get together in person (e.g., online gaming communities). Many communities are made up of people who do the same thing in the same space (e.g., hockey team, ballet class, knitting club). Some communities are together by choice, to celebrate or learn (e.g., faith-based communities, the feminist community, school classes), and some communities have members who automatically belong because of personal commonalities (e.g., the disability community, the 2SLGBTTQIA+ community, victims of domestic violence).
Learners then created a personal web in their sketchbook, with their name at the centre, to brainstorm the variety of communities they belong to. Learners were surprised to discover that they all belong to multiple different communities, and they used coloured markers to highlight the communities they felt very connected to and those that they had not yet explored fully.
Next, David Pankratz, our local MLA, was invited into the classroom to talk about the Waverley electoral district, which is where our school is located. He described his pride in living in a diverse community with folks from different backgrounds, cultures, religions, and beliefs. He invited the learners to create a public artwork that celebrates the magic of the diversity of our community, and described the location and dimensions of the physical space where the artwork could be permanently installed.
Ms. K then introduced the learners to the work of a few contemporary artists who do work that investigates community (see additional information for examples). The learners noticed that communities were represented, both literally and through symbolism and metaphor, and they made observations that each artist used different materials (or media) to engage their audience. Learners were challenged to consider how the context (time, place, situation) of each of these artists influences the work they create, and how their work challenges society’s preconceived notions of the folks they are representing. In pairs, learners discussed the ways that their own communities have been misrepresented.
Learners were invited to select a community that they would like to communicate about (one that they belong to) to contribute to a large public art installation. In small groups and then as a class, they brainstormed what form this large-scale artwork could take. It was important to the learners (and their teacher) that they each had a voice and an integral role in creating this large-scale work. They also wanted the work to look cohesive and visually engaging and to be three-dimensional (sculptural, coming off the wall by a few inches). Since the work was to hang on a large wall space, the class decided that the lighter materials would be best, and it was decided that cardboard and papier mâché would be the best materials to use. The class created a list of groups that would be important to celebrate in the sculpture—a broad list of the communities within the larger neighbourhood.
One learner proposed that the artwork could take the shape of the physical neighbourhood, and Ms. K printed out maps of Waverley to work from. The learners created a 7'-x-7' template in the shape of the electoral district. Another learner suggested that the map be divided into sections, almost like a puzzle, so that each learner could develop one part of the whole. For several classes, learners began collecting visual information (e.g., photos, sketches, textures, and drawings) and notes in their sketchbooks, considering visual means of communicating about their communities, as well as symbolic and/or metaphorical visuals to communicate about the values of those groups. Ms. K coached learners one on one, supporting learners to refine and solidify their ideas, and helped learners who needed support to move their ideas forward. After some time incubating their ideas, learners were invited to engage in a speed-dating style of idea “plus-ing,” where they each sat across from another learner, shared their ideas, helped each other add to and build on their ideas, gave each other feedback, and then moved on to be seated with the next classmate (and so on). Learners began to plan what their sections of the artwork would look like. They were taught about the safe use of blades and glue guns, and about 3-D building techniques (with cardboard, papier mâché, and paper pulp), and they were encouraged by Ms. K to experiment with the materials and practise building their own structures.
As learners became confident about their designs, they began constructing their sculptures, choosing to sculpt independently or in pairs or small groups (when more than one person selected the same community to represent). Once learners were about three-quarters of the way through, the class assembled the sculpture to ensure that each piece fit together visually. Adjustments were made to create unity and harmony within the overall collection (e.g., colour choices, location, and placement).
As learners began finishing their pieces, the class was guided to think again about the instigating question, “What makes a community?”Many learners found that their answers changed from their initial thinking; some learners noted that building community requires effort and a sense of belonging. Some noted that we can choose to be a part of a community, but we can also choose to leave it if it is no longer aligned with our needs or values. Some noted that the communities they invest the most time and energy into become the ones they are most connected to. Two learners noted that they have had to choose communities (“chosen families”) to connect to feel accepted as they are. One learner noted that he didn’t realize how many supports he had around him until he took stock of the many communities he belongs to.
Together, Ms. K and the learners collected ideas for an artist statement summarizing the learning to display alongside the public artwork so that viewers could understand the process that led to the development of the final piece. Learners worked in pairs to come up with ideas for a title. By popular class vote, “We Are All Connected” was selected.
Examples of artists who explore community include the following:
