| |
November/December 1999
Even when the arts are only informally linked to curriculum, they can help teach content, says Bob Sotelo, who has taught art for 21 years at Maple Lane School. Situated inside a maximum-security facility for juvenile offenders, Maple Lane's 300 high school students present special challenges: 40 percent have a 3rd- or 4th-grade reading level, he says. "It's not a question of intelligence, but attendance. They just haven't been to school enough," he adds.
Sotelo sees his job as a chance to help kids get interested in learning again. He has plenty of opportunities. Students must take art classes every day of Maple Lane's 220-day school year, he says. They do so in relatively small groups of 12 to 14.
"We try to blend art with other subjects," he says. "We get them to write about the music or art projects they're working on. We talk about math when we figure out measurements for various projects. I'm always conscious of the fact that they can be learning more than art in here. Since they know they're not going to be tested in this class on math skills, they tend to relax more. They can learn it without being threatened."
Sotelo cites one recent project as a good example. Students decided they wanted to make totem poles. The project required students to strip and sand the treetrunks, then create images of their own design or heritage to put on the poles.
The students helped choose the artist in residence, viewing proposals and samples of their work from a range of candidates. Then they talked about their budget-how much money they had to spend and how to spend it-and chose their materials accordingly. They learned some essential math skills in the process, says Sotelo.
"There are very few behavior problems," says Sotelo. "Art turns a light on with these kids. They're surprised they have ability." The students also get the chance to show their art in public shows, which, he says, "gives them an outlet, a voice-some kind of positive interaction with society."
|
|
