ENGAGE

Group Mural (20 minutes)

Begin with a discussion about how and why graffiti is used as an art form to communicate opinions about an idea or group identity. Consider how color, shape, and line function in graffiti art. Let’s think about the ways graffiti is used as an art form to communicate. What kind of messages do they offer? Where can you find graffiti in your town? What colors do you usually see on graffiti? 

 

Explain that today the group will respond to an open-ended prompt using words and images to share their thoughts using the style of graffiti artists to communicate their opinion.  Divide your students in groups or they might work together if the space allows it and invite them to sit or stand around one very large piece of blank paper on a table, floor, or taped to a wall surface and provide a large set of markers or crayons for writing. One of the topics House on Mango Street deals with is physical violence towards women. Can you think of some examples? We have talked about Sally already. (students will probably give examples of Rafaela, Esperanza’s grandmother, Minerva etc.). Then give students a prompt:  My community and I can help stop violence by…

 

Let’s think of the ways we can help raise awareness about violence around us. What might we do as individuals but also as a community to help? Is there a way we can stop violence? Please work silently and use words and images (think of graffiti) to respond to the prompt given. Play music while students work. 

 

After 10 minutes, when they are done drawing, gather around the Graffiti page/s to reflect. If possible, tape the graffiti on the wall.

 

Reflection: 

• What images/words stand out to you the most from these graffiti?

• Are there specific words/phrases/images that appear on more than one graffiti? What connections can we make across the pages?

• Why did this group offer these solutions? Are there any other options you can think of?

Transition: Think of female characters from the novel. What did Esperanza do in order to help Sally in chapter The Monkey Garden? How did Tito's Mom react?

 

EXPLORE

Watercolor Conversations (20 minutes)

Students will engage in an abstract visual conversation using shapes, lines, and colors. Divide the students in pairs, give them a blank piece of paper and a set of watercolors or crayons. Before they start, prompt them to think through how they might show different emotions with colors, lines and shapes. Let us think of the ways colors represent our emotions. Which colour would represent anger? What about excitement? Now think about the shapes and lines as well. Which shape would represent happiness? What line?

 

Before passing out materials discuss how this visual conversation will mirror the components of a good verbal conversation. Just as in verbal conversations, It is impolite to talk over someone, one person paints at a time just as only one person would speak at a time. Also, just like in real conversations you should relate and interact with each others’ marks on the page. Don’t paint on separate sides, add to each other's work, embellish, and layer. Since there is no eraser, you must accept everything your partner puts down and find a way to build on it. Since we are practicing our visual conversation, this should be a silent activity. (You could model this activity with a student). 

 

Before they begin, they need to decide on the characters. 

Now we will create a sequel of the chapter What Sally Said by creating a conversation that never happened in the novel. One of you will be Sally and the other one will be Esperanza.

Read the the last part of the chapter to students out loud:

 

"Then we didn't need to worry. Until one day Sally's father catches her talking to a boy and the next day she doesn't come to school. And the next. Until the way Sally tells it, he just went crazy, he just forgot he was her father between the buckle and the belt.

You're not my daughter, you're not my daughter. And then he broke into his hands."

 

If you are Esperanza, think of the way you would comfort Sally or just show understanding for what she was going through. If you are Sally, try to express the way you feel after this scene. 

 

Let students paint/draw for 3-4 minutes with background music. After they are done, put the papers on the floor and reflect together: 

 

● What did it feel like to have a visual conversation?

● What was communicated between these two characters? What was lost? What was learned?

● Was it difficult to put yourself into someone else’s shoes?

● Was this topic too difficult to be discussed non verbally?

● Take a look at the possible solutions offered on the group mural, has any of them helped you communicate?

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REFLECTION

It Made Me Think (5 minutes)

Now, let’s reflect on today’s work. Think of something that intrigued or inspired you during this class or something that was provoking or memorable. Let’s go around the circle and share our word or words, followed by the phrase “It made me think”. I can go first “Your active participation, it made me think”.