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Students develop a list of things they for which they are grateful. Once created, students chose one or more designs to visually illustrate their gratitude using a graphic design program. These designs are made into stencils using a vinyl cutter. Using washable spray chalk the designs are used to embellish school sidewalks.
Notebooks
Access to computers or tablets
Oaktag or other heavy card stock
Vinyl cutter
Washable spray paint like this
*(revised to a physical representation)
Fundamentally, I think this is a reasonable activity for the emotional and skill level of this particular group of fourth grade students. After the fact I can see many areas for improvement.
SEL component:
Building Emotional Literacy
A good number of students struggled with reflecting deeply with this exercise. In the next iteration of this assignment I would have students brainstorm in groups, report out and then discuss as a larger group how to make choices that were more personal. Depending on the group it may be beneficial to create a sort of emotional word bank or categories of gratitude to choose from. Perhaps partnering with classroom teachers would also allow for deeper reflection. Another possible way to have students think more deeply might be to have students pick one of the items on their list and free write about it.
Design Thinking Component:
The results of designing with Canva and translating an emotion into a visual mostly failed. In order to make this more successful in the future more time needs to be spend discussing elements of design. For instance looking at how typeface can influence the tone of a design. I also think I would limit the number of pictorial elements student could use. It might also work to figure out how to use color. If the stencils had two or more parts and the spray paint could be planned for with a degree of intentionality.
For the next version of this assignment I might start with creating a silhouette. Talk specifically about how to show with our bodies joyfulness. To capture the sense of iteration, I think creating a bunch of poses and then reflecting on which pose is the most authentic to each student and having students reflect in their notebook why. Then proceed to designing a pictorial representation of gratitude.
Practicalities of Workflow:
Cricut is a pain in the tush. That being said I think with more planning it would be possible for students themselves to be able to upload their designs into Cricut workspace and learn how to set up the cut themselves. It would be necessary to have an additional activity or project for them to do while we worked through the printing of all the other students.
The spray paint that I used was a washable sidewalk chalk. For more control and ease of use it may be better to find a paint that can be sponged on rather than sprayed. I have used this spray and technique with older students and it was successful. For impulsive 4th graders not so much. We might need to use thicker paper for the stencil as well.
I do like the fundamentals of this lesson. I think combining technology and making with emotional literacy is powerful. It will be interesting to see what the results will be with the tweaks mentioned here.
Discuss what gratitude means and have students free write a list of things for which they are grateful.
In small groups have students brainstorm as many things as they can for which they are grateful. In the whole group have students popcorn things that were discussed. Lead a discussion about how students can think of things that are particular to them. Have students create a list of at least three things they are personally and particularly grateful for.
Have students pick one of their choices and free write why they feel gratitude for that thing.
Using a design software (in this case Canva, which they had previously been introduced to) create an assignment to design a stencil with symbols representing gratitude.
Preview the use of stencils History of Stencil video
Stencils and Canva DIY Stencil Video
Demonstration of dos and don’ts with creating a stencil in Canva
Alternatively create silhouette stencils
Give students the dimensions of the stencil they are making.
Review or introduce design elements that can be used for expression such as typeface and line shape
Have students work on designs
Stencils are sent to teacher for review. Evaluate for workability
Students appropriately name files and share with teacher.
Teacher reviews stencils and returns to students with notes for revision
Have students reflect in their writing notebooks how the design represented an aspect of their gratitude.
Using the notebooks or paper that students have been tracking this project have students reflect on the design. Both how it represents the theme they have chosen, what changes they made and how successful they thought the design was.
Send stencil designs to vinyl cutter and using repurposed file folders or other heavy cardstock have students prepare material for cutting.
Teacher prepares design in vinyl cutting software
Students attach paper to cutting mats load vinyl cutter and press go.
Students remove stencil from mat write their name on stencil.
Depending on time students can also learn to send designs to vinyl cutter and complete the full process themselves.
Students take stencil sheets outside and use washable sidewalk chalk paint to apply stencil to approved outdoor area.
Students gather outside. They receive instructions for the most effective techniques for spraying paint and are set out to cover the surface selected.
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