The World Rivers project and The Demandments program are two global initiatives created and operated by Artist, Lee Tracy. As a thriving artistic public artwork, learners become involved in a dynamically effective experience. Project-based learning is an approach to teaching that centers on engagement.
Ms. Tracy's distinct public work is an adaptable teaching program, for both public and private schools, promotes high-level thinking and intellectual development by involving teachers and learners in joint acts of meaning-making and knowledge construction. Tracy's art and teaching are an artistic curricular influence that draws attention to global imperatives for change.
An educational discourse transforms the context of the classroom with patterns of interaction that are participatory, collaborative, and community oriented.As a visiting artist Ms. Tracy, enacts intersecting projects that encourage clarity in self-expression, enthusiasm for problem solving, and confidence for leadership.
World Rivers is a global participatory project responding to the essential element of water. Individuals from around the world dip white fabric in a local river. The fabric pieces are embroidered with the name of the river, location and then united together into a magnificent global curtain in process. By contributing to a growing global artwork, students realize their creativity is a means to bring about awareness, dialogue, and positive solutions.
World Rivers is a creative project that moves beyond traditional book learning and the walls of a school. World Rivers looks to the local neighborhood and natural surroundings for inspiration. Learning about the precious resource of water takes place through classroom interaction, field trips, and a collaborative performance. Studies illustrate both the cultural and historical traditions connected to our waterways.
Educational opportunities embrace all subjects in a less formal and more personal way. A collaborative performance cultivates a greater understanding and appreciation of environmental stewardship and how it pertains to them. Contributing to a global tactile artwork stimulates their personal power to influence and improve the world at large.
View river posts of the International schools that have participated in World Rivers:
Saigon South International School
International Community School of Abidjan
Universal American School in Dubia
Tsinghua International School in Beijing.
The Demandments program is an assignment where learners are positioned as contributors to the education process. Their voices are fully acknowledged. The program encourages students to express their concerns and to insert them into the public sphere using the power and persuasion of visual art and text. Students engage in exposing real-world problems and challenges in their own community. Created artworks are shared online in a forum showcasing the imperative voices of our planet's youth.
Classroom communication includes exploratory talk, dialogue and debate skills. Students learn how to seek information, gain an understanding of facts, and how to disseminate an informed opinion to others. Self-expression as a form of activism fosters a greater understanding of the importance of human justice, rights and needs. Digital tools offer children the opportunity to participate in a global creative action. The Demandments instills empathy and the assertiveness to effectivly use innovative tools of communication.
In collaboration with the school's art department, a lasting public work can be created that utilzes both text and visual subject matter. Themes of nature and sense of place are explored. Students are given a role in determining the work of art and how it is made. Materials vary and are kept affordable and are consistent conceptually. Past projects have used old windows, cloth, ceramic tiles, and plates. Students get to co-teach younger students as an opportunity to share what they have learned.
World Rivers and The Demandments have adaptable components for students of all ages and grades that are easily integrated into existing curriculum, time periods, different learning processes, and abilities. Educators shape the assignment using many entry points and a variety of disciplines.