INSTRUCTIONAL DESIGN DOCUMENT MUIDS

Course Title: Art as Agency

By the end of this course learners will have crafted portfolio-ready artworks and a community-action prototype, all grounded in the UN Sustainable Development Goals and ready to showcase in a public online gallery.

Course Overview:

This course, designed for high school students, combines foundational art skills with an introduction to the United Nations Sustainable Development Goals (SDGs). Through engaging, hands-on projects using drawing, painting, collage, and digital design, students explore global challenges such as climate change, biodiversity loss, and social inequality. By connecting artistic expression to real-world issues, the course fosters creative and critical thinking while empowering students to see themselves as contributors to positive global change. It also highlights the essential role of creativity in addressing sustainability, encouraging students to develop imaginative responses to some of the world’s most pressing problems.

Why Do We Need This Course? (Knowledge Gap):

This course addresses a gap in many current curricula: the lack of integration between creative disciplines and global citizenship education. Young learners are often taught about art as a standalone subject, and global challenges through abstract or text-based formats—but rarely are these combined. As a result, students may not recognize how creative expression can serve as a meaningful tool for communication, reflection, and advocacy. This minicourse bridges that gap by engaging students in artistic responses to SDG topics, helping them build both visual literacy and social consciousness. It also reinforces the idea that creativity is not just valuable, but vital for envisioning and building sustainable futures.

Target Audience:

The target audience for this course is high school students in grades 10–12, typically ages 15–18. These learners are at a developmental stage where they are expanding their ability to think critically and explore abstract ideas, making it an ideal time to introduce complex concepts like sustainability and global responsibility through accessible, creative activities.

Most participants may have a basic understanding of art materials and techniques, but no prior knowledge of either foundational art skills or the Sustainable Development Goals (SDGs) is expected. Students may come from diverse cultural and socioeconomic backgrounds, and their exposure to environmental or social issues will vary. The course is designed to be inclusive and adaptable, requiring minimal materials to encourage accessibility and support sustainable practices. Many of the learners will be English as a Foreign Language (EFL) students, so the course also supports language acquisition by introducing key vocabulary and concepts related to both art and sustainability in contextually meaningful ways.

Learner Profile:

Developmental Characteristics:
High school learners in this age range are typically developing a strong sense of identity and beginning to consider their roles in the broader world. They can engage with complex issues such as climate justice, equity, and sustainability—especially when those issues connect to their personal values and lived experiences.
Language and Cultural Diversity:
In an international online setting, learners may bring a wide range of linguistic and cultural backgrounds. Many will be English as a Foreign Language (EFL) students. The course will therefore emphasize clarity, visual support, and contextualized vocabulary to support language development alongside content understanding. Artistic expression offers a low-barrier method of communication for students who may feel limited by English proficiency.
Media Awareness and Digital Skills:
These students are highly attuned to visual culture and digital platforms. They are likely familiar with social media, visual storytelling, and meme culture—all of which can be used strategically to increase engagement and relevance.
Motivation and Expression:
This age group tends to thrive in hands-on, creative learning environments. Opportunities for self-expression, artistic experimentation, and collaborative digital sharing will support intrinsic motivation and encourage participation. Showcasing their work in digital galleries or exhibitions can foster a sense of global connection and purpose.

Course Type:

The minicourse will be designed as a hybrid between a How-To course and a Problem-Solving course. This structure allows students to learn foundational Art Elements and Design Principles (line, texture, shape, value, balance, emphasis, rhythm, contrast, hierarchy, harmony… ) while also tackling real-world challenges drawn from the Sustainable Development Goals (SDGs).

The How-To portion provides scaffolding and skill-building opportunities that EFL learners can follow with confidence, while the Problem-Solving aspect encourages higher-order thinking, personal expression, and creative engagement with complex global issues. This hybrid approach directly supports the learning gap identified in my project—the need to link creative expression with global citizenship education.

Course Modality:

The course is delivered primarily asynchronously online, supplemented by bi-weekly live “studio sessions” (or recorded peer-critique videos in low-bandwidth contexts). All audits, prototype builds, and community workshops are completed offline in learners’ local contexts, following detailed safety and materials guidelines provided in each module.

This modality supports the needs of my international, multilingual audience by offering flexibility and self-paced learning. EFL learners benefit from asynchronous access to instructions, models, and vocabulary that they can review multiple times. The structure also supports the reflective and iterative nature of art-making, giving learners time to develop their ideas without pressure.

Optional synchronous sessions will be offered for students to share and discuss their work, which supports community building and adds a collaborative dimension to an otherwise independent experience. This blended approach to interaction ensures accessibility while nurturing connection and feedback opportunities among learners.

The content of this website has not been approved by the United Nations and does not reflect the views of the United Nations or its officials or Member States
United Nations Sustainable Development Goals website

Proposed Learning Activities:

SDG 5: Gender Equality

1. Gender Equality Audit
Students will survey their school and community to identify gender imbalances in leadership, resources, and participation. They will then develop practical solutions—such as mentorship circles or awareness campaigns—and present their recommendations in a DIY zine.
• Art Elements & Design Principles: Uses color to highlight disparities, line and shape for infographics; applies contrast to emphasize data points and hierarchy to guide reader focus.
• Inspiration: Guerrilla Girls, whose data-driven posters challenge institutional biases and advocate for gender equity.

2. Storytelling for Empowerment
Students will research advocates for gender equality and produce a concise video that raises awareness and inspires action. These videos can be linked in the audit zine via QR codes to showcase real-world examples.
• Art Elements & Design Principles: Leverages movement and space in video composition, color for emotional impact; employs rhythm and emphasis to reinforce key messaging.
• Inspiration: Jen Schwarting, whose multimedia practice explores feminist narratives and cultural critique.

SDG 7: Affordable and Clean Energy

3. Energy Consumption Awareness Campaign
Learners will audit the school’s energy usage to pinpoint high-consumption areas, then design and deploy interactive installations at the high-consumption sites—such as LED-powered meters, kinetic sculptures, or light-based displays—that capture and visualize real-time energy usage to prompt behavior change and guide technical interventions.
• Art Elements & Design Principles: Incorporates light and form to visualize data, texture for tactile engagement; uses scale and pattern to draw attention and movement to reflect changing energy levels.
• Inspiration: Olafur Eliasson, whose immersive installations provoke reflection on environmental systems and resource use.

4. Renewable Energy Design Challenge
Building on insights from the awareness campaign, students will design and construct small-scale renewable energy prototypes (e.g., solar ovens, wind turbines) to address identified hotspots and demonstrate how these innovations can reduce the school’s energy footprint.
• Art Elements & Design Principles: Highlights form and structure of prototypes, line in schematic diagrams; applies balance and proportion to ensure functional aesthetics and unity across components.
• Inspiration: Mel Chin, whose work blends ecological science and art to activate environmental restoration.

SDG 11: Sustainable Cities and Communities

5. Community Mapping Project
Students will map local neighborhoods to highlight gaps in green spaces or safe pedestrian routes, then draft and present improvement proposals—such as bike lanes or community gardens—to relevant stakeholders.
• Art Elements & Design Principles: Utilizes space and shape in map layouts, color coding for different zones; uses scale for context and unity to integrate community voices.
• Inspiration: Theaster Gates, whose urban interventions and community-driven projects transform public spaces and engage residents in co-creating sustainable neighborhoods.

6. Sustainable Living Workshop
Using findings from the mapping project, learners will design and host a workshop teaching sustainable practices—like installing rain gardens or establishing compost stations—that directly address local needs. They will collaborate with community experts and refine the workshop based on participant feedback.
• Art Elements & Design Principles: Focuses on texture and color in workshop materials, form in garden design; applies emphasis to highlight key practices and rhythm to guide workshop flow.
• Inspiration: Mary Mattingly, whose community-based environmental art engages participants in ecological stewardship.

Learning Objectives + Assessments Strategies for each Learning Activity, as Aligned to Course Learning Outcomes

CLO1

CLO1: RESEARCH, CURATE and PROPOSE how artistic practices and visual strategies can address a selected SDG target relevant to learners’ communities, lived experiences, and broader global concerns.

Gender Equality Audit: Research and document three examples of gender representation in public art to assess community dynamics.
Assessment Example (Authentic): Submit a brief report summarizing each example with images and analysis of representation effectiveness.
Storytelling for Empowerment: Analyze narrative techniques in an advocacy video to uncover how artists spotlight gender equity issues.
Assessment Example (Formative): Complete a video critique worksheet outlining at least two narrative strategies and their impact.
Energy Consumption Awareness Campaign: Examine local energy data and translate findings into an interactive art installation concept.
Assessment Example (Authentic): Present a concept pitch with sketches and annotated data interpretation to the class.
Renewable Energy Design Challenge: Investigate renewable prototype design processes to identify artistic approaches that communicate energy principles.
Assessment Example (Formative): Create a prototype process journal detailing design decisions and communicate rationale through annotated diagrams.
Community Mapping Project: Map and interpret neighborhood environmental features, identifying at least two sustainability gaps through visual analysis.
Assessment Example (Authentic): Produce a digital map with annotated gaps and submit a rationale explaining the chosen features.
Sustainable Living Workshop: Explore community-led art interventions (e.g., rain garden designs) and evaluate their artistic and ecological impact.
Assessment Example (Summative): Write a comparative evaluation report highlighting the strengths and weaknesses of two interventions.

CLO2

CLO2: EVALUATE and SYNTHESIZE the contributions of contemporary artists working at the intersection of art, ecology, and social justice, drawing from case studies highlighted in contemporary practice across a variety of global and local contexts.

Gender Equality Audit: Critique Guerrilla Girls’ posters for ecological and feminist messaging in a written reflection.
Assessment Example (Formative): Submit a one-page critique evaluating two posters against feminist and ecological criteria using a provided rubric.
Storytelling for Empowerment: Evaluate Jen Schwarting’s multimedia pieces to identify strategies linking art and advocacy.
Assessment Example (Authentic): Create a comparative analysis presentation demonstrating the advocacy strategies in two works.
Energy Consumption Awareness Campaign: Reflect on Olafur Eliasson’s installations to determine how sensory experiences drive environmental awareness.
Assessment Example (Formative): Complete a guided reflection journal with three insights on sensory engagement techniques.
Renewable Energy Design Challenge: Assess Mel Chin’s ecological artworks to understand art’s role in environmental restoration.
Assessment Example (Summative): Write a 500-word essay evaluating Chin’s restoration methods and their applicability to student projects.
Community Mapping Project: Review Theaster Gates’ urban projects and compare their community impact to local mapping proposals.
Assessment Example (Authentic): Develop a comparative report that includes community feedback excerpts and a critical comparison.
Sustainable Living Workshop: Analyze Mary Mattingly’s participatory art practices to extract methods for engaging audiences in sustainability.
Assessment Example (Formative): Lead a group discussion and submit minutes documenting three engagement methods identified.

CLO3

CLO3: INTEGRATE and APPLY conceptual thinking and experimental techniques to PRODUCE artwork that explores the ethical, emotional, and political dimensions of sustainability.

Gender Equality Audit: Design zine sketches incorporating data-driven infographics to convey equity concepts.
Assessment Example (Formative): Submit annotated sketch drafts with data sources and design rationale using a provided checklist.
Storytelling for Empowerment: Produce a storyboard combining personal narratives and abstract visuals to express emotional themes.
Assessment Example (Formative): Present storyboard in a peer review session and submit documented revisions based on group feedback.
Energy Consumption Awareness Campaign: Prototype a kinetic sculpture that reacts to real-time energy metrics to explore political dimensions of consumption.
Assessment Example (Authentic): Demonstrate the working prototype and submit a process video highlighting functionality and concept alignment.
Renewable Energy Design Challenge: Create schematic diagrams integrating artistic form and technical function to illustrate energy solutions.
Assessment Example (Summative): Submit a finalized diagram and accompanying description assessed with a rubric focused on clarity, creativity, and technical accuracy.
Community Mapping Project: Develop collage-based map overlays that merge artistic imagery with geographic data to signal political inequities.
Assessment Example (Authentic): Display collage overlays in a digital gallery and write an artist’s statement reflecting on political messaging.
Sustainable Living Workshop: Construct sample instructional artworks (e.g., compost bin designs) that embody ethical sustainability practices.
Assessment Example (Summative): Facilitate a mini-tutorial using the artwork and collect participant feedback via a structured questionnaire.

CLO4

CLO4: PRODUCE and PRESENT original creative work that challenges conventional narratives and provokes critical reflection on selected SDGs.

Gender Equality Audit: Produce and present a zine edition challenging traditional gender roles through visual satire.
Assessment Example (Authentic): Exhibit the zine in an online gallery and gather viewer commentary through a feedback form.
Storytelling for Empowerment: Present a short film that reframes a local gender justice story with experimental editing techniques.
Assessment Example (Summative): Screen the film and submit an analysis of audience feedback and personal reflection on narrative impact.
Energy Consumption Awareness Campaign: Exhibit an interactive light display that challenges viewers’ perceptions of energy use.
Assessment Example (Authentic): Host the installation and record engagement metrics and visitor reflections via a survey.
Renewable Energy Design Challenge: Showcase a functional renewable prototype as a public art piece in a school exhibition.
Assessment Example (Summative): Create a project report evaluating prototype effectiveness and audience interaction.
Community Mapping Project: Curate a mixed-media map exhibit questioning urban planning norms and sustainable design.
Assessment Example (Authentic): Lead a virtual exhibit tour and submit a summary of participant questions and discussion points.
Sustainable Living Workshop: Facilitate a public workshop unveiling student-created eco-art installations and lead a critical discussion.
Assessment Example (Summative): Compile a workshop reflection report with participant feedback and improvement recommendations.

CLO5

CLO5: DOCUMENT and ARTICULATE their creative process and critical intent in relation to both artistic standards and global goals, using appropriate artistic language and sustainability frameworks.

Gender Equality Audit: Write an artist’s statement detailing zine design choices and their alignment with SDG 5.
Assessment Example (Formative): Submit a draft statement and revise based on instructor annotations addressing clarity and articulation.
Storytelling for Empowerment: Deliver an oral reflection explaining narrative structure and intent behind the advocacy video.
Assessment Example (Authentic): Record a 3-minute reflection and assess using a rubric for communication effectiveness and relevance.
Energy Consumption Awareness Campaign: Create a written report linking installation design decisions to energy reduction goals.
Assessment Example (Summative): Submit a report assessed for depth of analysis, use of sustainability frameworks, and writing quality.
Renewable Energy Design Challenge: Present a technical brief articulating prototype development stages and sustainability rationale.
Assessment Example (Authentic): Conduct a mock pitch to stakeholders and collect structured feedback through peer evaluation.
Community Mapping Project: Draft a policy memo interpreting map findings and critiquing community design standards.
Assessment Example (Summative): Submit memo reviewed against policy analysis criteria and clarity of recommendations.
Sustainable Living Workshop: Lead a debrief session articulating workshop structure, participant feedback, and sustainability outcomes.
Assessment Example (Formative): Facilitate the debrief and submit meeting notes with action items and self-reflection on facilitation skills.

CLO6

CLO6: COLLABORATE, FACILITATE and DOCUMENT reflective dialogue exploring creative practice as inquiry, resistance, and transformation.

Gender Equality Audit: Facilitate a peer critique circle discussing zine drafts and co-creating improvement strategies.
Assessment Example (Formative): Document critique notes and an action plan outlining at least three agreed revisions.
Storytelling for Empowerment: Run a group debrief analyzing video storytelling impact and collective narrative techniques.
Assessment Example (Formative): Produce a debrief summary highlighting key insights and suggested improvements.
Energy Consumption Awareness Campaign: Host a collaborative feedback session on installation prototypes to refine audience engagement.
Assessment Example (Authentic): Record session minutes and submit a revised prototype outline incorporating peer suggestions.
Renewable Energy Design Challenge: Organize a design charrette where students share renewable concepts and integrate peer insights.
Assessment Example (Formative): Submit a charrette summary documenting ideas exchanged and selected refinements.
Community Mapping Project: Coordinate a town-hall–style discussion with classmates to collaboratively refine mapping proposals.
Assessment Example (Authentic): Publish a joint proposal document summarizing consensus-driven improvements.
Sustainable Living Workshop: Lead a reflective panel with workshop participants, synthesizing lessons learned and planning next steps.
Assessment Example (Summative): Compile a panel report with synthesized insights and a roadmap for future iterations.

Subject Matter Expert / Resources

For this SDG-focused art minicourse, I will act as the primary SME as I have been teaching high school art in an international school setting for the past ten years. Additional resources to inform content and design include:

Art21: Case studies and artist interviews highlighting socially engaged art practices (art21.org).
United Nations Sustainable Development Goals: Official site detailing targets, indicators, and educational toolkits (sdgs.un.org).
California Arts Education Framework: State standards and curricular guidance for visual arts education (CalArtsEd).

Instructional Design Model:

I will center the design of this course on iterative feedback loops—a core principle of the Successive Approximation Model (SAM)—by collaborating closely with students and teachers at every stage. Rather than emphasizing rapid delivery, I plan to launch a structured Year of Inquiry pilot in which each module (zine creation, energy installations, community workshops, etc. ) is tested, reviewed, and refined across multiple academic terms. Throughout this pilot, I will collect artifacts and learner stories to illustrate progress toward our learning outcomes, sharing these examples with future cohorts to guide continuous improvement. To ensure clarity and purpose, Understanding by Design (UbD) will map each iteration back to clear, enduring objectives, while Universal Design for Learning (UDL) will inform every update to keep materials accessible and equitable for diverse learners.

Learning Theory

This course weaves together Social Constructivism, Constructionism, and Universal Design for Learning (UDL) to create a studio environment that is collaborative, maker-centred, and accessible. By combining these three perspectives, the course ensures that learners (1) co-construct meaning through sustained dialogue, (2) ground abstract sustainability concepts in concrete, shareable works of art, and (3) encounter content in formats that respect diverse needs and contexts. The result is a learning experience where making and meaning-making reinforce one another, and every student has a clear pathway to participate, create, and contribute to SDG-focused change.

Instructional Design Document