Lesson Plan: Is Your Name Alfredo?
Subject/Course: Art/ Sociology/ Law
Topic: Art in Prison
Grade Level: 9-12
Common Core Standards:
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Episode: “Is Your Name Alfredo?” (Season 9) Full audio | Transcript
Lesson Length/Time Needed: 1-2 class periods
Lesson Created by: B. Fritch, California
Lesson Objectives
To understand the importance and meaning of murals
To understand the importance of art in prison
To explore the capacity of art as a rehabilitative tool
Materials Needed
Audio
Device to listen to podcast
Activities
Intro: Explain to students that we are going to be learning today about art and its power to be a rehabilitative tool in prison. To begin, find an image of a local mural, preferably something that students may be familiar with. Display the mural to students and have them complete the Mural Warm Up, which can be done in pairs or individually. When students are done, engage a class in discussion about their responses. Here is a link to murals in Los Angeles as an option.
Through: After the Mural Warm Up, explain to students that the class is going to be learning about a mural in a famous prison called San Quentin. Display images of the mural to students (images can be found here). In pairs, have the students look at the mural and address the San Quentin Mural Questions, Part 1. When students are done, engage the class in discussion and have them share their responses. After responses have been shared, explain to students that the class is going to learn more about this mural by listening to a podcast called Ear Hustle, created inside San Quentin. Give students access to the podcast and have them listen individually or as class from the beginning of the podcast to 16:55 and address Part 2 of the San Quentin Mural Questions. To end this assignment, have students listen to the episode from 16:55 to end and address Part 3 of the questions. When done, please have students share their responses in class.
Beyond: To explore how art is being used as a rehabilitative tool in prison have students view a report from CBS News about art being used in prison in Maine. After students have watched the clip, distribute the Arts in Prison reflection. When students are done, have them share their responses with the class.
Optional Extension: Have the students talk about what their community means to them. What do they do during their day that they love? What are some things that represent their community?
Give students four squares of paper and crayons or other drawing utensils. Tell students they can make four different images, or one big image, or two narrow images with their squares. Have them draw things that represent their community. When students are done, display the images in public space for the student body to see.
Content Warnings
11:13: Use of the word shit
15:55: Use of the word shit
26:05: Start of short discussion of an incarcerated person being “ex-gay”. Students may be led to think that repressing one’s sexuality is a “solution” to being gay instead of accepting everyone for who they are.