In this lesson, students learned about Judith Scott, a woman who was institutionalized due to her Down Syndrome and undiagnosed deafness and used art as her only form of communication. Through looking at Scott’s work, students reflect on the ways that art can work as a language, a means of connection and a way to gain autonomy and independence.  

Students were instructed to select from a random assortment of objects to then transform using various colored and textured threads, following the same process of the artist. Students were then asked to create a drawing that is in relationship with their sculpture, depicting it literally, matching the color palette, mimicking a similar process etc. 

In the end, students completed a mini critique where they were asked to try to pair each sculpture to its respective drawing, using visual evidence to justify their picks. They finished the critique by leaving post-it note reflections under their peers' sculptures.

This lesson was the first introduced to the new group of sophomores. Its reliance on intuitive processes such as wrapping and tying, as well as its use of unconventional materials and techniques made the lesson accessible to all students, including ones that were apprehensive towards the art or felt like their skills were underdeveloped. This project really highlighted the expressive nature of art and its ability to communicate and connect.