ABSTRACT
The authors began in the studio classroom and worked with mono-printing on Gelli plates to create stickers focused on activism, featuring a takeaway or glowing concept from the day before. To support other teachers in their work to design, develop, and implement strategies for inspiring civic participation and engagement through the arts, the authors spend much of the book offering recommendations and suggestions for practicing teachers. It is important to note that these artistic processes are not independent of one another and did not occur linearly. While the authors present these narratives in a linear, time-bound format, the work the students started, stopped, and stalled to varying degrees.
