Inside Out
Curriculum

With this curriculum, we hope to inspire and help you spark a conversation among young people on any topic that you choose. We encourage you to empower your participants to make this Action their own and get them involved in as much of the process as possible.

LESSON PLAN

BEFORE

INTRODUCE THE PROJECT!

Introduce the Inside Out Project
Explain how the Project was Created

- Talk about JR and his artistic journey.

- Watch JR's TED Talk, announcing the launch of the Inside Out Project.

- Watch one of JR's movies such as Faces Places or Inside Out.

Talk about the Inside Out Project

The Inside Out Project was born from the endeavor of changing the world through art. It is a platform that helps people from all around the world to express a message that is important to them, using art.
Anyone can create what we call an “Action” about anything they want, anywhere in the world. More than 400,000 people have participated in 138 countries and territories.

Explain the process of creating an Action

1. Communities come together and craft a message such as:

  • Celebrating their heritage in Peru
  • Fighting for gender equality in Iceland
  • Showing the faces of the 11M undocumented immigrants in the United States
  • Fighting government censorship in Turkey

2. They then capture the portraits of all of the participants/people who stand behind the message.
3. The group leader sends the photos to the Inside Out Project Team who prints them and sends them back to the leader.
4. The community comes together to create these big portrait installations to spread the word about their message.

 

- Through the photos of the installations, the message travels the world.

- Through these Actions, you see that communities all over the world have similar interests and face similar issues as you.

- The impact is local but at a global scale

Introduce your Action
Give examples of Actions related to yours

Use the filters on the map to find Actions with a wide array of themes. If you know your message, find Actions around the world with similar themes to show how participants everywhere connect through common interests and issues.

Feel free to have your students explore the map or browse our Instagram page to find Actions that speak to them and themes that interest them.

Articulate your Action

If you have selected your message, explain it to your students and why it is relevant to them.
If your students are participating in selecting the message, ask them questions to help you narrow down a topic.

  • What​ ​do​ ​YOU​ ​stand​ ​for?
  • Who​ ​are​ ​the​ ​people​ ​you​ ​want​ ​your​ ​Group​ ​Action​ ​to​ ​represent?
  • What​ ​kind​ ​of​ ​issues​ ​exist​ ​in​ ​your​ ​school​/the world ​today?​ ​In​ ​your​ ​opinion,​ ​why​ ​do​ ​they​ ​exist​ ​and how​ ​did​ ​they​ ​spread?
  • What​ ​could​ ​be​ ​a​ ​solution​ ​to​ ​these​ ​problems?
  • Do​ ​you​ ​think​ ​your​ ​Inside​ ​Out​ ​action​ ​could​ ​help​ ​deal​ ​with​ ​these​ ​issues?​ ​Why​ ​and​ ​how?

We encourage you to have your students choose or write your statement.

  • Define the issue.
  • Write your message.
Define your goals

Discuss with your students how creating an Action will help them achieve their goal and express a message.

  • What can an Action’s effect be?
  • How can doing an Inside Out Action help a community?
  • Who do they want to reach?
  • What do they want people to think?
  • How does it feel to be so visible?
  • How can an Inside Out Action impact other people and yourselves?

Help them take up space to express themselves.

Facilitate a Reflection

Depending on the age of the students and the subject being taught, students can create their own work in response to the project. Those can take many forms such as interviewing each other, finding a word/sentence to express their identity/opinion/interest, researching a theme.


The following are some examples of exercises you can do with your students or conversations you can start. These examples are only a few ideas of topics to address. You will find many more examples of activities led by educators in our case study section, on our map, or by asking our team!

 

You can easily put your questions in a questionnaire format and collect answers from your students.

Talk about Art & Public Space
Street art
  • What​ ​do​ ​you​ ​think​ ​street​ ​art​ ​is?
  • Who is creating art​ ​in​ ​your​ ​community/neighbourhood?
  • What​ ​are​ ​their​ ​goals?
  • Is​ ​there​ ​a​ ​message?
  • What​ ​can​ ​street​ ​art​ ​tell​ ​us​ ​about​ ​society?
  • How​ ​can​ ​street​ ​art​ ​be​ ​used​ ​as​ ​a​ ​tool​ ​for​ ​change?
  • What​ ​might​ ​street​ ​art​ ​accomplish​ ​that​ ​other​ ​forms​ ​of​ ​activism​ ​cannot?
Illegality
  • What​ ​is​ ​the​ ​legislation​ ​in​ ​your​ ​community/city/state?​ ​What​ ​about​ ​other​ ​countries?
  • Where is public art accepted and where is it forbidden?
  • What types of street art are considered acceptable?
  • What​ ​do​ ​you​ ​think​ ​about​ ​it?
Reclaiming​ Public Space
  • What​ ​is​ ​public​ ​space?​ ​Who​ ​does​ ​it​ ​belong​ ​to?​ ​What​ ​differences​ ​do​ ​you​ ​see​ ​between public​ ​and​ ​private​ ​spaces ​?
  • How​ ​do​ ​public​ ​spaces​ ​such​ ​as​ ​city​ ​streets,​ ​parks,​ ​and​ ​monuments​ ​shape​ ​and​ ​reflect​ ​the identities​ ​of​ ​the​ ​people​ ​who​ ​live​ ​there ​?
  • What​ ​kind​ ​of​ ​images​ ​do​ ​you​ ​see​ ​in​ ​public​ ​space?​ ​Who​ ​put​ ​them​ ​there?​ ​What​ ​is​ ​their purpose?
  • Does​ ​it​ ​make​ ​a​ ​difference​ ​if​ ​artwork​ ​is​ ​displayed​ ​in​ ​a​ ​public​ ​space​ ​as​ ​opposed​ ​to​ ​an​ ​art gallery?​ ​How​ ​so?
  • What​ ​distinguishes​ ​the​ ​Inside​ ​Out​ ​posters​ ​from​ ​other​ ​forms​ ​of​ ​visual​ ​communication, such​ ​as​ ​advertising​ ​and​ ​signage ​?
Portraits and Identity
  • What​ ​is​ ​an​ ​identity?​ ​What​ ​purpose​ ​does​ ​identity​ ​serve?​ ​Talk​ ​about​ how you identify personally versus how others identify you.
  • What​ ​is​ ​the​ ​connection​ ​between​ ​a​ ​person’s​ ​identity​ ​and​ ​their​ ​face/expression?
  • How​ ​can​ ​portraits​ ​give​ ​voice​ ​to​ ​the​ ​identity​ ​of​ ​a​ ​group​ ​or​ ​community?​ ​Think​ ​of individualism​​ ​versus​​ ​group.
  • Have​ ​you​ ​already​ ​seen​ ​the​ ​face​ ​of​ ​people​ ​used​ ​for​ ​another​ ​purpose?​ ​Give​ ​your​ ​opinion about​ ​it.
Building Community
  • What’s a “community”?
  • How​ ​does​ ​someone​ ​identify​ ​with​ ​his/her​ ​own​ ​community?
  • How do you create a community?
  • What makes a community flourish?
  • What do communities need to survive?
  • How do you build a community?
Art and Social Change
  • Do​ ​research​ ​about​ ​portraiture​ ​in​ ​Art​ ​History.​ ​How​ ​did​ ​portraiture​ ​change​ ​from​ ​the​ ​20th century​ ​to​ ​today?​ ​Thinking​ ​about:​ ​photography​ ​x​ ​painting;​ ​digital​ ​x​ ​analog;​ ​selfies;​ ​artist role.
  • What​ ​role​ ​do​ ​you​ ​think​ ​art​ ​can​ ​or​ ​should​ ​play​ ​in​ ​addressing​ ​social​ ​issues​ ​and​ ​improving conditions​ ​for​ ​the​ ​individuals​ ​and​ ​communities​ ​they​ ​represent?
  • How​ ​can​ ​we​ ​use​ ​art​ ​to​ ​honor​ ​and​ ​remember​ ​people?
  • In​ ​what​ ​ways​ ​can​ ​art​ ​be​ ​an​ ​effective​ ​medium​ ​to​ ​address​ ​social​ ​injustice​ ​issues?
  • What​ ​are​ ​some​ ​of​ ​the​ ​potential​ ​challenges​ ​or​ ​limitations​ ​of​ ​using​ ​art​ ​as​ ​a​ ​vehicle​ ​for social​ ​change?
  • What​ ​other​ ​examples​ ​have​ ​you​ ​seen​ ​of​ ​art​ ​as​ ​a​ ​tool​ ​to​ ​raise​ ​awareness​ ​about​ ​an​ ​issue or​ ​bring​ ​about​ ​social​ ​change?
  • How​ ​would​ ​you​ ​use​ ​art​ ​to​ ​change​ ​the​ ​world?

Thinking​ ​points

  • local​ ​vs ​global
  • representation​ ​vs ​signification
  • connotation​ ​vs​ ​denotation
Activities
Street Art Walk

The Inside Out Project follows the tradition of graffiti and other street art forms that arose as both an outlet for creative expression and a form of social protest. Take a walk around the neighborhood surrounding your school or home and investigate the street art around you. Take notes.

  • Describe a piece of street art that you see.
  • Where did you find it (on the side of a building, a bus stop, a street sign)?
  • How would you categorize it (Mural, graffiti, tagging, poster, sticker, flyer, stencil)?
  • What images or symbols do you see?
  • Describe them in detail. What do they represent?
  • What ideas, aspirations, visions, or associations may have inspired this street art?
  • Describe any associations, memories, or emotions the piece evokes for you.
  • How does this experience differ from viewing art in a museum?
  • How does street art function compared to advertising and to signs (such as billboards, street signs, store signage)?
Where in the World

Look​ ​at​ ​the​ ​Inside​ ​Out​ ​Map​ ​on​ ​the​ ​website​.

  • Each​ ​student​ ​can​ ​choose​ ​one​ ​Action​ they ​like,​ ​and​ ​do​ ​research​ ​about​ ​the​ ​country​ ​where​ ​it​ ​took place.​ ​You​ ​can​ ​ask​ ​them​ about ​their​ ​previous​ ​knowledge​ ​of​ ​history​ ​and​ ​current​ ​events​ ​in​ ​these locations and how it relates to the situation in their own country. Students are encouraged to look at the architecture and surroundings of the installations and point out details that they think are important.
  • OR have students find places around the world that address common themes through their Actions.
  • OR have students choose a portrait that speaks to them. Ask them why they chose it, what makes it feel particularly powerful with regards to that Action’s theme/goals.
  • Debrief​ ​and​ ​discuss​ ​it​ ​with​ ​the​ ​whole​ ​class.
  • Ask​ ​each​ ​student​ ​or​ ​group​ ​of​ ​students​ ​to​ ​make​ ​a​ ​presentation.
  • You can do this activity in reverse and have students find places around the world that address common themes through their Actions.
Discuss or Write

Have your students debate their point of view on different subjects (see ideas below). The funny part could be to defend the idea they do not support. The students can also write small argumentative text to defend a point of view or explain their perspective/reflect on a subject related to the project. Don't hesitate to push them to do a little research.

Talk about a relevant issue that could be communicated through the Inside Out Project.

  • What is the problem?
  • What is the historical context of this issue?
  • How can it be solved? Even if it's impossible, what can be changed to fix the issue?
  • How can the Inside Out Project solve this problem?

This reflection can help you craft your statement.

DURING

ORGANIZE THE ACTION!

The Checklist
  • Scout your location to find a good wall, fence, or ground to install your posters. 
  • Take your Portraits.
  • Upload your portraits and releases to the website.
  • Paste with your motivated team.
  • Document the Process through photos, videos, and interviews.
  • Send us your installation images and behind the scenes.
  • Share!
The tools you need
  • Camera or phone
  • Ladder/Scaffold/Lift
  • Wallpaper glue or Wheat Paste (water, flour, sugar)
  • Buckets + water
  • Paste Brushes
  • Squeegees
  • Cutters
Team Roles

We encourage you to get the students involved in all of the stages of the Action. It might even make the task easier for you!

 

Depending on the size of your group, you may want to consider assigning members to work together on specialized teams. Completing a Group Action is a collective effort and every member will have something unique to contribute. Here are some suggestions or roles and their responsibilities:

 

  • Student Leader(s) - Oversee the different tasks to make sure that everyone is working together. 
  • Portrait Photographer - Taking the portrait photos of all of the participants. Make the participant comfortable and encourage them to be expressive.
  • Portrait Organizer - Naming all of the portrait files with the first and last name of the participant and gathering all of the participants’ release forms.
  • Materials Team - Locating and acquiring the required materials needed for the Action Day.
  • Location Scouts - Finding the perfect location in the school/local community to paste posters. Negotiates and obtains necessary permissions.
  • Communications Team - Using social media and word-of-mouth strategies to promote the Group Action from start to finish.
  • Pasting Team - Pasting the portraits on Action day. Sometimes this has to be adults when the pasters have to use a scaffold or lift to reach the wall.
  • Photo Team - Taking portraits of the participants. Documenting the Action Day processes through photos and videos. (You can also use these to create a video that you can add to your Action page!)
Tips
  • If your students are learning multiplications, have them calculate the number of posters that will fit on the wall.
  • Before the pasting, ask students to say or write down a few words about any feelings they have about the project up to this point and their expectation for the day.
  • If you are teaching your students photography or video editing, this is a great opportunity! Have them take the portraits of the participants or create a video of the Action including other students’ and passersby’s reactions.
Reach Your Goals
Find your wall

Think about where to create your installation and how its placement can change the impact of your message. Even if there are limited possibilities for the installation, you can help the students consider the significance of location and the people who can see it.

Think about your pose

Whether you are talking about the environment, diversity or education, the students should be encouraged to use their portraits to express themselves. They are welcome to smile, frown, stick their tongue out.
On top of that, students are welcome to use objects or letters to express a message as long as they fit in the portrait frame.

  • This Action in the Netherlands used objects in their portraits to imitate a zoom screen, share headphones with a friend, throw water at each other, and other expressions of both their individuality and their being part of a community.
  • This Action France had each student hold up a letter to spell out messages about the environment such as “Act today for tomorrow”.

CAUTION: The portraits should be cropped to the face so creativity should stay close to the face.

AFTER

TALK ABOUT IT!

What's on their mind?

In any shape you see fit (essay, video, discussion, drawing), ask your students to think about the installation in the message.

  • What was the photoshoot like for you? What was it like to be photographed?
  • Do​ ​you​ ​think​ ​something​ ​changed​ ​thanks​ ​to​ ​the​ ​Action?​ How​ ​so?
  • What​ ​could​ ​have​ ​been​ ​done​ ​differently?
  • In​ ​which​ ​way​ ​Inside​ ​Out​ ​is​ ​a​ ​communication​ ​tool?
  • Think​ ​about​ ​the​ ​moment​ ​before​ ​the​ ​action,​ ​when​ ​you​ ​were​ ​discussing​ ​the​ ​issues​ ​and deciding​ ​your​ ​statement.​ ​Did​ ​you​ ​change​ ​your​ ​mind​ ​since​ ​then?
  • Who interacted with your portraits? What did they think?
  • What did you learn in the process of putting the Action together?
Create content

If your students are old enough to edit videos, invite them to create a video with footage from the pasting day or other content they may have filmed. Feel free to include interviews of students, parents, staff, or passersby!

Write an Article

We have created a section for Education studies in order for you to share with the community. Whether your students have made a drawing, written an essay, or had a group discussion, we would love to read about it and help other leaders get inspired.
You or your students can choose to write an article to be published as an Education case study! Talk about your experience with creating an Action, its impact on the community, and the works that were created by the young participants.

 

You can do so by sending us an email with your text and we will put it online.

Introduce the Inside Out Project

Explain how the Project was Created

- Talk about JR and his artistic journey.

- Watch JR's TED Talk, announcing the launch of the Inside Out Project.

- Watch one of JR's movies such as Faces Places or Inside Out.

Talk about the Inside Out Project

The Inside Out Project was born from the endeavor of changing the world through art. It is a platform that helps people from all around the world to express a message that is important to them, using art.
Anyone can create what we call an “Action” about anything they want, anywhere in the world. More than 400,000 people have participated in 138 countries and territories.

Explain the process of creating an Action

1. Communities come together and craft a message such as:

  • Celebrating their heritage in Peru
  • Fighting for gender equality in Iceland
  • Showing the faces of the 11M undocumented immigrants in the United States
  • Fighting government censorship in Turkey

2. They then capture the portraits of all of the participants/people who stand behind the message.
3. The group leader sends the photos to the Inside Out Project Team who prints them and sends them back to the leader.
4. The community comes together to create these big portrait installations to spread the word about their message.

 

- Through the photos of the installations, the message travels the world.

- Through these Actions, you see that communities all over the world have similar interests and face similar issues as you.

- The impact is local but at a global scale

Introduce your Action

Give examples of Actions related to yours

Use the filters on the map to find Actions with a wide array of themes. If you know your message, find Actions around the world with similar themes to show how participants everywhere connect through common interests and issues.

Feel free to have your students explore the map or browse our Instagram page to find Actions that speak to them and themes that interest them.

Articulate your Action

If you have selected your message, explain it to your students and why it is relevant to them.
If your students are participating in selecting the message, ask them questions to help you narrow down a topic.

  • What​ ​do​ ​YOU​ ​stand​ ​for?
  • Who​ ​are​ ​the​ ​people​ ​you​ ​want​ ​your​ ​Group​ ​Action​ ​to​ ​represent?
  • What​ ​kind​ ​of​ ​issues​ ​exist​ ​in​ ​your​ ​school​/the world ​today?​ ​In​ ​your​ ​opinion,​ ​why​ ​do​ ​they​ ​exist​ ​and how​ ​did​ ​they​ ​spread?
  • What​ ​could​ ​be​ ​a​ ​solution​ ​to​ ​these​ ​problems?
  • Do​ ​you​ ​think​ ​your​ ​Inside​ ​Out​ ​action​ ​could​ ​help​ ​deal​ ​with​ ​these​ ​issues?​ ​Why​ ​and​ ​how?

We encourage you to have your students choose or write your statement.

  • Define the issue.
  • Write your message.
Define your goals

Discuss with your students how creating an Action will help them achieve their goal and express a message.

  • What can an Action’s effect be?
  • How can doing an Inside Out Action help a community?
  • Who do they want to reach?
  • What do they want people to think?
  • How does it feel to be so visible?
  • How can an Inside Out Action impact other people and yourselves?

Help them take up space to express themselves.

Facilitate a Reflection

Depending on the age of the students and the subject being taught, students can create their own work in response to the project. Those can take many forms such as interviewing each other, finding a word/sentence to express their identity/opinion/interest, researching a theme.


The following are some examples of exercises you can do with your students or conversations you can start. These examples are only a few ideas of topics to address. You will find many more examples of activities led by educators in our case study section, on our map, or by asking our team!

 

You can easily put your questions in a questionnaire format and collect answers from your students.

Talk about Art & Public Space

Street art
  • What​ ​do​ ​you​ ​think​ ​street​ ​art​ ​is?
  • Who is creating art​ ​in​ ​your​ ​community/neighbourhood?
  • What​ ​are​ ​their​ ​goals?
  • Is​ ​there​ ​a​ ​message?
  • What​ ​can​ ​street​ ​art​ ​tell​ ​us​ ​about​ ​society?
  • How​ ​can​ ​street​ ​art​ ​be​ ​used​ ​as​ ​a​ ​tool​ ​for​ ​change?
  • What​ ​might​ ​street​ ​art​ ​accomplish​ ​that​ ​other​ ​forms​ ​of​ ​activism​ ​cannot?
Illegality
  • What​ ​is​ ​the​ ​legislation​ ​in​ ​your​ ​community/city/state?​ ​What​ ​about​ ​other​ ​countries?
  • Where is public art accepted and where is it forbidden?
  • What types of street art are considered acceptable?
  • What​ ​do​ ​you​ ​think​ ​about​ ​it?
Reclaiming​ Public Space
  • What​ ​is​ ​public​ ​space?​ ​Who​ ​does​ ​it​ ​belong​ ​to?​ ​What​ ​differences​ ​do​ ​you​ ​see​ ​between public​ ​and​ ​private​ ​spaces ​?
  • How​ ​do​ ​public​ ​spaces​ ​such​ ​as​ ​city​ ​streets,​ ​parks,​ ​and​ ​monuments​ ​shape​ ​and​ ​reflect​ ​the identities​ ​of​ ​the​ ​people​ ​who​ ​live​ ​there ​?
  • What​ ​kind​ ​of​ ​images​ ​do​ ​you​ ​see​ ​in​ ​public​ ​space?​ ​Who​ ​put​ ​them​ ​there?​ ​What​ ​is​ ​their purpose?
  • Does​ ​it​ ​make​ ​a​ ​difference​ ​if​ ​artwork​ ​is​ ​displayed​ ​in​ ​a​ ​public​ ​space​ ​as​ ​opposed​ ​to​ ​an​ ​art gallery?​ ​How​ ​so?
  • What​ ​distinguishes​ ​the​ ​Inside​ ​Out​ ​posters​ ​from​ ​other​ ​forms​ ​of​ ​visual​ ​communication, such​ ​as​ ​advertising​ ​and​ ​signage ​?
Portraits and Identity
  • What​ ​is​ ​an​ ​identity?​ ​What​ ​purpose​ ​does​ ​identity​ ​serve?​ ​Talk​ ​about​ how you identify personally versus how others identify you.
  • What​ ​is​ ​the​ ​connection​ ​between​ ​a​ ​person’s​ ​identity​ ​and​ ​their​ ​face/expression?
  • How​ ​can​ ​portraits​ ​give​ ​voice​ ​to​ ​the​ ​identity​ ​of​ ​a​ ​group​ ​or​ ​community?​ ​Think​ ​of individualism​​ ​versus​​ ​group.
  • Have​ ​you​ ​already​ ​seen​ ​the​ ​face​ ​of​ ​people​ ​used​ ​for​ ​another​ ​purpose?​ ​Give​ ​your​ ​opinion about​ ​it.
Building Community
  • What’s a “community”?
  • How​ ​does​ ​someone​ ​identify​ ​with​ ​his/her​ ​own​ ​community?
  • How do you create a community?
  • What makes a community flourish?
  • What do communities need to survive?
  • How do you build a community?
Art and Social Change
  • Do​ ​research​ ​about​ ​portraiture​ ​in​ ​Art​ ​History.​ ​How​ ​did​ ​portraiture​ ​change​ ​from​ ​the​ ​20th century​ ​to​ ​today?​ ​Thinking​ ​about:​ ​photography​ ​x​ ​painting;​ ​digital​ ​x​ ​analog;​ ​selfies;​ ​artist role.
  • What​ ​role​ ​do​ ​you​ ​think​ ​art​ ​can​ ​or​ ​should​ ​play​ ​in​ ​addressing​ ​social​ ​issues​ ​and​ ​improving conditions​ ​for​ ​the​ ​individuals​ ​and​ ​communities​ ​they​ ​represent?
  • How​ ​can​ ​we​ ​use​ ​art​ ​to​ ​honor​ ​and​ ​remember​ ​people?
  • In​ ​what​ ​ways​ ​can​ ​art​ ​be​ ​an​ ​effective​ ​medium​ ​to​ ​address​ ​social​ ​injustice​ ​issues?
  • What​ ​are​ ​some​ ​of​ ​the​ ​potential​ ​challenges​ ​or​ ​limitations​ ​of​ ​using​ ​art​ ​as​ ​a​ ​vehicle​ ​for social​ ​change?
  • What​ ​other​ ​examples​ ​have​ ​you​ ​seen​ ​of​ ​art​ ​as​ ​a​ ​tool​ ​to​ ​raise​ ​awareness​ ​about​ ​an​ ​issue or​ ​bring​ ​about​ ​social​ ​change?
  • How​ ​would​ ​you​ ​use​ ​art​ ​to​ ​change​ ​the​ ​world?

Thinking​ ​points

  • local​ ​vs ​global
  • representation​ ​vs ​signification
  • connotation​ ​vs​ ​denotation

Activities

Street Art Walk

The Inside Out Project follows the tradition of graffiti and other street art forms that arose as both an outlet for creative expression and a form of social protest. Take a walk around the neighborhood surrounding your school or home and investigate the street art around you. Take notes.

  • Describe a piece of street art that you see.
  • Where did you find it (on the side of a building, a bus stop, a street sign)?
  • How would you categorize it (Mural, graffiti, tagging, poster, sticker, flyer, stencil)?
  • What images or symbols do you see?
  • Describe them in detail. What do they represent?
  • What ideas, aspirations, visions, or associations may have inspired this street art?
  • Describe any associations, memories, or emotions the piece evokes for you.
  • How does this experience differ from viewing art in a museum?
  • How does street art function compared to advertising and to signs (such as billboards, street signs, store signage)?
Where in the World

Look​ ​at​ ​the​ ​Inside​ ​Out​ ​Map​ ​on​ ​the​ ​website​.

  • Each​ ​student​ ​can​ ​choose​ ​one​ ​Action​ they ​like,​ ​and​ ​do​ ​research​ ​about​ ​the​ ​country​ ​where​ ​it​ ​took place.​ ​You​ ​can​ ​ask​ ​them​ about ​their​ ​previous​ ​knowledge​ ​of​ ​history​ ​and​ ​current​ ​events​ ​in​ ​these locations and how it relates to the situation in their own country. Students are encouraged to look at the architecture and surroundings of the installations and point out details that they think are important.
  • OR have students find places around the world that address common themes through their Actions.
  • OR have students choose a portrait that speaks to them. Ask them why they chose it, what makes it feel particularly powerful with regards to that Action’s theme/goals.
  • Debrief​ ​and​ ​discuss​ ​it​ ​with​ ​the​ ​whole​ ​class.
  • Ask​ ​each​ ​student​ ​or​ ​group​ ​of​ ​students​ ​to​ ​make​ ​a​ ​presentation.
  • You can do this activity in reverse and have students find places around the world that address common themes through their Actions.
Discuss or Write

Have your students debate their point of view on different subjects (see ideas below). The funny part could be to defend the idea they do not support. The students can also write small argumentative text to defend a point of view or explain their perspective/reflect on a subject related to the project. Don't hesitate to push them to do a little research.

Talk about a relevant issue that could be communicated through the Inside Out Project.

  • What is the problem?
  • What is the historical context of this issue?
  • How can it be solved? Even if it's impossible, what can be changed to fix the issue?
  • How can the Inside Out Project solve this problem?

This reflection can help you craft your statement.

The Checklist

  • Scout your location to find a good wall, fence, or ground to install your posters. 
  • Take your Portraits.
  • Upload your portraits and releases to the website.
  • Paste with your motivated team.
  • Document the Process through photos, videos, and interviews.
  • Send us your installation images and behind the scenes.
  • Share!

The tools you need

  • Camera or phone
  • Ladder/Scaffold/Lift
  • Wallpaper glue or Wheat Paste (water, flour, sugar)
  • Buckets + water
  • Paste Brushes
  • Squeegees
  • Cutters

Team Roles

We encourage you to get the students involved in all of the stages of the Action. It might even make the task easier for you!

 

Depending on the size of your group, you may want to consider assigning members to work together on specialized teams. Completing a Group Action is a collective effort and every member will have something unique to contribute. Here are some suggestions or roles and their responsibilities:

 

  • Student Leader(s) - Oversee the different tasks to make sure that everyone is working together. 
  • Portrait Photographer - Taking the portrait photos of all of the participants. Make the participant comfortable and encourage them to be expressive.
  • Portrait Organizer - Naming all of the portrait files with the first and last name of the participant and gathering all of the participants’ release forms.
  • Materials Team - Locating and acquiring the required materials needed for the Action Day.
  • Location Scouts - Finding the perfect location in the school/local community to paste posters. Negotiates and obtains necessary permissions.
  • Communications Team - Using social media and word-of-mouth strategies to promote the Group Action from start to finish.
  • Pasting Team - Pasting the portraits on Action day. Sometimes this has to be adults when the pasters have to use a scaffold or lift to reach the wall.
  • Photo Team - Taking portraits of the participants. Documenting the Action Day processes through photos and videos. (You can also use these to create a video that you can add to your Action page!)

Tips

  • If your students are learning multiplications, have them calculate the number of posters that will fit on the wall.
  • Before the pasting, ask students to say or write down a few words about any feelings they have about the project up to this point and their expectation for the day.
  • If you are teaching your students photography or video editing, this is a great opportunity! Have them take the portraits of the participants or create a video of the Action including other students’ and passersby’s reactions.

Reach Your Goals

Find your wall

Think about where to create your installation and how its placement can change the impact of your message. Even if there are limited possibilities for the installation, you can help the students consider the significance of location and the people who can see it.

Think about your pose

Whether you are talking about the environment, diversity or education, the students should be encouraged to use their portraits to express themselves. They are welcome to smile, frown, stick their tongue out.
On top of that, students are welcome to use objects or letters to express a message as long as they fit in the portrait frame.

  • This Action in the Netherlands used objects in their portraits to imitate a zoom screen, share headphones with a friend, throw water at each other, and other expressions of both their individuality and their being part of a community.
  • This Action France had each student hold up a letter to spell out messages about the environment such as “Act today for tomorrow”.

CAUTION: The portraits should be cropped to the face so creativity should stay close to the face.

What's on their mind?

In any shape you see fit (essay, video, discussion, drawing), ask your students to think about the installation in the message.

  • What was the photoshoot like for you? What was it like to be photographed?
  • Do​ ​you​ ​think​ ​something​ ​changed​ ​thanks​ ​to​ ​the​ ​Action?​ How​ ​so?
  • What​ ​could​ ​have​ ​been​ ​done​ ​differently?
  • In​ ​which​ ​way​ ​Inside​ ​Out​ ​is​ ​a​ ​communication​ ​tool?
  • Think​ ​about​ ​the​ ​moment​ ​before​ ​the​ ​action,​ ​when​ ​you​ ​were​ ​discussing​ ​the​ ​issues​ ​and deciding​ ​your​ ​statement.​ ​Did​ ​you​ ​change​ ​your​ ​mind​ ​since​ ​then?
  • Who interacted with your portraits? What did they think?
  • What did you learn in the process of putting the Action together?

Create content

If your students are old enough to edit videos, invite them to create a video with footage from the pasting day or other content they may have filmed. Feel free to include interviews of students, parents, staff, or passersby!

Write an Article

We have created a section for Education studies in order for you to share with the community. Whether your students have made a drawing, written an essay, or had a group discussion, we would love to read about it and help other leaders get inspired.
You or your students can choose to write an article to be published as an Education case study! Talk about your experience with creating an Action, its impact on the community, and the works that were created by the young participants.

 

You can do so by sending us an email with your text and we will put it online.

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