Curriculum Map: Salt Lake Underground Entrepreneur’s Lessons in ‘Rebellion Through Action.’

Essential Questions

1. How is seeking mentors throughout your life helpful?

2. How can being rebellious be good?

3. What is the value of giving balanced critique and feedback?

4. How can entrepreneurs help to build creativity in a community?

Learning Intentions – Upon completing this Module, students will:

1. Identify career-building strategies and define mentorship.

2. Explain journalistic goals and techniques for writing magazine artist reviews.

3. Express rebellion through action.

4. Describe the DIY movement and how it contributes to a creative community.

5. Apply writing techniques and literary devices to express an opinion on art.

6. Articulate and experience how entrepreneurs, creativity, and community intersect.

Success Criteria

1. I will pursue creative opportunities.

2. I will take opportunities to amplify others in my community doing good work to make where I live a better place.

Learning Outline

This 4-hour module is based on the video presentation by Angela Brown. It can be taught as a whole learning experience, or in chosen sections as time allows:  

• 10 minutes: Video 1: Pre-Viewing Launch Activity– Seeking Out Mentors

• 20 minutes: Video 1: While Viewing– Meet Angela Brown: Salt Lake Underground Entrepreneur

• 10 minutes: Video 2: Post-Viewing– Career Path

• 5 minutes: Video 2: Pre-Viewing Launch Activity– Behind-the-Scenes of a Local Indie Mag

• 20 minutes: Video 2: While Viewing– Excerpts from the SLUG Writer’s Bible

• 10 minutes: Video 2: Post-Viewing– The Compliment Sandwich Writing Technique 

• 15 minutes: Video 3: Pre-Viewing Launch Activity–Craft Lake City and the DIY Fest

• 20 minutes: Video 3: While Viewing– The DIY Reframing of Grandma’s Craft Culture

• 15 minutes: Video 3: Post-Viewing– Exploring Creative Outlets

• 60 minutes: Demonstration– Writing Artist Reviews for an Indie Mag

• 60+ minutes: Making Connections– Arts Integration Project - DIY Makers: That Thing You Are Making Is Awesome! 

Video 1: Launch Activity–Pre-Viewing: Seeking Out Mentors

[10 min]

[Learning Intention 1]

Procedures:

1. Hook: Think. Pair. Share.

   • Think: Students think individually about an accomplishment, however small. Think about who helped guide and encourage them.

   • Pair: Students pair up with a nearby partner and exchange stories.

   • Share: Select a few students to share their stories with the whole class

2. Tell Students: Someone who guides and encourages you to pursue something you want to accomplish is called a ‘Mentor.’ A mentor is a good listener who has your best interest at heart and whose experience can help you carve a pathway to your goal.

3. Tell Students: As you will see in Video 1, Angela speaks highly of her mentors who helped guide her throughout her career. They saw her potential and gave her opportunities. She attributes mentors as a key factor in her success and today, she prioritizes mentoring many young people and brings young spirits into creative environments.

Video 1: While Viewing: Meet Angela Brown: Salt Lake Underground Entrepreneur 

[20 min]

[Learning Intention 1]

Procedures:

1. Tell Students: We are going to watch the first video in a series of 3 about Angela Brown. Read the unit introduction to students aloud.

2. Circulate a few hard copies of SLUG magazine. Give students a few minutes to browse the online version of SLUG magazine on the SLUG website.  

3. Pass out the Career Paths Worksheet to each student. Read the Video 1 section instructions aloud: As you watch the video, create a timeline reflecting Angela’s personal and professional journey. Jot down mentors she meets along the way and other factors that helped her progress. 

4. Discuss options on how to create a timeline (point out the timeline option on the worksheet).

5. Play Video 1: Angela Brown: The Rise to Queen of Salt Lake Underground (8:50 min)

Video 1: Post-Viewing: Career Path

[10 min]

[Learning Intention 1]

Procedures: 

1. Ask Students: 

   • Can I get a volunteer to share the major timeline events in Angela’s life and career?

     (Open it up for others to add other major events that weren’t mentioned.)

   • How did mentors play a role in Angela’s progress? 

   • What other factors contributed to Angela’s progress? (Her photography skills. Her high school experience as a photographer and editor of the literary arts magazine. Her willingness to take risks and work hard. etc.)

Video 2: Pre-Viewing: Behind-the-Scenes of a local Indie Mag

[5 min]

[Learning Intentions 2,3]

Procedures:

1. Ask Students: What is the best thing you have ever written? What makes it your best?

2. Tell Students: We are about to watch Video 2 to learn more about an independent magazine's (Indie Mag) behind-the-scenes and how Angela mentors students like you to write articles for SLUG using a writing technique they created called the ‘compliment sandwich.’

Video 2: While Viewing: Excerpts from the SLUG Writer’s Bible

[20 min]

[Learning Intentions 2,3]

Procedures:

1. Have a volunteer read the Video 2 section instructions on the Career Paths Worksheet aloud as a class.

2. Angela introduces a ‘compliment sandwich’ writing technique SLUG writers use to review local bands. 

   • Describe the ‘Compliment sandwich’ writing technique and why they use it.

   • Select 1 of 2 SLUG review samples linked below and discuss how the writer used the ‘compliment sandwich’ writing technique.

3. Tell Students: As you watch the video, jot down your answer to the first question. 

4. Play Video 2: Jump Start your Career as an Indie Magazine Writer/Editor (16:05 min)
   

5. Give students a few minutes to answer question 1. 

Video 2: Post-Viewing: The Compliment Sandwich Writing Technique 

[10 min]

[Learning Intentions 2,3]

Procedures: 

1. Ask Students: Who can describe the SLUG writing technique called the ‘compliment sandwich’ and why the SLUG writers use it for every review? 

2. Tell Students: The compliment sandwich music review writing technique starts with acknowledging that there is always room for improvement for every band, but if you dwell on that and publish a negative review it can create shame and make someone not want to create music ever again, which is not SLUG’s mission.  Rather, the mission is to encourage locals to keep making music while being honest and maintaining journalistic integrity. The compliment sandwich technique works like this: 

   • First look for something redeeming, maybe it is the name of the band or the idea behind the concept. Try to bring out the uplifting parts— maybe the artwork is really killer, and talk about that for a moment. 

   • Next go in for constructive criticism, you know, hey, they really need to improve with ABCDE and F. 

   • Lastly, end on some kind of a high note. It's a good challenge for the writer- especially when they think the band is terrible and they are forced to find something redeeming. You can ALWAYS find something redeeming so it's a good skill to practice- the compliment sandwich works every time.

3. Tell Students: We will explore and practice this technique later in this module. 

Video 3: Pre-Viewing: Craft Lake City and the DIY Fest

[15 min]

[Learning Intentions 3,4]

Procedures:

1. Tell Students: We are about to watch Video 3 about how and why Angela Brown started Craft Lake City.  Read the module introduction about Angela aloud to students.

2. Tell Students: Craft Lake City’s most attended event is the biannual Do-It-Yourself Festival—a festival by locals, for locals, celebrating all things local. The Festival encompasses do-it-yourself culture, featuring artists and craftspeople, DIY engineers and tinkerers, foodies, singers and dancers, collectors, and upcyclers. It celebrates the best in all of us—our desire to make greatness from the mundane and share it with our friends.

3. Have students browse the Craft Lake City website and note anything that interests them. 

4. Ask Students: Has anyone been to the DIY Festival? Have students take turns sharing their interests with the class.

Video 3: While Viewing: The DIY Reframing of Grandma’s Craft Culture

[20 min]

[Learning Intentions 3,4]

Procedures:

1. Have a volunteer read the Video 3 section instructions on the Career Paths Worksheet aloud as a class.

2. Play Video 3: The DIY Reframing of Grandma’s Craft Culture (11:45 min)

Video 3: Post-Viewing: Exploring Creative Outlets

[15 min]

[Learning Intentions 3,4,6]

Procedures: 

1. Give students a few minutes to finish jotting down DIY ideas and have them go back to the Craft Lake City website to answer the remaining questions. Three types of scholarships are LGBTQ+, ArtAbility, Artisan

2. Ask Students: what does Angela Brown teach us about entrepreneurship, creativity, and community? Discuss. She shows us how they can be interconnected. The passionate entrepreneur will bring creativity to the community. 

3. Tell Students: For our arts integration activity we are going to make and showcase our best DIY art idea, so keep thinking about what you would like to make. Before we do that let’s practice writing reviews on local artists using the compliment sandwich writing technique.

Demonstration: Writing Artist Reviews for an Indie Mag

[60 min]

[Learning Intention 5]

Procedures:

1. Tell Students:  Now we are going to look at a few local music reviews to learn more about the ‘compliment sandwich writing technique’ Angela introduced us to in Video 2. Then we will try to write our own.

2. Remind students that reviewing artists using the SLUG compliment sandwich writing technique encourages artists to keep making music or other art while being honest and including a legitimate critique. Review the compliment sandwich technique explained in the Video 2 Post-Viewing section with students. 

3. Tell Students: In pairs, choose 1 of the 2 sample SLUG music reviews and read it for the compliment sandwich. How does the review reflect the ‘compliment sandwich’ technique?

   • SLUG  Writing Sample 1: Broken Puppet by Audrey Lockie

   • SLUG Writing Sample 2: Never Give Upby Alton Barnhart

   • Consider having students highlight the online writing samples using an online highlighter such as Super Simple Highlighter Chrome Extension.

4. Project each writing sample to the class and have a few student volunteers present their analysis. Point out literary devices and figures of speech used in each review that make them stand out. 

5. Have students write a review of a local artist using the compliment sandwich technique. SLUG writers review music, comic books, video games, painters, graphic design, etc. Encourage students to review any art and artist that appeals to them.

6. Have students submit an image or photograph with their review to an online platform such as Padlet. 

7. Have students browse their peers’ reviews and share positive comments. 

8. Tell Students: If you enjoyed that writing exercise, consider applying to be a contributing writer, volunteer, illustrator, etc. with SLUG. Apply here. 

Making Connections: Arts Integration Project – DIY Makers: That Thing You Are Making Is Awesome! 

[60 min]

[Learning Intention 6]

Procedures:

1.  Tell Students: In the last section we learned how to write reviews on art and artists. Now it’s time to flip the switch and be the artists!

2. Tell Students: In Video 3, Angela Brown talks about redefining the term ‘craft’ by putting a spin on our grandma’s generation of crafting.  She believes that whether it is a craft technique like embroidery or a fine art technique like sculpture or oil painting, it is that common denominator of creativity that unites us. One shouldn’t be valued more than the other and the lines between a craft (or functional art) and fine art should be blurred and showcased next to each other at the same event. 

3. Tell Students: While watching Video 3, you brainstormed ideas of things you could make and sell at a DIY fest. *Working individually or in pairs, your job now is to land on your best idea and to pitch your idea (Maximum 2-minute pitch) to the class. 

   • Maximum 2-minute pitch describing your product.

   • (Optional) Create a PowerPoint slide visual for your pitch.

   If students need help coming up with ideas, here is a list of DIY categories that the Craft Lake City DIY Fest accepts applications for- DIY Fest Categories

4. Have students (individually or in pairs) take turns pitching their product ideas. After each pitch have the student audience provide feedback using the following prompts (post them or put them on the board):

   • What I like about your idea is ___________________________.

   • Could I make a suggestion that might make this product even better? ____________________________. 

5. Tell Students: You have one week to create your DIY Fest product. Set a ‘show-and-tell’ date for students to bring their creations to school. 

6. Tell Students: If you are interested in applying for a vendor booth at the DIY Fest, you should! You might want to get back on the Craft Lake City website and check out the DIY Fest Exhibitor Resource page for details on how to prepare. 

Invite students to “dig deeper” on these topics by providing additional options for research and reflection on writing, independent magazines, creativity, and DIY Maker opportunities.

DIY Maker Spaces and Creative Opportunities 

• SLUG Magazine: Volunteer and Internship Opportunities

• Craft Lake City: Apply to be a vendor, performer, or volunteer at the DIY Fest.

• https://www.makesaltlake.org/ Salt Lake’s Premiere Maker Space. The shop provides affordable access to tools and learning experiences, aiming to connect like-minded people.

• DIY Volunteer Projects: Points of Light provides DIY volunteer project opportunities for families and people of all ages.

• Lessons for Emergent Writers- includes place-based, multimedia writing activities for youth of all ages.

Books

• The Artist's Way by Julia Cameron: Provides a twelve-week course that guides you through the process of recovering your creative self. It aims to dispel the 'I'm not talented enough' conditioning that holds many people back and gives you a starting point to unleash your inner artist.

• A Maze Me by Naomi Shihab Nye – This volume can serve as poems of encouragement to girls for cultivating their own way of being in the world, and as poems of discovery for seeing how many truths they share with others.

Websites

• 10 Best Independent Magazines: A ‘Stack’ blog with an international list of great independent magazines.

• National Writing Project: The Write Time: Writing teachers from across the NWP Network interview young adult and children’s authors about their books, their composing processes, and writers’ craft.

• Cutthroat: A Journal of Arts: Includes online issues, writing contests, and more. They are dedicated to providing a safe space for a diversity of writers. 

• The de Groot Foundation: Passionate about investing in writers and the literary arts, The de Groot Foundation believes non-violence, diversity, inclusivity, and cooperation make a more beautiful world.

Articles

• ”Ashleigh Allen: Why I Write”: I began writing poetry as a child because I felt alive differently when I wrote. The page offered me a place to create on my own inventive terms, at my own pace, and under my own evolving directions. As a teen…