AN ARTISTIC EXPLORATION OF ADJUSTING TO LIFE IN THE UNITED STATES: SEQUOIA HIGH SCHOOL'S NEWLY ARRIVED IMMIGRANT YOUTH'S EXPERIENCES

This community engaged capstone project details the creation and implementation of a week-long, art-centered lesson plan for three of Sequoia High School's Year 1 English Language Development classes. Approximately 45 newly arrived immigrant youth participated. The goals of the project were to advance the students' English language skills and foster a sense of community within the classroom. Throughout the week, the students analyzed and created art to reflect on their adjustment to life in the United States. The resulting artwork and poetry offer valuable insights into the adjustment of immigrant youth into life in the United States, specifically in regards to their aspirations and future plans. Due to time constraints and a lack of expertise in art analysis, this paper does not delve into a detailed analysis of each piece, but future research could further explore the themes and symbolism present in the students' collages, contributing to a deeper understanding of the immigrant experience. Their poetry and collage can be found at the end of this paper.