MY SISTER’S KEEPER
Overview
This lesson uses images from “My Sister’s Keeper” to help participants identify unique challenges
faced by women on their road to self-sufficiency and recovery from addiction. The mural was
researched, designed, and fabricated at VIP Community Services by a team of Groundswell artists in
Tremont, Bronx.
Using the lesson outlined below, participants will strengthen visual literacy skills while reflecting on
their own areas of growth and personal development.
Mural Website Page
https://www.groundswell.nyc/project/my-sister%E2%80%99s-keeper
Suggested Time
(1-2) 50 minute sessions
Audience
Adults in recovery
Resources
Climbing PoeTree. “Diamonds” (video). https://www.youtube.com/watch?v=iG0PnL_8gEE
Harvey, Jo. “Rewriting The Story Of My Addiction | Jo Harvey | TEDxUniversityofNevada”
(video). 2 February 2015. https://youtu.be/OJY4GkpRc7U
Renee, Sonya. “The Body Is Not An Apology” (video).
https://www.youtube.com/watch?v=B7lKPdh_y-8
VIP Communtiy Services. 9 July 2015. “10 Quotes for Strength to Change.”
http://www.vipservices.org/10-quotes-for-strength-to-change/
The Lesson
Ice Breaker
Declare intention within the space by forming a circle. On an index card, write a personal declaration
to self-improvement. In the circle, each person takes time to read their declaration.
Introductory Activity
Look at the image of the completed mural with the participants. Using the below questions, lead a
short guided discussion of the image content.
Guiding Questions
What’s going on in this image?
What do you see that makes you say that?
What more can we find?
What questions do you have?
Hands-On Activity
Have every participant form a circle with a piece of paper. Start with two lines of free writing that
begins with the phrase “In my darkest hour.” Fold the first line leaving only the second line visible.
Pass the paper. The next person has to write the next two lines, folding it so only the last line is visible
before passing. Complete this exercise three more times. The final person opens the paper and reads
the poem. Invite the participants to create a drawing based on the poem using symbols that express
the imagery of the poem. Share the symbols.
Repeat the process but begin with the prompt: “In my brightest day.”
Guiding Questions
1. What does this symbol represent? What kind of information is it giving to you?
2. Does the color palette influence or help your understanding of the symbol?
3. Did it feel different drawing the symbol based on the first prompt versus the second prompt?
4. What were some successes in creating this symbol? What were some of your challenges?
After the guided discussion, the group will have a better understanding of the personal transformation
content which inspired this mural, and will have together begun the process of building a shared
visual vocabulary to understand and address the process of recovery.
Look at the mural again. This time, ask participants to notice the visual symbols used by the youth.
Culminating Activity
(Note: This research and writing project can be assigned as homework or a Day 2 group assignment).
The central image in the mural are women forming a sisterhood through their recovery.
Listen to the poems included in the resources: “Diamonds” and “The Body is Not an Apology.”
These two poems focus on self-love in a positive way while acknowledging the difficulties that can
harm self-esteem. Based on the learning inspired by the mural, and using the poems, invite
participants to write a reflection which explores the meaning behind this image.
Guiding Questions
1. Who has inspired your recovery/your ability to overcome difficult times?
2. Who do you draw strength from?
(Note: You may choose to direct participants to use the web links above to locate primary sources.
You may also want to assign one source to a pair of participants so that participant teams or pairs can
report back and share their findings with the group. It may be helpful to extend this activity to
multiple days to allow participants to complete their research and summaries. If possible, make
multiple copies of participant summaries to share).
National Arts Content Standards
3) Choose and evaluate a range of subject matter, symbols, and ideas.
4) Understand the visual arts in relation to history and culture.
5) Reflect upon and assess the characteristics and merits of their work and the work of others.
New York State Learning Standards in the Arts
1) Create and participate in the arts.
3) Respond to and analyze works of art.
4) Understand the cultural contributions of the arts.