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Geometry as Public Art: Telling A Story


Inspired by the Park's design and geometric features that tell the story of the immigrant experience, the curriculum, Geometry as Public Art: Telling A Story, is to engage students to learn about and share their own, families or ancestors’ immigrant experience and in doing so build common ground, celebrating what unites and connects us.


Boston Public School Partner Program, the multi-disciplinary curriculum creatively integrates geometry, art, language and social studies while promoting cross-cultural understanding and respect. Key goal is to spark awareness of geometric shapes, and their creative expression of ideas and thoughts.

The three lesson curriculum includes:

Lesson One    Classroom: Discover Geometric Shapes Surrounding Us.

                    Introduce the Curriculum, watch About the Park together. Then, introduce

                    About My Family questionnaire to guide students in speaking with a family                      member to learn about the first person in their family to come to this


Lesson Two     Park: Geometric Features Telling the Story of the Immigrant Experience.

                    Students experience first-hand at the Park how the geometric features:

                    Abstract Sculpture, split rhomboid dodecahedron (solid, Euclidian

                    geometry) and Labyrinth (plain) and Reflecting Pool (circle) tell the story,

                    a story we all share, except for indigenous people.

                    Students are introduced to the health benefit of walking the labyrinth.

                    All walk the labyrinth together  All play the One Step Forward Game when                      ultimately all will arrive at the center of the circle together, realizing all

                    that connects us.


Lesson Three    Classroom: I AM Poem with Portrait & Geometric Illustration

                     Students create their I AM Poem (template provided, optional) 

                     told in the voice of the first person in their family to come to this country,

                     with the information. from the About My Family questionnaire (first lesson).

                     Students illustrate their poem with portrait of the individual and a

                     geometric illustration. Students share their work. 

Introduction for Teachers & Students (power point)


Overview with Timeline & Examples

Templates: About My Family questionnaire and I AM Poem


Evaluation: Teacher & Students

Armenian Heritage Park on The Greenway is easily accessible by public transportation and a short walking distance from the MBTA Stations: Government Center (Green, Silver &  Blue Lines); Haymarket (Orange Line); South Station (Silver Line); Aquarium (Blue Line) or Park Street (Red Line). 


The curriculum was developed by the 4th grade teachers, The Eliot K-8 Innovation School, Boston Public School in the North End in partnership with educators among the Friends of Armenian Heritage Park. Presently the curriculum is being implemented in ten Boston Public Schools. 

We look forward to hearing from you. Please email us if you are implementing or interested in the curriculum.

“This curriculum is an exciting and engaging way for students to learn more about their family heritage and reflect on the American immigration experience.  The curriculum is a wonderful way for teachers to learn about and better understand their students and for the students to learn about one another.”   Brianna Greene

“The pride just exudes from my students as they draft and revise their ‘I AM’ poems; being able to dive deep into their family’s arrival to America is so worthwhile." - Roxanne Emokpae

“Implementing the curriculum in our classrooms at the beginning of the year is a great way to welcome students to 4th grade and to introduce our larger social studies immigration unit.”- Alyssa Kotsiopoulos


“This is a great opportunity for students to spend time with their families, learning the story of their own culture and experience and sharing that experience.” - Emily Roberts


“The three thoughtfully planned lessons take educators and students on a path of self-discovery and storytelling, intertwine interactive classroom lessons and the hands-on nature of visiting the Park. The culmination of celebrating the immigrant experience is just as heart-warming and thought-provoking as the rest of the unit as students share proudly their I AM poetry during ArtWeek at the Park.” Morgan Atkins, former Coordinator of Culture and School Climate


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