Guiding Questions

Before creating with your students, consider how you:

• locate yourself (i.e., Settler, Indigenous)

• identify visible and invisible intersectionalities that define you

• reflect on personal bias and privilege in the Arts

• recognize similar or different intersectionalities that you may share with students

• make space for different artistic backgrounds

• reflect on ways that personal privilege in the Arts have impacted your lens on Arts Education

• demonstrate equity towards all artistic genres and traditions

• stay mindful of cultural appropriation while creating with students

While creating with your students, do you:

• challenge biases and narratives about students and communities? 

• use current resources that reflect Culturally Responsive, Anti-Oppression and Anti-Racism pedagogies?

• actively build critical consciousness in your classroom?

• challenge systematic oppression in the Arts?

• create classroom experiences focused on student voice, abilities, identities and histories?

• select experiences that are inclusive and accessible to all students? 

• focus classroom activities on the creative process and inquiry opportunities?

• model and create work alongside your students?

• create safer spaces for your students to engage in difficult conversations?

• remain mindful of cultural appropriation while creating with students?

• scaffold social justice discussions through your teaching?

• explore authentic student  histories and realities?

• de-center Western cultures in your practice?

• center 'othered' artistic expressions and practices?

• Provide space for students to express their own culture without interpretation

• Any student work should be authentic representations of their voice, histories and culture

• Welcome community voices and Elders into the creation process

• Students should not be using cultural content that is unfamiliar to them

• Reference CEBSA  (Centre of Excellence for Black Student Achievement) and UIEC (Urban Indigenous Education Centre) when exploring Black and/or Indigenous content

• Contact the Arts department if you have questions

Consider the Following:

• Is this a current resource? 

• Is this a Canadian resource? (e.g., author, images, social justice content)

• Am I using the TDSB Equity Toolkit to select materials that are  Culturally Relevant and Responsive to my students needs?

• How does it promote student voice and student well-being?

• How are you considering visible & invisible aspects of student identities when choosing resources?

• How does this resource reflect student histories?

• Does this resource challenge harmful narratives?

• How does this resource portray the contributions of Black, Indigenous, People of Colour; and Lesbian, Gay, Transgender, Bisexual, Queer, Two Spirit, Non-Binary and Questioning persons to society?

• How does this resource portray those with special needs?

• How will this resource provide entry points for students with special education needs or English language learners?

• Can all of my students access this resource or lesson, regardless of access to technology and materials?

• Are there any student privacy concerns? 

• Am I using my professional judgement and critical literacy skills when selecting resources ?