Guiding Questions
Centering Yourself in the Arts
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
Intentional Practice Reflections
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?
Centering Your Students & Community
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
When Selecting Resources...
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 ?