A binary gender system has classified gender into two distinct and disconnected forms of masculine and feminine, and has shaped and aggravated today’s misconception about gender. To redefine gender identity, we need to first realize that gender is a spectrum, which embraces an entire range of gender identities. Through this lesson, students will examine the topic of gender and binary gender through a self-guided exploration and analyze how artists, Claude Cahun and Zanele Muholi, incorporate their own lived experiences into their artwork to challenge and deconstruct the notion of binary gender. Students will be able to apply the technique of photography to create a portrait that breaks away from stereotyping binary gender representation.

This whole lesson is framed around the introductory quote “gender is a context and context is often gendered”. We will see in this lesson that how gender is shown in fashion was quite different in the past. Society constructs what gender is supposed to look like and who it’s for, and we give meaningless constructs the power by letting it rule us. Students will look at and present on some nonbinary fashion brands who are changing the very gendered fashion that we still have today. After being informed on the history of gendered fashion, and also seeing how many designers are breaking the mould, students will come up with their own design and style their model in a way that moves fashion forward.

In today’s advertising industry, products and advertisements, especially for beauty and fashion products, are still using gender-oriented images to appeal to many audiences and binary gender identifications in public space and on public media. In this lesson, students will analyze how the representations of gender are portrayed/depicted on public media as well as criticize how public advertisements instill gender norms and gender stereotypes. Students are encouraged to incorporate historical, political, cultural and personal insights to understand and interpret this topic and are challenged to deconstruct a public advertising campaign to embrace gender fluidity in public space.

Public spaces all over the world, despite the title as “public space”, are often excluding many groups of people. We see spaces that conform to an enforce binary genders only, spaces for people who are able bodied only, etc. In this lesson, students will analyze first about why even with advancing technology, architecture still continues to be gendered and non inclusive- as a whole. Students will take a look at some artists and organizations who are redesigning and reimagining public spaces and monuments. We will talk about who cannot use these spaces and why, as well as who gets washed away from history in public monuments. By seeing how some artists reimagine spaces and tributary statues, students will be able to start their own research into a public space or monument they want to reimagine and redesign.

In the past four weeks, we have closely examined how gender flux and non-conforming gender are embedded with personal, historical, and collective significance in the public and/or virtual space through the artistic practice of photography and drawing. However, narrative art goes beyond traditional artistic representations and/or storytellings. Gender flux narrative is a transformational space where the purposes of objects are recontextualized and redefined and all possibilities of queerness are explored. In this lesson, students will analyze how artists question binary conception of race, gender, and identity through the artistic practice of appropriation, as well as how their personal narratives are manifested through the form of performing art. By seeing how Jes Fan and Sophia Mak narrate their personal experiences and personal artistic practices through art appropriation and performing art, students will be able to find existing objects and load personal, cultural, and/or historical significance on them for personal gender narrative purposes and/or undermine conventional gender norms.

In this class, we wrap up our unit with some fun games and activities that involve sharing work and engaging in discussion with each other as a class. After connecting and debriefing, the teacher introduces the final project to students and share a slideshow that provides the students with the artists that we learned about in this course, along with some new artists. These artists inform and inspire their final project ideas.

I am Michelle B. and I am a 11th grader from M.E.T.S Charter School (soon to be closed). As of now I see myself attending college, regardless of where that may be I’m no less than ecstatic. In many ways I’ve always looked forward to entering this somewhat frightening yet exciting time in my life.

Regarding my route of study, I would like to pursue social justice and advocacy. Exactly how this will unfold I’m unsure, but of course, I’m not afraid. I’ve always wanted to expand my knowledge regarding the implications of the binary gender and how they impact the way society imposes such ideas. At first, I wasn’t sure what to expect as I never participated in a program like this before, however, I knew it would be a wonderful experience as the description for this particular course was enlightening and overall beautiful. So, the moment when registration for this course became available I applied!!

My name is Gael L., I’m currently a junior in High School of Art and Design. I took this NYU program mainly because I wanted to learn more about today’s current social topics. How I could use this knowledge as a tool for my art, and how I can use art as a tool for these social topics. At the beginning of the course I was really unaware of how I felt about gender norms and a bit timid about it. However this course helped me a lot with knowing more about how we reacted to binaries and how it has shaped a significant part of our daily lives. When I noticed that we shared similar opinions on these topics it made me feel more secure and confident with my identity. In the future I’m planning on pursuing a career in art and attending New Paltz collage

I am Sarah I., and I am a sophomore at The Bronx High School of Science. In the future, I hope to study architecture in college and to continue to grow my student-led organization Finx. This course caught my eye for the fact that it celebrates many communities through art. Overall I was able to learn new interpretations and expressions of art as well as gender.

My name is Naidym M.Y., I attend Great Neck South High School.

I took this course because I wanted to be more aware, and I wanted to learn more about how do deconstruct binary boundaries. Taking this course taught me about the origin of gender boundaries and meeting new people was lovely through these difficult times.

My goal is to study criminal justice because many people are affected by the stereotypes that people have created and end up with undeserved jail time and I want that to end.

My name is Laila P.. I go to Pelham Memorial High School.