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PS4: Creates opportunities for students to embrace diversity of peoples, philosophies, and cultural histories.
Evidence 1: Artist display in school hallway.
Description: I created an interactive display in the hallway of the school, outside of the art room for the entire school community to participate in learning about different artists and their works. The display showed a photo of the artist, a piece of their artwork, as well as a video on loop that included a slideshow of additional works and the artist speaking about their work. The artists I chose were from one or more marginalized groups. The wall display was interactive. With the words: "What do you...See? Wonder?" and, "What did you learn?" posted around the artist and their work. Sticky notes and pens were provided for people to respond to the artwork.
Display in school hallway
Analysis: Artists that are included in this display and activity are selected based not only on the quality of their craft, but also for being a part of a marginalized group. The idea behind this is to widen the exposure that students have to well-known artists and their work, as well as show support for a diverse culture in the art world. It is important that all students find connections within the art room and one way to provide this is to present to them artists who they may not have heard of yet, that may not exist in a typical art history book, that they have not yet had the chance to see in a museum. For a young person to make a connection to an artist, one in which they may see themselves reflected, it can be a powerful and meaningful moment for that person.
Cultural (Mis)Appropriation Certificate Leyden.pdf
Evidence 2: Webinar certificate for: Making Sense of Cultural Appropriation: What is Multiculturalism in the 21st Century?
Description: This webinar focuses on what cultural appropriation is, the effects that it has on our students, and how to have a culturally responsive practice.
Analysis: National Art Education Association's (NAEA) Equity, Diversity, and Inclusion Commission defines cultural appropriation as when there is an unauthorized adoption of icons, symbols, rituals, aesthetic standards, or a representation of a culture by a person of another culture. This also occurs when a person of a dominant culture assumes role of an expert of another culture, domination of one person of another culture or trivializes the experience or experiences of a person of another culture.
As art educators, images and content that we use and present in the classroom are powerful and can impact our students and communities. In order to have a culturally responsive practice, we must Ask and Invite. We can ask the true experts - those who are part of the culture that you want to bring into the classroom. We can invite artists into the classroom to learn directly from them about their culture.
It is important that all students see themselves reflected in the art curriculum, if there are students who come from another culture in your classroom, ask them and their family or community to come visit the art room to share their culture.
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