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This project stemmed from my experiences as a white, cis gendered female K-5 visual arts teacher going from teaching in a racially and culturally diverse school to teaching in a school that is 86% white. The goals of this study were first to improve my own practice and analyze my personal biases, second to inform other teachers with similar struggles, and third, to teach my students about a broader range of artists. The lessons I had previously taught revolved around a one-dimensional representation of culture, such as a holiday or tradition, unintentionally creating a stereotype. In addition to the cultural lessons, I also realized I had created a curriculum of white, deceased, Western, male artists. Subconsciously, I felt this was an unspoken requirement because it was what I learned to teach during own undergraduate teacher education. In response, I developed a more culturally responsive teaching practice that introduced my students to new contemporary artists who are diverse in terms of ability, race, ethnicity and gender. My research questions for this study were: What strategies could I use to decentralize whiteness in my classroom curriculum? How can I include a wide range of diverse artists without lessons centered around stereotype-based projects such as holidays or traditions? How will teaching contemporary artists from diverse backgrounds shift the perspective of my students? For this study, I taught 80 5th grade students for three months during the 2017-2018 school year at a public elementary in the north suburbs of Chicago. The four classes met twice a week for thirty-minutes. To answer my research questions, I employed action research methodology and my data included pre- and post-unit surveys, student artwork, personal fieldwork notes and sketches. Among my initial findings were that my students demonstrated a strong bias towards the canon of Western, male-dominated art before I began teaching a more inclusive, less biased contemporary art curriculum, which I anticipated. At the conclusion of the study, my students changed their associations of the term artist to a more inclusive definition which they demonstrated through their art-making and post-unit surveys. Through my own experiences, I recommend that other art teachers analyze their curriculum for bias and adapt their methods to teach contemporary art and ideas that will engage students with a broad view of the world they inhabit.
For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking Contemporary Art and Multicultural Education continues to provide an accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history. Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of the original to present new possibilities and modes of understanding art, culture, and their relationships to students and ourselves. The fully revised second edition provides new theoretical and practical resources for educators and students everywhere, including: Educators' perspectives on contemporary art, multicultural education, and teaching in today’s classroom Full-color reproductions and writings on over 50 contemporary artists and their works, plus an additional 150 black-and-white images throughout Lesson plans for using art to explore topical issues such as activism and democracy, conflict: local and global, and history and historicism A companion website offering over 250 color reproductions of artwork from the book, a glossary of terms, and links to the New Museum and G: Class websites---www.routledge.com/textbooks/9780415960854.
Contemporary Art and Multicultural Education is the first book of its kind to address the role of art within today's multicultural education. Co-published with The New Museum of Contemporary Art , this beautifully illustrated book is a practical resources for art educators and students. Co-published with the New Museum of Contemporary Art.
This full-color resource will help educators teach about current art and integrate its philosophy and methods into the K-12 classroom. The authors provide a framework that looks at art through the lens of nine themes--everyday life, work, power, earth, space and place, self and others, change and time, inheritance, and visual culture--highlighting the conceptual aspects of art and connecting disparate forms of expression. They also provide guidelines and examples for how to use contemporary art to change the dynamics of a classroom, apply inventive non-linear lenses to topics, broaden and update the art "canon," and spur creative and critical thinking. Young people will find the selected artwork accessible and relevant to their lives, diverse and expansive, probing, serious, and funny. Challenging conventional notions of what should be considered art and how it should be created, this book offers a sampling of what is out there to inspire educators and students to explore the limitless world of new art. Book Features: Indicators and lenses that make contemporary art more familiar, accessible, understandable, and useable for teachers. Easy-to-reference descriptions and over 80 color images from a variety of contemporary artists. Strategies for integrating art thinking across the curriculum. Suggestions to help teachers find contemporary art to fit their curriculum and school settings. Examples of art-based projects from both art and general classrooms, including concepts, goals, materials, scaffolding activities, teacher reflections, and more. Guidance for developing curriculum, including how to create guiding questions to spur student thinking. A compilation of resources, including a dedicated website at teachingcontemporaryart.com.
The ultimate resource for developing a diverse, engaging primary art curriculum based on the work of artists from a range of backgrounds and cultures. Whether your class are drawing self-portraits or collaging with recycled materials, take inspiration from artists that challenge conventions and start conversations. With lesson plans, project ideas and one-off activities, Teaching a Diverse Primary Art Curriculum is a practical guide full of inspiration to empower every teacher to have the confidence of a specialist. Photographed black-and-white examples of children's work inspired by the likes of Jean-Michel Basquiat, Victoria Villasana and Ai Weiwei provide a comprehensive guide to primary art lessons that are in line with the National Curriculum and offer opportunities for cross-curricular links. Each chapter focuses on a different art form, including drawing, painting, sculpting, printing, textiles, photography and collage, and contains child-friendly histories of the suggested artists without problematic stereotypes or generalisations about cultures. Feel supported by this practical book to teach pupils about art from women, people of colour and people with disabilities – and let their creativity do the rest!
Anti-Racist Art Activities for Kids offers creative projects for kids ages 8–12 to inspire change within themselves, their community, and the larger world.
In my thesis, I review research on how to integrate multiculturalism into both the art classroom and curriculum. I also discuss the exclusion of art by non-Western artists and artists of color from museums and galleries. Finally, I explain why I chose the cultures and artists for my topic of study. I include research on nine contemporary artists. These non-Western and artists of color have been selected to be used as inspiration for creating art in the middle school art room. Each artist has a unique style and story, both of which contribute to creating a well-rounded curriculum. Finally, I include nine lesson plans that I have created based on my research that includes various contemporary artists. This helped me create a template for the multicultural middle school art curriculum that is presented in the final section.
This imaginative, practical, and engaging sourcebook offers inspiration and tools to craft critical, meaningful, transformative arts education curriculum and arts integration grounded within a clear social justice framework and linked to ideas about culture as commons.