P Bode  M C Ed A R Ted
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P Bode  M C Ed A R Ted P Bode M C Ed A R Ted Presentation Transcript

  • Redefining Multicultural Art Education in Multiple Contexts with Multiple Identities Patty Bode Tufts University with The School of the Museum of Fine Arts, Boston Affirming Diversity in the Art Room: [email_address]
  • What is multicultural ( ART) education ?
    • Awareness other cultures…
    • … similarities & differences
    • … multiple perspect..global soc
    • Understanding own cultural lens
    • … authentic experiences..who decides?
  • Objectives of this presentation
    • Brief overview of theories of Multicultural Education in United States.
    • Examples of various models of multicultural education in action in the art room.
    • Questions and discussion.
  • James A. Banks Dimensions of Multicultural Education
    • Content Integration
    • Knowledge Construction
    • Prejudice Reduction
    • Equity Pedagogy
    • Empowering School Culture
    Banks, J. A., (2004). Multicultural education: Historical development, dimensions, and practices. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3-29). San Francisco: Jossey-Bass.
  • Contributions Approach Additive Approach Transformation Approach Social Action Approach James Banks 4 Levels of Integration of Multicultural Content Banks asserts the theory of 5 Dimensions of multicultural education with curriculum content as one of those 5 dimensions. Banks, J. (2008). Teaching Strategies for Ethnic Studies, 8th Ed . Boston: Allyn & Bacon.
  • Multicultural Art Education and Visual Culture Art Education
  • Paulo Freire Pedagogy of the Oppressed “ Banking Education” vs “ Liberation Education”
  • Sonia Nieto’s Definition of Multicultural Education: Affirming Diversity: The Sociopolitical Context of Multicultural Education, 5 th ed
    • Multicultural Education is antiracist education .
    • Multicultural Education is basic education.
    • Multicultural Education is important for all students.
    • Multicultural Education is pervasive.
    • Multicultural Education is education for social justice.
    • Multicultural Education is a process .
    • Multicultural Education is critical pedagogy.
    Sonia Nieto and Patty Bode. 2008. Boston/NY: Allyn & Bacon/Longman.
  • Who COUNTS? What does it mean to be American?
  •  
  • “ Toto, I’ve a feeling we’re not in Kansas anymore…” -Dorothy
    • What counts as ART?
    • Who counts as ARTISTS?
    • What counts as KNOWLEDGE?
  • Multicultural Education is a process.
  • Teaching Visual Culture: Curriculum, Aesthetics and the Social Life of Art By Kerry Freedman (Teachers College Press: 2003). Much contemporary culture has become visual. Global culture is rapidly Shifting from text-based communication to image saturation. Visual culture is seen on television, in museums, in magazines, in movie theaters, on billboards, on computers, in shopping malls and so on (Freedman, 2003). (Ballengee-Morris & Stuhr, 2001; Barrett, 2003; CarpenterII & Manifold, 2003; Chalmers, 2002; Chapman, 2003; Duncum, 2001, 2002, 2003; Efland et al., 1996b; Freedman, 2003a, 2003b; jagodzinski, 1997a, 1997b; Keifer-Boyd et al., 2003; Krug, 2003; Sullivan, 2003; Tavin, 2000a, 2000b, 2003; Villeneuve, 2003; Walling, 2001; Wilson, 2003)
  • Paul Duncum (2001, 2002, 2003) defines Visual Culture Art Education (VCAE)
    • art making and critique is symbiotic
    • a new paradigm
    • profoundly historical
    • cross cultural
    • values both aesthetic and social issues
    • is as natural as any other study of culture
    • will emerge incrementally
    Visual Culture Art Education
  • Enduring Understandings Wiggins, G. & McTighe, J. (2005). Understanding by Design, 2nd ed . ASCD .
  • Christine Sleeter
  • Developing a multicultural perspective is a process that transforms curriculum So what does it look like in the art room?
  • 1st grade art room revisiting a teachable moment Bode, P. (1999). A Letter from Kaeli. In S. Nieto, The Light in Their Eyes: Creating Multicultural Learning Communities (pp. 125-129). New York: Teacher’s College Press. [Also reprinted in Rethinking Schools. Available online at www. rethinkingschools .org ]. i
    • Entering other worlds:
      • A Study of Cambodia and the
      • Cambodian-American Experience.
    • Re-naming our worlds:
      • Expanding Definitions of Family& Affirming
    • Lesbian, Gay, Bisexual, Transgender identities in the classroom.
    • 3 . Reading our world and Changing our world:
    • Hurricane Katrina and the Opportunity for Change.
    • 4. Re-engaging our “natural” world:
    • Hudson River School & anti-racism
    Developing a multicultural perspective is a process that transforms curriculum. 4 EXAMPLES:
    • Entering other worlds:
      • A Study of Cambodia and the
      • Cambodian American Experience
    Integrating content areas in middle school English, Math, Science and Social Studies
  • Teacher Education: COURSEWORK AND BOOK GROUPS First They Killed My Father : A Daughter of Cambodia Remembers by Loung Ung Lucky Child: A Daughter of Cambodia Reunites with the Sister She Left Behind by Loung Ung
    • ENDURING UNDERSTANDINGS
        • Knowledge about historical events can help us understand current social conditions.
        • War, genocide and forced migration deeply influence people’s lives for many generations.
        • Recovering, preserving and renewing cultural identity is an ongoing process of education, artistic expression and cultural exchange.
        • Awareness of the oppression and resistance can motivate us to work with others toward social change.
        • OBJECTIVES
        • All students will understand the history of Cambodia and its relationship with the United States.
        • All students will develop inquiry about the Cambodian presence in Western Massachusetts: What do we know? What do we wonder? (i.e.; What is our knowledge? What are our questions?)
        • All students will engage in direct involvement with the Cambodian community: at the Cambodian community garden, the Buddhist temple with the monks, with high school “buddies” from the Cambodian club, and other community events.
        • - The curriculum will affirm identity of Cambodian students and families.
        • - The curriculum will build understanding among all students of all backgrounds.
  • Science: The Rain Forest
  • Social Studies : History and Culture Context of Refugee Experiences
  • Math: Constructing a house inspired by design of rural Cambodia
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  •  
  • Material World: A Global Family Portrait by Peter Menzel, Charles C. Mann, and Paul Kennedy A critical study of the use of space
  • English Language Arts: Dramatizing Folk Tales
  • ART: The Sculpture of Cambodia’s Temples A study of Angkor Wat and other temples
  • Student art work
  • Student art work
  • School Year Calendar
    • Field trip to University Asian Dance program: Performance of Cambodian Dance
    • “… I wish I was a Cambodian dancer, those guys can break dance mad-cool and then they know their culture, too. I wish I had something like that…” -Eric
  • “… I liked this part of school when we studied my own culture. I thought it was awesome. The kids who aren’t Cambodian thought it was awesome. It just makes you feel awesome to be Cambodian…” -Sophea
  • Expanding Definitions of Family
  • Big ideas in first grade
    • All kinds of families
    • Families have wants & needs
    • Families have responsibilities
    • Experiencing change is common to all families
  • Big ideas in first grade There are all kinds of families
    • What is family?
    • How do we know a group of people make up a family?
    Children’s literature
  • Big ideas in first grade Families have wants & needs
    • Families in the classroom
      • Families need?
      • Difference between “want” & a “need”
      • Must have to survive?
      • Money: a want or a need “in-between” - a way to exchange goods?
  • Big ideas in first grade Families have responsibilities
    • Families in the classroom
      • Kids & adults.
      • Drawing, writing, presenting.
      • Imagining what kinds of responsibilities they would like to have when they grow up.
  • Big ideas in first grade Experiencing change is common to all families
    • Does change happen in all families?
    • Why do we like or dislike change?
    • Can we prepare for change in families?
    • (marriage, divorce, getting older, moving, illness, getting well, death, birth…)
    Daily calendar concepts: www. calendar-connections.com
  • “… I think my family is a little bit different because we have a mom and a dad and everybody has the same color of skin….” John, 1st grade
  • First grade students…
  • Gay and Lesbian Literature Sara Barber-Just creates change in high school literature class.
  • Imagining possibilities
    • Parallels to current curriculum
    • Evolution of curriculum
    • Student requests
    • Student voice
  • Definition of Gay & Lesbian Literature: It is literature that is written by LGBT people, and it is literature that includes gay themes in the content.
  • Course Proposal
    • Students in public schools have been reading literary classics by gay, lesbian, and bisexual authors for more than a century.
    • Gay authors’ lives are often concealed rather than rightfully explored.
    • … examines the struggles and triumphs of these artists—as well as the historical periods during which they wrote—allowing readers to more deeply analyze their diverse literary contributions.
    -Sara Barber Just
  • Course Proposal Five major sections
    • Chronological order from the early 1900s to the 1990s.
    • Class readings include works written by gay and lesbian authors during eras of:
      • severe legal and social oppression.
      • conformity and self-loathing.
      • anger, activism, and radicalism
      • pride and acceptance
  • Literature
    • Willa Cather
    • James Baldwin
    • Rita Mae Brown
    • Michael Cunningham
    • Shyam Selvadurai
    • A study of short stories from around the world
  • Each Unit Includes a combination of:
    • Critical essays
    • Poetry
    • Short story and/or film
    “… providing a rich cultural and historical context for the featured literature.” -Sara Barber Just
  • Reflections from students…
  •