The document discusses how art can be used as a tool for activism and social justice. It describes an organization called Facing History and Ourselves that uses primary sources, discussions, and character exploration to promote empathy and reflection. It provides an overview of the Stitching Truth guide that covers Chile during Pinochet's dictatorship, using poetry, letters, interviews and images of protest art to highlight the role of women in restoring democracy. The document also includes examples of student art projects about issues like LGBTQ rights, Japanese internment, the Holocaust, and gender inequality that were used to start campus conversations.

1. Stitching Truth:
Transforming Art into Activism
Stephanie Carrillo- Campbell Hall, North Hollywood

2. Facing History and Ourselves
Educational and professional development organization whose mission is to
engage students of diverse backgrounds in an examination of racism, prejudice
and antisemitism to promote the development of a more humane and informed
citizenry. Focus is on:
Primary Source Materials
Discussions and Group Exercises
Character Exploration
to foster empathy and reflection

3. Why I love to use the Stitching Truth Guide:
● Covers an area and topic frequently omitted or glossed over
in textbooks (Chile during Pinochet’s dictatorship, 1973-1990)
● Rich in primary sources including:
○ poetry
○ letters
○ interviews
○ official documents
○ photographs
○ images of protest art
● Focus is on women, many of whom were marginalized, poor
and illiterate, who stood up to a dictator and helped restore
democracy to their country
● Emphasis is on the power of individual choices, the
importance of community, and the significance of non-
government organizations
● Highlights the role of art in social justice movements

4. Graphic Organizer for
Image Analysis:
● Concrete Observations
● Outside Information
● Possible Interpretations
● Questions Raised

9. Close Read/ Analysis of “Question” - by Doris Meniconi Lorca
Directions:
● In the body of the text, please circle any words you do not know
● In the left hand column, write down your paraphrase of the line
● In the right hand column, write down the tone or feeling expressed in the line
● In the body of the text, underline words or phrases you feel are core to the overall meaning
Paraphrase: Text: Tone/Feeling:
Where is the son that I love
so much?
Where is the warmth of his
white hands?
Iron chains have left him
prisoner, and if you search
blindly for your star in the
night...

10. How is your interpretation of the Arpilleras
deepened by:
Hearing others discuss their arpillera?
Reading the poem “Question”?
Viewing the timeline of events in Chile?

11. How do we
transform Art into
Activism?

12. Quilting as Activism in the United States- The Names
Project/ AIDS Quilt

13. Student Project:
Ally Quilt in Support of LGBTQ
Youth

14. Art as an expression of history in
Monuments and Memorials:

15. The Great Wall of Los Angeles

16. Students were
assigned panels of the
mural to analyze and
research

17. Students served as
docents and gave a
guided tour of the Great
Wall to a history class
from another school.

18. Student Memorial Artwork Pieces:
● Japanese Internment
● Holocaust

19. Student Monument Artwork
Pieces:
● Cesar Chavez
● Dr. Martin Luther King, Jr.

20. Student Art as Public Service
Announcement:

21. Student Installation- Gender Income
Disparity

22. Social Media Campaign as Campus-wide Conversation Starter:

23. “Walk a Mile in My Shoes” Student Art Instillation

24. St
Students researched different issues
and found news stories of actual
people whose lives had been touched
by things such as homelessness, child
labor and human trafficking.

25. Thank you!
Check out:
● facinghistory.org
● LDC.org