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Now to the questions Glen asks.
> 1. How legitimate is it to use cultural concepts and iconography in
>teaching art projects when those very records of living or dead cultures
>are largely "unearned " by teachers and students alike?
I do feel doubtful if we should and can use cultural materials not our own
when as I said before they are a part of say; sacred ritual use.
> 2. If the basic experiences of culture are cumulative and world wide, are
>there really concepts broad enough to be inclusive and still meaningful?
>What can and do we actually share?
Yes like Peggy Wolsey said:"we do share the planet". But it seems to me
some care for it a little better than others. We certainly can and should
teach our students to love and respect planet earth and in that teaching we
can teach them about the philosophy of Native Americans and other people
who believe in living in harmony with Nature and Mother Earth.
> 3. Despite the heresy of the statement is the exclusivity of culture (our
>own) a more legitimate format to employ in any student art activity? Is
>it best to leave the study of non-western cultures to the purview of a
>straight art history class?
This is a difficult one. If we leave the study of non-western cultures to
be only taught in art history class perhaps art history needs to be taught
more like art because I do think we can get students to feel more about art
and culture of a people by studying it through art in art class. It is just
a question of how we do that teaching. And I feel we must tread lightly yet
not simplify. And perhaps be careful of having the students all make
something that "we" find typical for a culture.
As you can see I really do not have any real answers, but it is very
important to think about this. I also want to say that OUR PLACE IN THE
WORLD is a good place to start with. The immagination story lesson is
This has become tooooo long. But it gets like that in a foreign language!
Regards from the far north. Rosa