Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans

multicultural art; being meaningful?

[ Thread ][ Subject ][ Author ][ Date ]
Jane Shiflett Manner (jmanner)
Sat, 28 Mar 1998 10:42:35 -0500

Sharon, you wrote:
"...trying to engage children more deeply by transforming the curriculum
and getting children to understand the cultural meanings of the artwork and
how it is valued in the society. A final approach also allows
opportunities for students to be involved in social reconstruction to seek
to deal with substantive issues in their community."

This is how I approach multiculturalism. My understanding was that as
communities become more multicultural and the world becomes more
interconnected people will need to respect and understand each other to a
greater degree than has been the case. Our community is rural and small
and it is rapidly changing. Our school now has students whose families'
heritage is from Laos, Mexico, China, Pakistan, Iran, Viet Nam, Peru,
Native American and students whose families have been here since the
founding of the town. My students learn about art (established as
historically important in western culture) that informed and was intended
to foster deep thought and, hopefully, change in a culture, ie. Picasso's
"Guernica", Goya's "The Disasters of War". I present a poem entitled "You
Don't Live on My Street" which is about being black and poor. Then I show
the Judy Baca video from " A World of Art: Works in Progress" which shows a
muralist and educator organizing Hispanic students to "paint their story".
We discuss how the telling of one's story can be a transformative
experience both for the creator of a work and for those who view it. The
stated purpose of my lesson is: Make the world a better place through
understanding. I am not clear on why this happens, but those students who
are black or whose heritage is diverse create art work in the vein of the
poem or Baca's Border People Mural, the others often use thier families'
religious orientation. The students have respected each others' work and
have encouraged the bravery that is needed to enlighten the others about
their heritage.

  • Maybe reply: Sharron Pollack: "Re: multicultural art; being meaningful?"
  • Maybe reply: Sharron Pollack: "Re: multicultural art; being meaningful?"
  • Maybe reply: Nancy Walkup: "Re: multicultural art; being meaningful?"