Viewing 11 posts - 1 through 11 (of 11 total)
  • Author
  • #4758

    6. FUTURE: If curriculum is not culturally responsive, what changes would you like to see?


    I would personally like to see curriculum explore and address the issues of race, gender, sexuality, age and disability. I think all sensitive issues could be addressed if a school district aligned their curriculum k-12. The more sensitive topics such as sexuality and race could be taught at a high school level while the less sensitive at an elementary level. Aligning a curriculum k-12 would allow for students to grow and explore viable topics that are mostly missing from a school curriculum.


    I believe present-day art curriculum is culturally responsive to issues involving gender, race, age, sexuality and disability. See post on culturally responsive.


    We need to educate the administration behind the curriculum. This could be during meetings, a presentation, basically whatever it takes to show what has changed. I truly believe those who are involved in the decision processes do not know when the curriculum is not culturally responsive. More in likely they are comparing past cultures, a curriculum that has been seen in the past and one used regularly. As a teacher I believe we need to embrace what is out there. Sure students might on their own but it will be helpful if we could guide them.


    I think curriculum needs to allow for students to connect the artwork they are making to their own lives. Art doesn’t happen in a vacuum and neither should art education. Students should be creating artwork like artists do and this means responding to and reacting to issues that they feel are important. If the students aren’t invested in the artwork then it isn’t going to have as much meaning within their learning or within the world of art.


    This area of the entrance, “Distinction in Studio Art Teaching: Applying Judy Chicago’s Pedagogical Principles,” highlights the Judy Chicago Symposium: Planting a Feminist Art Education Archive symposium presentations and tasks that use Judy Chicago’s Art Education Archives and the utilization of her instructing instructional method.

    We welcome you to see the recordings beneath and read the productions connected here. Share your viewpoints, encounters, inquiries and remarks in the Dialog Portal. We have suggested conversation starters to hd car wallpapers begin a discourse on applying Judy Chicago’s instructive standards. Recordings are connected on the titles beneath.

    Chicago has planted solid foundations of women’s activist workmanship instruction from which have bloomed differing types of women’s activist craftsmanship. A large portion of Chicago’s understudies built up effective vocations as specialists (e.g., Suzanne Lacy, Faith Wilding, Nancy Youdelman).


    i think that if our curriculum is going to be culturally responsive, we not only need to teach students how to use the skills and strategies the arts have to offer but also how to take the issues of the past and present and transform them into something new. I think that the changes I would like to see in the curriculum are to leave behind the idea that art is only painting, drawing and sculpting. Instead, I wish that we would instead change the curriculum to include contemporary forms of creation like photography and video. I would hope that the curriculum would stray away from focussing on the individual student and begin to think about the greater collective.

    Kerry R

    To me, culturally responsive means to connect communities with the arts in tangible ways. The arts are a way to build community, knowledge, interface and aesthetics. Neighborhoods centered around the arts mean that people work together in all capacities to support the arts whether or not they themselves are artists. For example, my hometown is centered around an outdoor theater that brings music, plays, children’s programming and the performing arts to the community in the summer. People work together to facilitate these productions for the artists, such as concessions, building and grounds, lighting, maintenance, box office, ushering, etc. Everyone has a chance to be a part of an artistic production. By way of volunteering, neighbors are exposed to the value and education of the arts as well as learning about the people they see throughout the year. Arts open doors to conversations and familiarity. In the end, a culture of community is built.

    Liz Leslie

    I would like to see more emphasis on social issues in my own classroom. I find this difficult to tie into traditional art projects at times. I want to teach about gender equality, and I try to do so by highlighting equally men and women artists. I want to talk about disabilities, and try to seek out artists who have created despite their disabilities. I think the only change that needs to happen is on my part, and for me to be more responsible in creating lessons that include these social responsibilities even at very young ages with my students. It is easy to pass over these things, and a lot more challenging to dig deeper into these issues and make them a part of the curriculum.


    As far as in my own personal classroom I find it hard to bring in social issues because of the age and level of my students; I teach 2nd and 3rd graders. However, we do talk about things like kindness, friendship, bullying, history etc., that in a round about way give them some social issues at their own level. I find these social issues are taught through the social interactions among the students, sharing materials, working collaboratively etc., then focusing specifically on showing social issues through artwork. But I feel as though in those moments of social teaching we begin to build character education in which when the students begin to find their voice through their artwork, I hope they remember some of the conversations we have had in the art room back in elementary school that help them to succeed later in life.

    Andrea T.

    In order for the curriculum to be more culturally responsive, especially on topics surrounding issues of gender, race, age, sexuality and disability issues, we will need to see full support from administration. It is slowly changing, but as with most change, there are those who are resistant. With the proper education, training, and support, issues can be address from a united front. Discussion and safe spaces are essential, and discussing difficult topics with children at a young age prepares them for more in depth curriculum and experiences later in life.

Viewing 11 posts - 1 through 11 (of 11 total)
  • You must be logged in to reply to this topic.