Multiculturalism inclusion in education is extremely important. In the 21st century with almost all knowledge at the tips of our fingers, on our phones, on our laptops, chromebooks, or computers, educating our students in factual, discretionary, curriculum has a greater importance now more than ever. Through social media the naive may perceive something gone viral as fact, this could cross into reaffirming stereotypes, and fostering ignorance.
In Harold Best’s article Lemonade or Merlot? Authentic Multiculturalism and High Culture he focuses on the need to teach tradition and foundations in arts education but also, implies that multicultural diversity in other cultures only adds to the depth of education in the arts, when taught with a wholesome and all in inclusive view of diversity. He says, “I want to show them that it is possible to like one thing more than another while loving both.” Though formalist in the foundation of Best’s article, his multicultural desire to inform has the components of the Multicultural and Social Reconstructionist approach to arts education. In Patricia Stuhr’s article, “ The reconstructionist’s approach educates students to become critical thinkers capable of examining their life experiences and the social divisions that keep them and their group from fully enjoying the social and economic rewards of the United States” ( Grant & Sleeter, 1993). Best also defines four principles in reconstructive teaching that brings students to fuller aesthetic, spiritual, and intellectual learning. Defining one’s centeredness, knowing widely and evaluating accordingly, the difference between intrinsic worth and relative value, and differences in kind make room for the allowance of differences in a quality among kinds (aesthetics, and the means by which we categorize our experiences). A response to art may differ but we need to allow for differences within context, media, culture, etc, and aesthetics is a tool in which we can “measure” our response and understanding of our experience. I was reminded of my own whiteness when I read the study, Constructing an Image of a White Teacher by Alice Mcintyre. The foundation of my art education journey began in Milwaukee. I did a practicum in inner city schools and was a resident teaching artist in the urban environment. My children went to an inner city school. My husband was a teacher in an inner city school. That being said, three years removed from that environment, my experience has faded. I’ve become complacent. This article was a reminder and I could relate to the problem I faced as a “white knight” in the inner city. There is potential to turn ourselves into the all caring patriarchal role which separates us from the students. Fighting battle fronts white teachers don’t understand in a black world, initially, and as in this study particularly, student teachers. “They failed to realize that no amount of caring-if it is not linked to some possibility of change, is going to dismantle the foundations of racism that hold our schools intact. The participants paternalism, along with some of the teaching they observed, mutes the critical discussion of racism and teaching.”(674) Often we find ourselves in situations that “no matter how much or how little they had already acknowledged the role race played in their lives and the lives of others, there had still been too little acknowledgement of it and too much silence about it.”(664) In a classroom and actively teaching/observing in that environment, you can learn the most about the subtle variations or glaringly obvious differences in our whiteness and culture vs. the inner city or urban environment. This study was a good introduction to an area of teaching that does often have “too much silence” about it. I feel that multiculturalism and the issue of race are related, but do deserve a closer look together and as well as separate.
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In all four articles, including the article, Reinvesting in Arts Education by the President’s Committee on the Arts and Humanities, art as a subject was connected to success. The success was “measured” not by testing on art specifically but rather tracking schools achievement that included art programs in their curriculum. The success in academics may or may not have been attributed to the art programs however when arts were included in the curriculum the test scores were higher. In the presentation by Constance Bumgarner Gee, Art for Arts Sake? She champions for the advocacy (promotion) of art not justification (defense). I can relate to this approach. In my current teaching position at a private parochial school, art was not a priority. The general education teachers did the best they could to include art in their lessons. Often the focus needed on academics or behavioral issues take precedence over art. Art often viewed as a reward not as a means of communication, removal is often the punishment. The school decided to include an art program in the fall of 2018. Ever since that inclusion, with sights set on increasing enrollment, art has been used to market to a wider audience and increase enrollment. Much like the standardized tests directly relating to art and success and high scores, I cannot say that the enrollment has increased because of the newly included art program, but the parents are pleased to know we have one. Right now advocacy for my art program is showing the work; taking the time to display, post online, write articles about art projects and units.
In the statement made by Elliot Eisner, “We do the arts no service when we try to make their case by touting their contributions to other fields. When such contributions become priorities the arts become handmaidens to ends that are not distinctly artistic and in the process undermine the value of art’s unique contributions to the education of the young”. I cannot agree more. He makes the cause that art should stand alone. Art as a subject in it’s uniqueness, can only attribute to the characteristics that every one of these articles listed or eluded to in some form; motivation and engagement, persistence, focused attention, and intellectual risk taking; habits of mind including problem solving, critical and creative thinking, dealing with ambiguity and complexity, integration of multiple skill sets, and working with others; including collaboration and teamwork skills, social tolerance, and self-confidence. Repeated over and over, these values and moral fiber, can be connected to art integration in schools. The spiritual/moral, brain building, and self image aspects of a person’s life cannot be tested, however art can encourage flexing those attributes that cannot be measured in a standardized test. Gee, mentions the “good news” that disadvantaged, low income, urban and rural at-risk students “benefit from art more than regular students”. I am not sure I can fully agree with this statement. Again, a lot of evidence can be collected on benefits of focusing on serving a group of individuals providing a safe space in which creativity is encouraged and celebrated, but I am concerned with the word “more” in to whom this may benefit. What might the term “regular student” mean? Some children may live within financially secure homes but poor in loving environments. When advocacy is our goal I understand why these celebrations may be used as an argument for art inclusion, but caution exclusion from who benefits from art more. Reinvesting in Arts EducationPresident’s Committee on the Arts and the Humanities "Valuing the Arts on Their Own Terms? (C’est pas une pipe.)" By Constance Bumgarner Gee “Art for our Sake: School Arts Classes Matter More Than Ever- But Not for the Reasons You Think” By: Ellen Winner and Lois Hetland “Does Experience in the Arts Boost Academic Achievement?” By: Elliot W. Eisner I always looked forward to and enjoyed art classes from 1st grade on. Kindergarten in my school did not have art. It was one of the magical things in elementary school that started with that all day experience. My first art teacher was Ms. Clifford. She was eccentric. What I loved most was her tendency to execute fiber related projects. There were a lot of other types of projects but the most exciting was the baskets, weaving, wire sculptures, and the ceramics. When I moved onto the middle school my favorite teacher was of course the art teacher Mrs. Lindloff. She allowed me extra time in the art room and actually tested out projects on me, once it involved fimo (new material at the time). I loved her passion and her love for sharing her appreciation with us. She was knowledgeable and and delightful. In high school Mr. Vidas was an independent thinker and really wanted us to design our own art programs. He existed to assist us. He was invaluable as a transition to independent study which began in college. He worked with us and helped us research new materials he encouraged exploration in the arts. In college I had many professors and instructors in art practice, technique and art history that encouraged and critiqued. I enjoyed them all. There are two women who stand out and I stay in close contact with. One is a professor, Kyoung ae Cho, of my discipline, fibers. and my art education professor, Kim Cosier. They are also colleagues to each other. The critical assessments, support, and encouragement from them not only caused me to challenge myself but to push myself to grow. In a time when all art programs were being cut, I continued to teach art through artist residencies, art internships for at risk youth in the inner city, and taught weaving to adults through the rec department of Milwaukee. I continued to educate and share my love of the visual arts when the visual arts were under attack. As I reflect on my art experiences from mentors and peers, sharing what brings me joy is why I decided to teach art.
As a class exercise we were asked to create a meme from a photo we had taken. As I transition from my lunch lady duties to art teacher lady, with bittersweet fondness, I post. I will miss the institutional green trays, the excitement of the children on a meal days like homemade pizza (you can imagine), and the wonderful women who serve the nutritious meal beside me. These days spent will be forever treasured.
I LOVE sharing the art of weaving. These wonderful women help me on a regular basis when I'm cooking lunch for our school. I wanted to pay them back with some lessons, in the craft and art of weaving. I have a future vision. Eventually, I hope to weave an all school collaborative project with the students of St Paul's. These ladies, once again will become my partners in crime in creating beauty in weaving, just as we create a nutritious meals together.
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AuthorI have a passion for the visual arts and love sharing it with others. I have enjoyed teaching all ages and love to incorporate art history and traditional disciplines as well as innovative ideas. Art is vital to who I am as a creator and educator. Archives
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