pedagogy & framework
Each of my art lessons follow the Culturally Responsive Curricular Framework outlined by Wanda B. Knight, Associate Professor at Penn State University, in The International Journal of Arts Education.
The primary goal of culturally responsive pedagogy is to empower ethnically diverse learners through academic success. Knowledge in the form of curricular content is central to this empowerment. To be effective, this knowledge must be accessible to students and connected to their lives and experiences outside of the academic context (Howe & Lisi, 2014). Culturally responsive curricular guidelines and goals include the following:
Feature and highlight resources written and developed by traditionally marginalized voices that offer diverse perspectives on race, culture, language, gender, sexual identity, ability, religion, nationality, migrant/refugee status, socioeconomic status, housing status, and other identities traditionally silenced or omitted from curriculum.
Play a role in helping schools to understand and align curriculum to the variety of histories, languages and experiences that reflect the diversity of the State population.
Provide regular opportunities for social emotional learning strategies within lessons and as discrete learning activities.
Engage students in youth participatory action research that empowers youth to be agents of positive change in their community.
Take field trips to community-learning sites, such as museums, parks, cultural centers, neighborhood recreational centers, and community centers, to foster students’ cultural understanding and connection to the surrounding community.
Incorporate cooperative learning activities to encourage understanding of diverse perspectives; support students in working cooperatively toward goals; and highlight students’ unique strengths in the group (e.g., public speaking, note-taking, writing, drawing, etc.).
Support students in creating and running student-led initiatives.
curriculum
It’s never a dull moment in the Art studio. Students actively carve on linoleum blocks, explore the high and low settings of a dremel sanding tool, and wedge clay throughout a bustling rotation schedule. I see roughly 295 middle-schoolers a year by seeing each student for 22 class cycles. It’s a joy to be able to watch so many students grow, gain skills, and find a home in the Art studio. Below are some of my favorite lessons and how they connect to my Culturally Responsive teaching practice.
Drawing & Painting
Artist to create connections to: Amy Sherald, Kehinde Wiley, and Lina Iris Viktor.
Learning Activity: Watch Amy Sherald talk about her work: Why does she paint her subjects in grey scale?
Art Activity: Students create an 11 X 17 self-portrait drawing in grayscale with a painted background (with the intention of bringing the artist fully in focus).
- students create self-portraits using the grid method
- works towards mastery in color value: lightness and darkness of graphite to create skin tone.
- explore the parts that can’t be seen but can be felt, by creating dynamically painted backgrounds.
Framework Connection:
- Feature and highlight resources written and developed by traditionally marginalized voices.
- SEL opportunity for self- exploration.
Mask making & paper mache
Connections to world cultures: Cultural heritage influences every aspect of life. Its presence can be experienced within communities of the world through various modes of expression. Cultures/Countries students have explored: Chinese Opera masks, Maori Masks, Puerto Rican Vejigante masks
Learning Activity: Students will explore the cultural significance of expressive masks and the role they play within a social context.
Art Activity: Create paper mache masks based on a culture of their choosing.
- create mask using paper mache: newspaper and glue
- add additional layer of paper pulp to create layers to sculpt with Dremel tool.
- color theory and paint mixing.
Framework Connection:
- Feature and highlight resources written and developed by traditionally marginalized voices.
- Interconnectedness of all human beings across cultures.
Hand Building (clay)
Connections to world cultures: Cultural heritage influences every aspect of life. Its presence can be experienced within communities of the world through various modes of expression. Students will create a hamsa, a protection sculpture that rest above doorways to ward off evils spirits. Students can choose an artist from this list from Art of The Ed (I slightly edited it).
Learning Activity: Students will explore the cultural significance of the hamsa and create it in the style of an artist of their choosing. Here is the list.
Art Activity: Create a clay hamsa using handbuilding principles.
- color theory and paint mixing using glaze.
Framework Connection:
- Feature and highlight resources written and developed by traditionally marginalized voices.
- Interconnectedness of all human beings across cultures.
Handbuiling clay can also create Mosaics like this! This mosaic honors women textile artisans of Panama.
Weaving
Connections to world cultures: Cultural heritage influences every aspect of life. Its presence can be experienced within communities of the world through various modes of expression. Students will create a weaving textile based on the Ghanaian kente cloth. Students will explore various weaving patterns to create dynamic textile.
Learning Activity: Students will explore the cultural significance of the West African Kente cloth and create a weaving textile that has meaning to them.
Art Activity: Create a weaving textile that has meaning to them.
- Color theory and form explored.
Framework Connection:
- Feature and highlight resources written and developed by traditionally marginalized voices.
- Interconnectedness of all human beings across cultures.
student work
My students amaze me everyday! I’m so impressed with the stories they tell and the ownership they take throughout the entire art making process. Below you will find the 22 cycle process from start to finish. Separated by grade level, you will find the mediums, cultures, and artists the students explored, the students responses to various artworks, Scholastic Magazine article examples, and final project outcomes. My student gallery is full of interesting artifacts. Have fun exploring!
Amanda, 2019
Michael, 2021
5th Grade ⚫️ Paper Mache
5th graders create paper mache masks based on various cultures (Chinese Opera Masks, Maori Masks) and Art Movements (Pop Art with Roy Liechtenstein and Keith Haring).
Students begin by researching and exploring various cultures and Art movements through Scholastic Art Magazine. For example, after exploring Maori culture of New Zealand, students will find an example of a Maori mask through searching for an example of a Maori mask on Google Arts & Culture. After students select their favorite mask, students attach a screenshot of the mask to the following document created by The Art Curator (and modified slightly). Finally, students answer the document’s questions.
Length of classes: 50 minutes/ 22 class rotations
Additional Resources:
6th Grade ⚫️ Printmaking
6th graders create hero or vilian prints based on the ukiyo-e period in Japanese printmaking. This style is mastered by Utagawa Kuniyoshi.
Students begin by researching and exploring the work of Koniyoshi and ukiyo-e period through Scholastic Art Magazine. After exploring Koniyoshi’s work, students will find an example through searching for on Google Arts & Culture. After students select their favorite print, students attach a screenshot of the print to the following document created by The Art Curator (and modified slightly). Finally, students answer the document’s questions.
Length of classes: 50 minutes/ 22 class rotations
Additional Resources:
Rachel, 2021
Rishi, 2020
7th Grade ⚫️ ceramics/ weaving
7th graders create Middle Eastern hamsas based on the style of an artist of their choosing (From a list that was modified from Art of The Ed. Students explore Islamic tiles in Scholastic Magazine.
Students begin by researching and exploring the Islamic tiles and various works of art through Scholastic Art Magazine. Students will find an example of Islamic tiles and various artworks through a virtual Google walk at the Museum of Islamic Art located in Qatar. After students select their favorite tile, students attach a screenshot of the tile to the following document created by The Art Curator (and modified slightly). Finally, students answer the document’s questions.
Length of classes: 50 minutes/ 22 class rotations
Additional resources:
Fall Elective ⚫️ Portrait Drawing
Spring Elective ⚫️ ‘A Seat At The Table’ handbuilding/ ceramics
8th graders select their Electives as opposed to mandatory Visual & Performing Arts rotation. This allows for deeper exploration into Portrait artists such as Kehinde Wiley, Lina Iris Viktor, Amy Sherald. and sculpturist, Judy Chicago.
Fall Elective students create an 11 x 27 graphite self-portrait with a painted background. The background should touch upon the aspects that “can’t be seen but can be felt” about themselves.
Spring Elective students create their “seat at the table” based on the sculpture, “The Dinner Party” by Judy Chicago. Students create a ceramic plate, fork, knife, and spoon with fabric table cloth.
Length of classes: 50 minutes/ 52 classes
Additional Resources: