The implementation of multicultural education in American schools is ongoing and changing. Today, people come from a wide array of cultures including people from Asia, the Middle East, Latin America, ...
This is a great resource for anyone that is interested in multicultural education. Teachers in today’s schools need to incorporate multicultural studies into their classrooms because of the diversity in our schools, and because multicultural studies can create good citizens who have a better understanding of the world and its inhabitants. This resource includes links to general multicultural sites, world geography sites, multicultural art sites, interactive multicultural sites, world wide pen pal sites, and language websites. One of the links takes you to a site that has lots of multicultural lesson plans on it. These plans are for every subject, including art. The url for this site is http://www.eds-resources.com/edmulticult.htm#art. Some of the lesson plans included are “Islamic Foil Art,” and “Japanese Images of People.” Another link that could be importance to teachers when teaching multicultural education would be the geography link. At think link you can find printable maps and three dimensional globes.
Multicultural Education Pavilion - Links to Other Web Sites
Cicely Mason-Cable's insight:
This website, titled “Critical Multicultural Pavilion,” includes links to lots of resources for multicultural art education. These types of links include the following categories: “General Multicultural Education,” “Multicultural Education Subjects,” “Disciplines and Fields,” “Teaching and Learning in Multicultural Education,” “ Equity in the Classroom,” “ and Multicultural Education Historic Connections.” There are several feature links on this site that I think teachers would find very helpful to consult when planning a multicultural curriculum. For example, the multicultural education historic connections section involves lots of links a teacher could incorporate or just use for educating themselves before teaching a lesson, such as “Excerpts from Salve Narratives,” the National Museum of African American History and Culture,” and “The Trail of Tears” from PBS. There are variety of resources in these sub links such as videos, art collections, documents, articles, etc. The ideas that could be gathered from these would help to shape a very proficient multicultural art education curriculum.
This website, Creatively Teaching Multicultural Art, deals with a discrepancy in teaching multicultural art that all art educators should be aware of. In this article, teachers are encouraged to teach multicultural lesson plans in a way that allows for students to come up with personal and creative outcomes, and not merely copy the work of the particular culture and type of art they are studying. This article also deals with the issue of “image flooding.” Many art educators use image flooding when they introduce a multicultural lesson plan because they want to introduce students to images of work from that culture. However, this could cause a problem because students want to create work that looks like what they see, and might derail them from creating their own, unique solutions to the problem at hand. The author here states that if we are aware of the reasons behind the art of other cultures (if it is made for spiritual purposes, etc.), then we can challenge students to create art for similar reasons, that have to do with their own cultures and lives.
This is a link to a Wikispace that details information on implementing Multicultural art education. This Wikispace answers questions such as what multicultural art education is, why it is important, why we use art, teaching it to different ages, tips and hints for implementing multicultural art education, and sample classroom activities. This is a good resource for teachers who are just beginning to try and implement multicultural art education into their curriculum. There are some pointers on where to start when preparing a multicultural curriculum in art. Teachers are asked to look at traditional works from the culture that they are planning to study, looking at contemporary art from that culture, studying and gaining facts on that culture, and practicing art techniques from that culture. Fun activities that teachers can incorporate into their classroom are bringing in artists from different cultures (if available), taking field trips to art galleries that may have multicultural art on display, or students can put on a multicultural art show for the community.
This is a blog from an elementary art teacher. The particular post that I have chosen is “Post 2” from January 22, 2012. This post discusses the importance of incorporating multicultural education into the elementary art classroom. The teacher discusses an encounter that she had with a student that normally would not speak to her. When the teacher began to introduce a unit on Pakistan, the student got very excited and started to speak, for the first time ever to the teacher. She wanted to bring in a traditional Pakistani outfit for her class to see. This tells me that multicultural education in the art room is important because it also includes your own students and their personal and individual backgrounds. It is important as art educators to get to know your students and their own backgrounds well enough to where you can create lessons, on occasion, that get them involved in their own personal history. This blog gives some awesome ideas for teachers on how to incorporate multicultural education into the art room. Some of these ideas include, making a CD of music from that particular country, reaching out to parents of students who may be from that country for guidance, using SKYPE Global for the classroom.
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Cicely Mason-Cable's insight:
This is a link to a stop motion video that I created for a class at the University of Florida in the summer of 2013. While this is my own creation, I wanted to “scoopit” and share this resource because it details the history behind the movement. This stop motion video showcases the history of multicultural art education. I created the video by taking photos of a painting that I created while I painted it. The painting detailed several of the mail points of the history of multicultural art education. I also created a sound piece in Audacity for this project that has some important auditory moments captured throughout our multicultural history. The video begins with the need for multicultural art education beginning during the Civil Rights Movement in the 1950’s and the 1960’s. It continues as the years preceeded with activists who sought to change the face of education and politics and push inclusion. There was a great push for diverse learning in schools, and lessons that would benefit all children no matter what their racial or cultural background was.
This article, “Curriculum Guidelines for the Multicultural Art Classroom,” was co written by my Western Carolina University art professor Lois Petrovic- Mwaniki , who was a major influence in directing my attentions towards the importance of teaching other cultures through art. Robyn Wasson and Patricia L. Stuhr also co-wrote this article. This article presents the six stances that Wasson, Stuhr, and Petrovich-Mwaniki take on how to effectively teach multicultural art education. They believe that teachers should know the background of the culture they are teaching about and be able to introduce facts about those cultures to students. They implore that teachers should be aware at all times of their own cultural biases. They state that lesson plans should be student centered and should take into account student’s own cultures and community influences. This article gives examples on effective multicultural education and petitions teachers to exercise caution when teaching multicultural lessons, and to present them as factually and accurate as possible.
NYFA Interactive is a national information resource for artists and all those who support them including donors, organizations, and the art-curious public
Cicely Mason-Cable's insight:
This is a link to a description on an article that details both the history of multicultural education and the need for it. This article discusses the “birth” of multicultural education during the 1950s and 1960’s during the Civil Rights Movement. The growing diversity in the United States catapulted the need for education that centered around diversity and appreciating the differences in all of our unique cultures. The article goes beyond just the need for diverse study in the United States and speaks to the need for it on a global scale. It states that students need such diverse learning because it promotes “cultural pluralism.” This article discusses that multicultural education can deal with issues such as race, sexism, etc. The article also describes multicultural art education in the United States as being something that has been really pushed in the last few years, as well as multicultural education in the global world.
This paper discusses the possibilities and the pitfalls involved in the selection of multicultural literature for use with young children, examines two books featuring Mexican American protagonists to illuminate issues and problems in the images...
Our libraries and schools need to do their job and highlight multicultural literature for young children. This article gives us all a place to start.
Cicely Mason-Cable's insight:
This article speaks to the importance of being careful when choosing multicultural picture books for your art classroom. While this article heralds using books in the classroom because it encourages students to read and encourages listening comprehension skills, the images that books contain are almost just as important as the text within. If a picture book portrays a person from another race, it needs to depict that person as accurately as possible. Showcasing people from other cultures in offensive, down grading, or cliché ways could hurt the multicultural message that you are trying to share with your class. An example is give of a book on Native Americans that portrays that group in illustrations riding on horses, but the tribe were not known for riding horses predominately. If a book has been written by someone not of that culture, it may not be accurate, and teachers need to be aware of this and do their research when choosing books to present to their class concerning this topic.
Digital resources are helping teachers at a Sydney high school improve educational outcomes for multicultural students and provide round-the-clock learning opportunities. Arthur Phillip High School in Parramatta is a melting pot of cultures, with 56 nationalities represented including Iraq, Germany, South Korea, Egypt, Afghanistan and India. More than 90 per cent of its students are from non-English speaking backgrounds
Principal Lynne Goodwin says a revolution is taking place – a digital learning revolution, triggered by the nationwide laptop rollout. She explains: “We’re meeting the children where they’re at [academically] and trying to provide a learning environment that is really 24/7. We’re watching students really carefully, seeing how they like to learn and then we’re trying to adapt how we work with them.”
This article gives insight into how school systems plan to teach to a diverse crowd. In this particular high school in Australia, 56 nationalities are represented. Those countries represented include Iraq, Germany, South Korea, Egypt, Afganistan and India. Because they have so many students that come from a non English speaking background, computers are necessary in order to do research to meet their needs educationally. This presents a different side of multicultural education. Teachers of the 21st century need to be ready to prepare lessons that deal with diversity as a topic and are inclusive of a variety of different cultures. Technology can be the biggest resources for this. Through the use of the internet, we can research cultures, art lesson ideas, art history and background information concerning those particular cultures, etc. This high school used the computers to successfully translate languages for better understanding between teacher and student as well.
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