Julia Schwarz

9.12 Who Am I to Teach You That? (Panel)

Chair:

Cathy Smilan – University of Massachusetts Dartmouth, USA

Panellists:

Julia Schwarz – University of Massachusetts Dartmouth, USA

Aleisea Guzman – University of Massachusetts Dartmouth, USA

Abstract:

In our tenuous physical and political global climate, teachers are increasingly called upon to conceptualize art content learning around difficult conversations and to practice inclusivity in their curricular choices. In some parts of the United States, these conversations are mandated, in others they are discouraged or even forbidden. Teaching in a public university in Massachusetts, affords the luxury of guiding students to confront uncomfortable issues through their art explorations and transform these inquiries into age-appropriate art lessons. Several years before the global pandemic time, art teachers seemed most comfortable with lessons on environmental justice; they voiced reluctance to engage in visual communication that might be seen as controversial to various community stakeholders. Recent guidance from the Massachusetts Elementary and Secondary education led me to expand upon my social justice art education class to more intentionally “support students to thrive by creating affirming environments where students feel seen, engage in deeper learning, and are held to high expectations with targeted support” (see here: https://www.doe.mass.edu/instruction/culturally-sustaining/default.html).

This guidance facilitated developing a course has evolved into a culturally inclusive survey of issues impacting marginalized people and underrepresented global cultures, and reconsiders art education as inclusive territory. The goal, as DESE stated, is raise critical awareness, develop respect and to increase student learning through incorporating native cultures. Our further goal is to make critical histories visible so that past injustices are not perpetuated through ignorance and neglect. In this presentation, a panel of master k-12 art teachers and their professor share their educational journey to gain understandings about cultures of which they previously had little knowledge. We consider our biases and initial resistance to educating ourselves, followed by the transformative work art processing that illuminated our world views and afforded rich dialogue about how to present difficult material to primary and secondary pupils. Lesson ideas are included.

10.36 Integrating Diverse Literature into the Art Classroom (Workshop)

Julia Schwarz – University of Massachusetts Dartmouth, USA

Abstract:

Integrating diverse literature into art education spaces builds a sense of belonging, community, and acceptance by exploring themes of identity and culture. Using literature that represents characters of diverse cultural backgrounds can create an entry point for educators to address differences, combat the implicit biases that students arrive with, and help students to make the connections that will in turn allow them to build empathy for others and take action. This proposal is inspired by the non-profit I’m Your Neighbor Books of Portland, Maine. The Maine Department of Education partnered with I’m Your Neighbor Books, funding a state-wide initiative to help educators and students navigate Social Emotional Learning through the lens of representing immigrants and new generation families in children’s literature. I was fortunate enough to be a part of this program, The Pine Project, and during which explored how to meaningfully select and implement literature to guide conversations that establish empathy and cultural competency.

Participants of this workshop will be provided with a list of picture books that serve as launching points for meaningful discussions around races/skin colour, national origin/ancestry, religion, gender expression, sexual orientation, and disabilities. The featured stories allow students (and adults, alike) to a deeper understanding of themselves, and the need for compassionate action. As artists, we take action through our art. Educators may build art lessons from these books that raise awareness, amplify marginalized voices, challenge the status quo, illustrate narratives, deepen connections, etc. It can be challenging for educators to address topics around social and cultural topics/issues, and I have found that power in using children’s literature as a starting point.