Best Intentions Missing the MarkImproving Classroom Multicultural EducationVAEA 2014. Dorie Mishael and Angelica Bigsby

Dorie Mishael

● Alabama, California, Texas● Recently graduated from the University of

North Texas● Visual Studies Major BFA● Currently teaching art at a STEM Elementary

school in Alexandria

Angelica Bigsby

● Texas Native ● Recently graduated from the University of

North Texas● Visual Studies Major BFA

○ Minors in Counseling and Psychology ● Currently 1st graduate student at George

Washington University for Art Therapy

Itinerary● About Us● Objective● Background● Best Intentions● Missing the Mark● Example: Dream Catchers Done Right● Everyday Solutions● When in Doubt, Keep it Contemporary● Questions

Objective

I can...● Implement culturally enriching and inclusive

strategies in my classroom with confidence.● Enhancing authentic connections to promote

student engagement.

BackgroundCultural Appropriation the adoption of elements of one culture by members of a different cultural group, specifically used by cultural outsiders of a minority, oppressed culture's symbols, or other cultural elements.

● ideas● symbols● artifacts ● image ● sound objects● forms ● styles from other cultures

Subtle ● Indian giver ● Indian Style ● Getto ● Sold down the river ● Uppity● Gyp● Rule of thumb ● Peanut Galleries ● Hip Hip Hooray● Cowboys and Indians

Blatant

Ohio University STARS students teaching about racism in Society http://www.ohio.edu/orgs/stars/home.html

racism on racism

What is being taught?

Explicit Instruction

Best Intentions

● Learn about and connect with cultures that are different from your own.

● History lesson to understand the past to better create the future.

● Making a medium based lesson more rich with meaning.

Question: What are your best intentions?

Missing the Mark

● Finishing the art is more important than learning the history.

● Hesitation from depth in lesson because of lack of knowledge.

● Assuming you do have all the knowledge without doing in depth research.

● Focusing on Elements and Principles.

Question: What are your experience with educators “missing the Mark?”

Using disrespectful materials● UnsanitaryToilet paper rolls - germsFood - wasteful

● IrreverentThese are usually sacred items. Make sure there is thought and meaning put into the materials.

Losing sight of the Big Idea

● Focus on the Big Idea and culture. Not the Elements and Principles.

● It might turn into a beautiful artwork, but what is it teaching the students about appropriating other cultures in the future?

Religion in the classroom● Othering non-christian

students.● Imposing beliefs

But it’s Canon!

Don’t Miss an Opportunity● Disability● Depression● LGBTQIAP+ ● Race● Class● Gender

Teaching by Omission● Technical skills valued over

content.● Not dealing with or exploring the

imagery.

Kara Walker

Dream Catchers Done Right?● Research

○ Ojibwe tribe or known as Chippewa○ Canada and United States○ Second largest population among 1st nations○ Fourth largest population in US

Bawaajige Nagwaagan (Dream Snare)

● Inanimate word for spider● Handmade object based on a willow hoop that is woven,

beads and feathers are added as extra details● Was adopted by other neighboring tribes through

marriage. ● Universal image of peace or symbol of

commercialization and generalisation of the Native American people.

Origins Story Storytellers speak of the Spider Woman, known as Asibikaashi; she took care of the children and the people on the land. Eventually, the Ojibwe Nation spread to the corners of North America and it became difficult for Asibikaashi to reach all the children. So the mothers and grandmothers would weave magical webs for the children, using willow hoops and sinew, or cordage made from plants. The dreamcatchers would filter out all bad dreams and only allow good thoughts to enter our mind. Once the sun rises, all bad dreams just disappear.[4] American ethnographer Frances Densmore writes in her book Chippewa Customs (1929, republished 1979, pg. 113):

Themes / Big Idea

● storytelling● nature ● dreams● Items of comfort

Everyday Solutions

● Display pictures of the artists being studied.

● With the artists name

Everyday Solutions

Focus on the Big IdeaWhat is the meaning behind the

ritual or object? How can we relate?

Don’t Exoticz

● Find the things you have in common.

● Make the authentic connection

Dark is Beautiful● Reinforce that dark colors are beautiful

and wanted.● Never call black and brown muddy

mistakes.

Multicultural Supplies

Tie it back to the Present

● What are artists from these cultures doing today?

● What controversies surround these artists? Nadia Myre

Videos of Artists

Artists speaking about their work.

Keep it Contemporary

Art is livingArtists are alive

Students can have agency and affect change in the art world.

Kehinde Wiley

Do Ho Suh

Yowayowa

Toshiko Horiuchi

R*dskin is a slur

Proud to be https://www.youtube.com/watch?v=mR-tbOxlhvE

Actions for the better.

● Incorporating contemporary artist in lessons, and around classroom

● Researching basic information about people, objects, culture

● looking at the demographics of your class - ethnicity, religion, disability,

Question: How can you implement what you have

learned in your classroom?

November is native american month

http://www.nmai.si.edu/native american museumhttp://www.usa.gov/Government/Tribal.shtmlhttp://www.native-languages.org/kids.htmwikipedia , "Nativetech.org", Lyn Dearborn,November 1, 1995, accessed September 26, 2013.

The EndQuestions?

Dorie Mishael: Dorie.Mishael@acps.k12.va.usDoriemishael.com

Angelica Bigsby: angelicabigsby@gmail.comhttp://angelicabigsby.wix.com/angelicabigsby

This presentaion lives at http://doriemishae9.wix.com/applejuiceteaparty