A Dialogue on Art Social Justice The Power

A Dialogue on Art & Social Justice: The Power of Creative Representation Navarro 2016 Missouri Art Education Association Conference April, 2016 Virginia Navarro, Ph. D. University of Missouri-St. Louis Friday, April 8, 4 -5: 30 PM, Ambassadeur I 1

Navarro 2016 Image on Chrome google search March 20, 2016 2

1. In groups of 3 -4 share your understandings around the connotations around this concept. 2. Try to agree on a few descriptive phrases that capture some shared meanings 3. Discuss WHY this concept sometimes is controversial 4. Report a few ideas generated with larger group Navarro 2016 Social Justice: Multiple meanings? 3

Deepening Social Justice Teaching 1. Situate families and communities within an analysis of structural inequities. 2. Develop relationships of reciprocity with students, families, and communities. 3. Teach to high academic expectations by building on students’ culture, language, experience, and identity 4. Create and teach an inclusive curriculum that integrates marginalized perspectives and explicitly addresses issues of inequity and power http: //jolle. coe. uga. edu/wp-content/uploads/2014/01/SSO_Feb 2015_Template. pdf Navarro 2016 by Christine E. Sleeter, California State Univ. -Monterey Bay 4

Culturally Responsive Teaching • The ‘Teaching Diverse Learners Lab’ at Brown University identifies seven main characteristics of culturally responsive teaching: 2. Communication of high expectations 3. Learning within the context of culture 4. Student-centered instruction 5. Culturally mediated instruction 6. Reshaping the curriculum 7. Teacher as facilitator http: //www. lab. brown. edu/tdl/tl-strategies/crt-principles-prt. shtml Navarro 2016 1. Positive perspectives on parents and families 5

RESOURCES: Teaching Tolerance: SPLC Navarro 2016 http: //www. tolerance. org/lesson/using-photographs-teach-social-justice Essential Questions: • How do photographs convey meaning? How do viewers contribute to constructing that meaning? • How are photographs similar to and different from other kinds of communication? • What role can photographs play in revealing injustice? What role can they play in encouraging people to take action against injustice? • How do photographs show activism and activists? Art and Racial Justice: What is in a Self-Portrait? http: //www. tolerance. org/lesson/art-and-activism (open) • http: //www. tolerance. org/lesson/art-and-racial-justice-what-self-portrait • http: //www. tolerance. org/sites/default/files/general/L 6_what%20 is%20 in% 6 20 a%20 self%20 portrait_3 -5. pdf (open)

RESOURCES: Links to information Art Education for Social Justice • https: //www. pinterest. com/sara_nash/art-education-for-socialjustice/ Rethinking Schools – materials, books, curricula, Elementary Ideas for Art https: //www. google. com/search? q=art+images+for+social+justiceprimary+grades&rlz=1 C 1 CHFX_en. US 591&tbm=isch&tbo=u&s ource=univ&sa=X&ved=0 ah. UKEwi. Op. N_vl. NPLAh. UINj 4 KHZ 8 DB 4 QQs AQIRw&biw=911&bih=429 Navarro 2016 www. rethinkingschools. org Vision Series: Chawky Frenn - "Art and Social Justice" • https: //www. youtube. com/watch? v=b 5 T 0 jefh. M 5 U Ted Talks: Art is a weapon for social change: Dr. Tammy L. Brown at TEDx. Xavier. University, https: //www. youtube. com/watch? v=7 o 6 kb. RBFLd. I Making Spaces K-3, 7

• The Center for Culturally Responsive Teaching and Learning www. cultureandlanguage. org/ccrtl. html • National Education Association www. nea. org • Teaching diverse learners www. alliance. brown. edu/tdl • PBS –over 3300 entries for social justice http: //www. pbslearningmedia. org/search/? q=social+justice& selected_facets=&selected_facets= • CREDE-Center for Research on Education, Diversity, and Excellence (Early Childhood Standards) http: //manoa. hawaii. edu/coe/crede/sample-page/ Navarro 2016 RESOURCES: General Sites 8

Navarro 2016 Antonio Berni’s “The Demonstration” Malba Museum, Buenas Aires, AR 9

Focus on how old she looks, what she’s wearing, what she’s holding, what she’s doing and what her expression is like. With your partner, answer these questions to help you focus on the tone, or feeling, of the photo. Navarro 2016 Analyzing images for meta-meanings Portraying competence and/or beauty 10

• Discuss some activities for your age group might offer generative discussion and ideas for creative representation of issues of social justice. • Be specific – Pictures? Materials? Product? • What has worked for you? • Share your ideas with group. • (10 minutes) Navarro 2016 Using ART as entry point to SJ? 11

As teachers. . . Navarro 2016 • We must intentionally include images, dialogue, and activities that honor multiple cultural traditions. • We must make the study of language and cultural diversity part of the curriculum regardless of school demographics. • We must commit to working to improve the opportunities for all students THROUGH everyday choices in the classroom. • We must educate ourselves and develop a critical stance around assumed cultural truths – from First Nations peoples treatment and Thanksgiving projects to Columbus’ role in exploration of Americas. • We must offer multiple possible interpretations of visual art that challenges the status quo. • We must find and nurture both critical thinking and an 12 aesthetic of the good and beautiful in dialogue with our students.

• Persistent institutionalized racism, profiling and stereotyping, unequal school discipline, school to prison pipeline, • Immigrants and immigration issues • Muslim students / scarves /hate crimes • LGBTQ students / harassment /suicides • IN GROUPS OF 3 -4 SHARE IDEAS ON A TOPIC ABOUT WHAT YOU CAN DO AS AN ART TEACHER NOW TO EQUALIZE LEARNING OPPORTUNITY AND ADVOCATE FOR JUSTICE FOR ALL STUDENTS? Share out. (15 minutes) Navarro 2016 Today’s challenges? 13