I was able to make a few connections to some of the readings that we've had lately. We have also been talking a lot about culturally responsive teaching in my Human Relations course this semester. In the article, " The Family Quilt Project: The Power of Culturally Relevant Pedagogy" it talks about how the quilting project arose all over the community, enabled families to explore their own cultures, and others' cultures and histories. It became an amazing outpouring of stories, and most importantly a sense of "self- understanding" and "other understanding." Something that connects this and the opportunity with the junior high students is that the teacher involved and our professor Dr. Miller were able to work together to build a project with these students and UNI students to help continue to put an importance on building up school community. This project will continue to engage families and build school community as long as it's up in the cafeteria.
The second connection that I was able to relate it to the article, "Culturally Responsive Teaching for 21st Century Art Education". Right off the bat the article talks about how important culturally responsive teaching is to how students and teachers interact with each other. Another few reasons why this is important are teaching students how to ultimately understand cultures outside of their own and promote social inclusion. This comes into the picture with our visit with junior high students because the goal of this CBAE project was to promote all of the same things listed above to build school community. The students wanted this piece to genuinely represent their school and all that encompasses within all students.
In my Human Relations course we have been doing a lot of class discussion on topics related to culturally responsive teaching. One thing that has stuck out to me recently in that class that closely relates to the ideas that we've been talking about in this class, that is the idea about community inclusion and how to get students, families of students, and the general community involved. In my opinion we (Art Education) have done this by working collaboratively with the junior high students. They were able to come spend the day at the university doing things that are not normal school day activities. We were providing them with an opportunity that not all students get to do. Overall the day was super great and loved being a part of it. I look forward to seeing it up on the wall completely done.
I thought we all did a great job of working with the Holmes students and handled the situations that arose in an efficient manner. I thought getting the kids involved with connecting with their community and the members within it was fantastic. One thing I noted was how my group really took their thoughts from the Paper Giants exhibit and use that within their tribute piece. This project gave them a great foundation to explore their own values and how that compares to that of the school community.
ReplyDeleteDenae I completely agree with knowing how important it is teaching students to appreciate and understand cultures and values other than their own and strive for social inclusion with everyone. While working with my student group, I was considering that aspect in making sure everyone voiced their opinions, be acknowledged for it, and be included in the art project. I also relate to connecting important topics we discuss with other courses this semester.
ReplyDeleteOh my gosh, I wasn't able to see the pieces all put together.. that turned out so great. It really was such a great experience. I loved that you connected it to the article we read for our other class to what we are talking about with CBAE and in Issues and Theories in general, I often find myself making the same connections between the classes.
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