Towell+Smilan (2009) Hellman (2003)

Towell and Smilan (2009)

Through a workshop about Trinidadian artists and poets, educators learn how to discuss illustrations and texts of multicultural picture books with their students. Many people do not realize that text and images are actually symbolic representations of what they stand for. For example, the word "dog" is just a textual symbol for a real life dog. This applies to images as well, although we see an illustration of a dog with four legs does not mean this is the same symbol of a dog for everyone. Culture needs to be carefully inserted into the curriculum because it "is fluid and ever-changing" (3). Culture needs to extend past the classroom into community and nature. There are many traditions and talents of diverse cultures that need to be addressed. To engage the students in a discussion about a piece of art work or a picture book, they need to explore their five senses, emotions, and prior knowledge. By giving their perspective and reflection, they will teach their peers which is a step closer to becoming 'successful citizens in a global society'. 

Hellman (2003)

A narrower category of picture books is the postmodern picture book. These place a value on multiple narratives and embraces multiculturalism. There are several characteristics to address: lack of a linear pattern, sarcasm, ambiguities, shifting view points, multiple narratives, and jokes that are present in the images but not in the text. There is also a wider range of readers for postmodern picture books than traditional ones. Adolescents understand the hidden meanings and jokes. When reflecting and analyzing a piece, ask students to look at the use of white space, borders, text placement, picture/word size variation, and pictures that overflow their boundaries. Art educators should discuss both the content of the piece or book as well as the physical form.

Your Place or Mine?

After reading and analyzing the article by Reisberg, Brander, & Gruenewald, I found that the most important concept was the exploration of place, culture, and art. This reoccurring theme needs to be introduced in the classroom as well as in the community. Multicultural curriculum is important so all the students experiences and backgrounds can be incorporated instead of just focusing on the majority. I found that Newling had an interesting point when addressing European American culture. "Whites are now often a minority in public education, advocates for the inclusion of all ethnicities' literature in the curriculum including European Americans both to negate the illusion that European American's have no culture" (121). All cultures need to be explored in order for students to have an open mind. Where Fireflies Dance is a great example of a multicultural book. It addresses place, culture, and art through Lucha's story. It conveys this through family importance, cultural traditions, and representational color.

8/25 Reading Analysis

TMA Ch.2
"To personalize big ideas for artmaking, student artists may do what professional artists do--link artmaking and big ideas to individual interests, background, and experiences" (Walker 20). This chapter introduces a variety of artists such as Donald Lipski, who takes his love for ordinary objects and provides them with meaning. Another artist, Sandy Skoglund, also uses every day surroundings and personal experience in her work. I found both of these artists interesting because I like to see what new ways people create art. Sometimes I think that there is nothing new to create and then I see pieces like Lipski's and Skoglund's and am reminded that there are still many areas to explore.

Desai (2010)
This article addresses different aspects of racial inequality in the classroom and every day life. I hope that by educating myself with more articles like this, I can create a positive classroom environment and make all my students feel accepted. 

Hyland (2010)
After reading about the four white teachers who taught in an African American school in the Midwest, I started thinking about my own role in institutional racism. I think before teachers and other adults tell students to "act white", they need to define race. Students should identify with whatever race they feel connected to and not what society expects them to identify with.