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ART 351.27

ART 351.27. Art for Urban Populations: Spring 2009. Course Description.

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ART 351.27

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  1. ART 351.27 Art for Urban Populations: Spring 2009

  2. Course Description “Art for Urban Populations” examines image, image construction, and production through the lenses of race, economic class, and gender. Through critique, studio production, and social engagement, students examine the historical, cultural, political, and economic power of the image and how this influences and defines us, especially as it pertains to children within K-12 education.

  3. Course Overview The first purpose of this course is to engage pre-service teachers in self-reflection concerning identity creation by asking the following questions: how is racial perception created? How do we define ourselves within a consumer-based culture? How can and does both popular and fine art creation challenge or perpetuate these assumptions? How do these perceptions play within the K-12 student culture, especially that of urban populations? We will critically examine these issues using video, images, and writings from cultural studies, art criticism, history, philosophy, and sociology.

  4. 10 upper-level students 2 Pre-service elementary educators 4 Studio students 4 Pre-service art educators

  5. Meeting David Wilson Wilson, D. (Director). (2008, April 11). Meeting David Wilson [Television broadcast]. MSNBC.com video. Find a children’s book, artwork, video, or object that relates to the documentary. Write a one-page narrative, connecting it with the documentary’s issues and themes. Have an image, copy of it to accompany the narrative. Be prepared to present it to the class. It must be child-appropriate for a K-12 setting. Journal entry about the class

  6. Obama Inauguration

  7. MSNBC Town Hall Meeting Hooker, S. (Executive Producer). (2008, April 11). Town Hall: Changing the conversation about race [Television broadcast]. MSNBC.com video. Journal entry Blackboard Discussion

  8. Photo collage What does it mean to be your color? What does it mean to be another color?

  9. Photo collage

  10. McIntyre, A. (1997). Making meaning of whiteness: Exploring racial identity with white teachers. Albany, NY: The State University of New York Press. In the forward Christine Sleeter mentions “white talk.” What does “white talk” mean to you and give a few examples. In the Introduction McIntyre talks about growing up in terms of race. Everyone has a different experience. Talk about your growing up in terms of race. Reflect on your own experience and write about what it means being white or black?

  11. Ringgold, F. (2001). Racial questions and answers. Retrieved on August 10, 2008 fromhttp://www.faithringgold.com/racialquestions/ What would happen if you woke up another color? Who would you tell? How do you think they would respond?

  12. Marshall, K. (October 29, 2006). Episode 61: Kerry James Marshall. (Bad at Sports: Contemporary Art Talk). Retrieved August 11, 2008 from http://badatsports.com/2006/episode-61-kerry-james-marshall/ Rthm Mastr

  13. bell hooks hooks, b. (1995). Art on my mind: visual politics. NY, NY: The New Press. How do we document ourselves in pictures?

  14. Valued and Undervalued Cahan, S. and Kocur, Z. (Eds.). (1996). Contemporary art and multicultural education. NY, NY: Routledge

  15. Eric Garcia

  16. Clinical placements: 12 hours Bloomington/Normal schools Bloomington-Normal Boys and Girls Club Little Village Schools, Chicago: Farragut Academy, Little Village Lawndale High School, Cardenas Elementary

  17. Chicago Trip 3 hours in schools Restaurant Lunch Aztec show Chicago Public Art Group Mural Tour

  18. Discussions of Readings Universidad Popular. (2007). Sharing our laurels. Chicago, IL: Tampico Press.

  19. Day of the Dead vs. Halloween Aztec, Catholic, and Celtic origins Journal response to video. Find a children’s book, story, or artwork related to Day of the Dead. Share book, artwork with class.

  20. Pick an artist from the Chicano collection. Prepare a Power point and a handout about the artist’s work. Create an in-class activity that can accompany the work of the artist using the assigned lesson-plan format.

  21. Drawing Color Lines by Olivia Gude. http://www.uic.edu/classes/ad/ad382/sites/AEA/AEA_03/AAEA03a.html Find an example of stereotyped color symbolism. Find a counter example. Make copies of each. After reading the article, analyze your two color examples in a paper of at least 1 page in length. You must cite examples from class readings, videos, or discussions to back up your argument.

  22. What we’ve learned: • Do your research, put artists & groups into context. • A teacher is like the Wizard of Oz: Look for and encourage positive behavior. Be careful of profiling. • Diversity needs to be rounded, not holiday art. • Encourage self-education by students and teacher. • Expose past inequalities: What is white privilege? • Focus on what is being said: Go beyond the delivery. • Critically look at materials and sources. • Give respect if you want to be respected.

  23. What we need to ask: • What are your values? • What buttons are being pushed and why? • Explore the idea “If you’re not white, this isn’t your home.”

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