Integration of Contemporary & Diverse Artists

In my class I strive to expose students to how they can stretch the medium of clay every day.  One of the ways I do this is through a process I call attendance questions. Instead of taking attendance in the traditional way, I use this time as an opportunity to instead ask students low-stakes question about art. I typically ask them questions about a new artist whose work in some way reflects the same visual goals, subject matter, or concepts as their current project. This routine also allows me to foster a predictable learning environment where students know that during this time of attendance focus is on what we are learning about and why that learning is important. (TQS Standard III A). A few works shown are historical but all are from a broad spectrum of backgrounds which show diversity in gender, age, race, socio-economic class, and geographical location. 

As I gauge student responses and react to the conversations I hear in my school community I search for artists that engage with what they are thinking about. When planning a unit I dive into the process and ideas of contemporary artists, drawing inspiration for myself and hoping to facilitate a relationship where students can self-identify with these artists and finding their own voice. An example of this in my lesson planning can be detailed more in TQS Standard I A, with the Shoe Project, which is connected to student diversity and inspired by Contemporary Artist, Diana “Didi” Rojas. Some of the contemporary concepts explored through these artists are; consumerism, environmentalism, cultural difference, identity, and storytelling.

When I introduce an artist, I think it is important students are shown a range of their artwork with what they look like and their own description of their art practice. This way there are many points of entry for students to make a connection to the artist or their work. Perhaps the artist looks like someone they know or their ideas remind them of something that has been on their mind. Students from all backgrounds need to see representation in the content they are learning and by displaying how art is inclusive of all perspectives helps students find their own voices in our community.