Length: 3 weeks
This unit will explore and build upon the students’ understandings of diversity, inclusion, justice, and equity. During Socratic discussions they will learn from each other’s personal experiences. Students will also share with each other about their own culture and
There will be opportunities
Students will:
- Engage in socratic discussions of the meanings of diversity, inclusion, justice, and equity
- Go on a virtual (or in-person) fieldtrip to art gallery’s featuring the work of QTBIPOC artists
- Engage in a collective conversation with a local artist
- Identify emergent artmaking techniques to create a piece that challenges deficit narratives and elicits justice.
- Present and analyze their work to their peers
In this three-week unit, students will explore and deepen their understandings of diversity, inclusion, justice, and equity. They will engage in Socratic discussions to learn from each other's personal experiences, share about their own culture, and identify emergent art-making techniques to create a piece that challenges deficit narratives and elicits justice. The unit will also provide opportunities for students to engage with the creations of artists from diverse identities, to understand and embody the principles of diversity, justice, inclusion, and equity, and to apply these principles to recognize, analyze, and take action against the oppressive social forces that shape society.
The unit will culminate in the presentation and analysis of their work to their peers. Additionally, students will have the opportunity to go on a virtual (or in-person) field trip to art galleries featuring the work of QTBIPOC artists and engage in a collective conversation with a local artist.
Throughout the unit, students will be challenged by essential questions such as "Why do we need art?", "To what extent does power or the lack of power affect individuals?", "What is oppression and what are the root causes?", "How are prejudice and bias created? How do we overcome them?", "What are the responsibilities of the individual in regard to issues of social justice?", "What can art teach us about culture?", and "How does art bring us together?".
By the end of the unit, students will have a deeper understanding of the role of art in social justice movements and will be able to apply the principles of diversity, justice, inclusion, and equity to recognize and take action against oppressive social forces.
Priority Goals
- Engaging with the creations that artists of diverse identities, students will be able to describe to the history, role, and significance of the arts in social justice movements.
- Students will understand and embody the principles of diversity, justice, inclusion, and equity. They will apply these principles to recognize, analyze, and take action against the oppressive social forces that shape society.
Essential Questions
- Why do we need art?
- To what extent does power or the lack of power affect individuals?
- What is oppression and what are the root causes?
- How are prejudice and bias created? How do we overcome them?
- What are the responsibilities of the individual in regard to issues of social justice?
- What can art teach us about culture?
- How does art bring us together?