Developing Cultural Competence Through Art (M5U5A2)

Multiculturalism and Diversity in a Classroom

The international framework of education is shifting and global standards are unfolding inside classrooms in order to foster inclusion, development of cultural competence, and strengthen communities and countries. It is important to bring multi-cultural content into each subject based on that subject in order to deepen student’s ability to relate and include multi-perspectives into their blossoming human repertoire as adults of the future.

The platform of teaching can help elevate student’s awareness of the diverse community and world they live in so they can have a wide spectrum of perspectives and tolerance. A teacher can incorporate multicultural content and foster multiple perspectives in all lessons.

Lessons in the art field and subject can reflect not just the diversity of the community and country, but local influences on the global art world. Japanese art as a whole has influenced specific famous artists such as Gustav Klimt and Vincent Van Gogh.  These European painters were pioneers and influenced our appreciation of art and culture today.
EXAMPLE:

   Flowering Plum Blossom by Hiroshige 1797, Japan      Vincent Van Gogh Flowering Plum Blossom 1887, France

Art unites people and places. For example, many of Vincent Van Gogh’s paintings have traditional ‘Ukiyo-e’ woodblock images from Japanese artists such as Hiroshige and Hokusai. These Japanese artists showed life in rural Japan, their communities and regional activities. The woodblock prints were cheaper then, and simply captured daily rituals and traditional habits, clothing and duties. When European artists saw these images, they found them inspiring and interesting. With the advent of WWI, art became more valuable; holding images of this era in a time-bound continuum.

In the Honolulu Museum, there are over 10,000 woodblock prints from Japanese masters like Utamaro and Hokusai. After WW1 and then Hiroshima, the art ended up in America. The point is that Art is part of our cross-cultural heritage as a human race, and as events around the globe happen, art is steered by those events and becomes a symbol uniting us through difficult times by a golden thread called art nostalgia.

Students’ cultural competence will be developed through activities that include research, presentations, and debate. Students will investigate and report on any of the following topics related to art and multicultural perspectives and influences, even fusion of art movements from different chronological timelines.

Choice of study research projects:

1. Identify and construct a plan of artistic chronology where different countries artists influenced another countries artists. Show evidence as to why and how that happened.

2. Build a timeline showing the trajectory of Chinese art influence over Japan, starting with Okinawa. Debate the differences and express some positive results of these influences.

3. How does art influence culture and society. How is art reflected in society?

4. How does art influence the architecture of a country? Show examples over the ages starting with the Romans. How did they influence other parts of the world.

5. Choose your own topic ( must be approved by the teacher)

Assessments will be done formatively as the students research their topic and take notes in their notebook. Comprising data in the WH5 (who, what, where, when, why, how). Also, cross-examining each other’s work with rotational 5 – 10 minute walk-arounds, changing partners. (student-centered activity) Teacher observes the students interacting, presenting to each other, and asking questions to show listening skills and understanding. A written essay and a project-board will be given for the purpose of visual presentation final report.

References

Encyclopedia of Art History. What is Japonism? Retrieved February 3rd 2018 from: http://www.visual-arts-cork.com/history-of-art/japonism.htm