Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Critical Multiculturalism Through

No description

Amy Leigh Zschaber

on 21 April 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Critical Multiculturalism Through


What does
it look like?
do this?



"Art educators today are challenged to move away from celebratory multiculturalism curriculum which results in bulletin boards about “culture of the month” heroes, and begin to challenge the unjustness of injustice, that tends to run alongside globalization, through thought-provoking pedagogy" (Chalmers, 2002, 2012).


"In light of the impacts of globalization and diversity, there is a need to move from “’celebratory’ to ‘critical’ or ‘insurgent’ multicultural art education and to increasingly acknowledge and embrace changing transcultural migratory experiences” (Chalmers, 2002, p. 293).
"Critical multiculturalism and social justice in the classroom demand affirmation of students’ constantly changing cultures, challenges hegemonic knowledge, problematizes simplistic focuses on self-esteem, and encourages “dangerous discourses” about challenging topics" (Chalmers, 2002).
We all are members and participants

of multiple cultures.
“If you have come to help me, you are wasting your time. If you have come because your liberation is bound up with mine, then let us work together” (Watson, 1985).
1. Identify a Topic
2. Cultivate Thoughtful Responses
3. Collectively Select One Response/Idea
4. Identify and Assign Responsibilities
5. Storyboard (and Script?)
6. Cast
7. Shoot
8. Edit (and Score?)
9. Acquire Releases
10. Publish!
-What are your students talking about?
-What issues do you notice in your school?
-How can you address an area of need?
-Short responses
-informal polls
-internet polls
-class discussions
set designers
-hold auditions?
-who has final word?
it takes MUCH longer than you think!
Film more than you expect to need. ALWAYS do more than one take!
Perform "quality checks"
My class favorite? Flip cameras!
You don't need to spend a lot of
money to have quality.
Consider audio while editing video and images
We use Windows Live Movie Maker
-pc based
-equitable access
If there are audio issues,
you can edit in Audacity
I shifted from "me" to "we"
when I realized "I" could get more done with "us"
Why did
do this?

There is no "good"
definition of
social justice for
Critical Multiculturalism through
Student-Led Filmography
NAEA Convention 2014 * Room 32 A/Upper Level * March 29th, 9:00 a.m.
Amy Zschaber
Lessons & Links: www.amyzschaber.com
967 students
500 yearly budget
102 art awards
72 percent Black
66 percent on free lunch
45 minutes of planning
38 average class size
14 percent White
11 percent Hispanic
6 daily art classes
4 preps
3 degrees (almost)
1 percent Asian
1 percent 2+ ethnicities
1 art teacher
*1/2 of the US population lives in these counties
Margaret Bowland
Judy Gelles
Sam Spratt
Pawel Kuczynski
NOH8 ad campaign
"No snowflake in an avalanche
ever feels responsible." -Voltaire
Barbara Walker
Daniel Arzola
Shelley Niro
Woman riveting, 1942, Library of Congress; Geraldine Hoff, the inspiration for "Rosie the Riveter"
The "Taco"

Wesley Kirk
Full transcript