This talk is focused on helping teachers diversify their curriculum to respond to disability and ableism. While many teachers are diversifying their curriculum through the inclusion of artists of color, less attention has been focused on the 15% of students with IEPS with identified disabilities, and understanding their life experiences.
Presenter: Dr. Kelly Gross
Dr. Kelly Gross is an Assistant Professor of Art and Design Education at Northern Illinois University. She is currently working on several research projects that focus on the intersection of art education, special education, and disability studies. In addition, Kelly helps run a K-5 STEAM non-profit, The Rubber Band Project, which develops project-based learning curricula. The Rubber Band Project provides elementary educational experiences in several school districts in the western suburbs, professional development workshops, and led an invited workshop in Australia. Kelly has published on disability issues I art and design education and STEAM Education. During the summer, Kelly teaches as part of the art education program at Vermont College of Fine Arts. Kelly is a former special education teacher and K-9 art teacher who has taught in New Orleans, New York City, and Chicago. Kelly holds a Ph.D in art education from NIU, an M.A. in art education from New York University, and a B.F.A. in Industrial Design from Carnegie Mellon University.
This activity will provide art teachers with knowledge and resources to build meaningful curriculum that cultivates opposition to racism, misogyny, ableism, and hatred of LGBTQIA+ people. In this session, participants will engage with a variety of artworks and images through the lens of the following questions:
– Who is represented in this image?
– How are they represented?
– What does this image communicate?
– How are students influenced by images like this?
– What narratives are omitted or falsified?
After the analyses, participants will be provided with artworks, images, and resources to counter dominant ideologies perpetuated by these images. After the presentation, participants will have an opportunity to work in small groups to analyze an artwork together (images will be provided) using the questions above and then seek counter-visual resources to use in their classrooms. We will end the session with a group reflection and sharing of resources.
The idea is simple, what if there was a conceptual artist in every school? Whoever takes on the position of conceptual artist at their school wouldn’t necessarily have to be the art teacher. It would be whichever teacher thought (or knew) that they could test the pliability of their school as a place where everything–from community to curriculum–was rethought as a creative practice. For this presentation, I will first talk about what this means and where the idea comes from. I will then talk/discuss the possibilities that are already present in schools.
Learn how to revamp & refresh your art lessons to feature BIPOC artists, including artists from our upcoming Latinx Creatives Matter list. IAEA Equity, Diversity, and Inclusion Committee members will share how they have transformed their lessons and students’ learning through critical reflection, developing inclusive lessons, and contemporary artist talks.