Multicultural Community Involvement: The Art Night School District Event
By:Amber D. Lemser
Distance Learning Masters of Art Education Program at the University of Florida
Multicultural Community Involvement: The Art Night School District Event
Summary
The premises of this paper will be researching and discussing how an art educator creates a multicultural community connection between themselves, their students, and the families of those students by establishing an Art Night Event proposal letter to school board members of the school district. Multicultural communities in an education field have been rooting themselves for 3 decades, and have become vital in the growth of classroom environments of teachers and students (Stuhr, P. 1994). The National Association for Multicultural Education founded in 1990 defines Multicultural education in many ways. The definition that is connected to the topic states, “It recognizes the role schools can play in developing the attitudes and values necessary for a democratic society. Multicultural education values differences and affirms the pluralism that students, their communities, and teachers reflect. Multicultural education challenges all forms of discrimination in schools and society through the promotion of democratic principles of social justice,” (National Association for Multicultural Education, 2003).
When creating a multicultural environment art educators must choose approaches that are best suited for the environment they teach too. Multicultural environments are based on the level in which the educator is teaching. A few approaches to establishing a Multicultural classroom range from slight change to fully revised social awareness (Gorski, P. 1995-2012). The ideas for this range can be broken down into stages based on models from Banks and McIntosh as noted by Paul C. Gorski in his Multicultural reform project. Those stages start with Curriculum of Mainstream, which ignores perspectives of minority or less dominate groups in subject areas. The classroom setting shows all educational materials are presented in a narrow frame of thinking. The approach is hazardous to all students in the classroom setting, and is misleading in the idea of multicultural reform. Stage two is Heroes and Holidays, in which teacher’s celebrate the differences in society by incorporating ideas, resources, and famous figures from various cultural backgrounds into curriculum. Educators plan special events to identify these people or traditions in their lessons. The approach is a very strong and easy way for educators to implement multicultural ideas into the classroom. Stage three is Integration. Integration extends from stage two and adds secondary sources of materials and resources for specific topics. Stage four is Structural Reform, the teacher uses new materials and dedicates themselves to expanding their knowledge on various topics and sharing that knowledge with the students. Students see events, customs, and people through different ideas and approaches. The last stage is stage five Multicultural, Social Action, and Awareness. Stage five goes beyond structural reform and establishes topics on social issues and studies them in-depth, allowing students to become another resource among many resources in the classroom (Gorski, P. 1995-2012).
Schools are in a constant struggle to find ways to connect to their student’s families and the community. Schools have established many programs that help promote involvement from the community in schools. Parent Teacher Association programs are designed to help students reach their highest potential by engaging and empowering families and communities to be advocates of students learning (Missions and Values, n.d). A different type of school program is After-school programs allowing teachers to go into the community and invite parents, community leaders, and political figures to visit their schools. Programs, such as these, allow parents and other individuals to become a part of the learning environment, plus collaborate with teachers in ways to help students excel towards the future (Henderson & Strickland, 2013).
After-school Programs are similar to an Art Night event. The idea of an Art Night is for students and student’s family communities to be engaged with the art educators practices in schools. The program is an opportunity for art educators to bring multicultural people together to create unique pieces of art. Art educators from a school district work together to create lessons on specific artist for students and their families to learn about the artist and create art from the ideas or interpretations of the artist work. It allows people of all ages, race, and social background to unite for one idea. The idea to make art (ArtCorpsSD, n.d).
The Multicultural Community Involvement Plan
I have produced a proposal letter for an Art Night event. The Letter addresses a school board at a public school district level to create a multicultural event to entice the community to be a part of students learning. Thus, breaking down social biases, and establishing interactions between students, parents, families, people, and educators of all different backgrounds.
Art Night Proposal Letter
233 South Treating Plant Road
DeQueen, AR 71832
April 2, 2014
School Board Members
233 South Treating Plant Road
DeQueen, AR 71832
Dear: School Board Member’s,
My name is Amber Lemser. I am the art teacher at DeQueen Elementary School. I am writing to you in regards to request permission for the DeQueen Public School art educators to host an Art Night Event this following month at the DeQueen Elementary School in the Old Cafeteria from 5p.m.to 9p.m. in the evening for free.
The event will promote community involvement in the art education program at our district’s schools. It will establish a connection with teachers, students, and student’s families, helping create an environment of non-social prejudice bringing multicultural families and art educators together while creating artwork. There will be five multicultural rich lessons taught by each art educator at various times allowing for students and families to pick and choice which lessons they would like to participate in. There will be lesson handouts in English and in Spanish for students and families from all different backgrounds to follow along with as they learn and create. Each family should have time to create two art projects, and establish a rapporteur with the art educator teaching the lesson. I will be inquiring with local business and establishments on donations for snacks, beverages, and money for art supplies for the event. The other art educators and I have composed a registration form for students and parents who would like to participate in the event. We will be sending these forms home with students in English and in Spanish to fill out in bring back to school. I will also create the same form for our school’s website for parents who prefer to be paperless. This will establish how many people to account for during the evening.
It is with much enthusiasm that I hope you approve this event. We, the Art Department believe this is an opportunity to serve our community, and learn about our students. It also allows us to learn about their cultural backgrounds creating a bridge between community and school.
Sincerely,
Amber Lemser
References
ArtCorpsSD. (n.d) Family Art Night. Art Corps. Retrieved from http://artcorpssd.com/ArtLessons/family-art-night/
Gorski, P. (1995-2012).Multicultural Curriculum Reform. Critical Multicultural Pavilion. Retrieved from http://www.edchange.org/multicultural/curriculum/steps.html
Henderson A. T. & Strickland, C. S. (2013, February 5). Expandinglearning.org. Retrieved
from http://www.expandinglearning.org/expandingminds/foreword
Mission and Values. (n.d) National PTA. Retrieved from https://www.pta.org/about/content.cfm?ItemNumber=944&navItemNumber=552
National Association for Multicultural Education. (2003, February 1). Definition. National
Association for Multicultural Education. Retrieved from http://www.nameorg.org/resolutions/definition.html
Stuhr, P. L. (1994). Multicultural art education and social reconstruction. Studies in Art Education, 35(3), 171-178.
By:Amber D. Lemser
Distance Learning Masters of Art Education Program at the University of Florida
Multicultural Community Involvement: The Art Night School District Event
Summary
The premises of this paper will be researching and discussing how an art educator creates a multicultural community connection between themselves, their students, and the families of those students by establishing an Art Night Event proposal letter to school board members of the school district. Multicultural communities in an education field have been rooting themselves for 3 decades, and have become vital in the growth of classroom environments of teachers and students (Stuhr, P. 1994). The National Association for Multicultural Education founded in 1990 defines Multicultural education in many ways. The definition that is connected to the topic states, “It recognizes the role schools can play in developing the attitudes and values necessary for a democratic society. Multicultural education values differences and affirms the pluralism that students, their communities, and teachers reflect. Multicultural education challenges all forms of discrimination in schools and society through the promotion of democratic principles of social justice,” (National Association for Multicultural Education, 2003).
When creating a multicultural environment art educators must choose approaches that are best suited for the environment they teach too. Multicultural environments are based on the level in which the educator is teaching. A few approaches to establishing a Multicultural classroom range from slight change to fully revised social awareness (Gorski, P. 1995-2012). The ideas for this range can be broken down into stages based on models from Banks and McIntosh as noted by Paul C. Gorski in his Multicultural reform project. Those stages start with Curriculum of Mainstream, which ignores perspectives of minority or less dominate groups in subject areas. The classroom setting shows all educational materials are presented in a narrow frame of thinking. The approach is hazardous to all students in the classroom setting, and is misleading in the idea of multicultural reform. Stage two is Heroes and Holidays, in which teacher’s celebrate the differences in society by incorporating ideas, resources, and famous figures from various cultural backgrounds into curriculum. Educators plan special events to identify these people or traditions in their lessons. The approach is a very strong and easy way for educators to implement multicultural ideas into the classroom. Stage three is Integration. Integration extends from stage two and adds secondary sources of materials and resources for specific topics. Stage four is Structural Reform, the teacher uses new materials and dedicates themselves to expanding their knowledge on various topics and sharing that knowledge with the students. Students see events, customs, and people through different ideas and approaches. The last stage is stage five Multicultural, Social Action, and Awareness. Stage five goes beyond structural reform and establishes topics on social issues and studies them in-depth, allowing students to become another resource among many resources in the classroom (Gorski, P. 1995-2012).
Schools are in a constant struggle to find ways to connect to their student’s families and the community. Schools have established many programs that help promote involvement from the community in schools. Parent Teacher Association programs are designed to help students reach their highest potential by engaging and empowering families and communities to be advocates of students learning (Missions and Values, n.d). A different type of school program is After-school programs allowing teachers to go into the community and invite parents, community leaders, and political figures to visit their schools. Programs, such as these, allow parents and other individuals to become a part of the learning environment, plus collaborate with teachers in ways to help students excel towards the future (Henderson & Strickland, 2013).
After-school Programs are similar to an Art Night event. The idea of an Art Night is for students and student’s family communities to be engaged with the art educators practices in schools. The program is an opportunity for art educators to bring multicultural people together to create unique pieces of art. Art educators from a school district work together to create lessons on specific artist for students and their families to learn about the artist and create art from the ideas or interpretations of the artist work. It allows people of all ages, race, and social background to unite for one idea. The idea to make art (ArtCorpsSD, n.d).
The Multicultural Community Involvement Plan
I have produced a proposal letter for an Art Night event. The Letter addresses a school board at a public school district level to create a multicultural event to entice the community to be a part of students learning. Thus, breaking down social biases, and establishing interactions between students, parents, families, people, and educators of all different backgrounds.
Art Night Proposal Letter
233 South Treating Plant Road
DeQueen, AR 71832
April 2, 2014
School Board Members
233 South Treating Plant Road
DeQueen, AR 71832
Dear: School Board Member’s,
My name is Amber Lemser. I am the art teacher at DeQueen Elementary School. I am writing to you in regards to request permission for the DeQueen Public School art educators to host an Art Night Event this following month at the DeQueen Elementary School in the Old Cafeteria from 5p.m.to 9p.m. in the evening for free.
The event will promote community involvement in the art education program at our district’s schools. It will establish a connection with teachers, students, and student’s families, helping create an environment of non-social prejudice bringing multicultural families and art educators together while creating artwork. There will be five multicultural rich lessons taught by each art educator at various times allowing for students and families to pick and choice which lessons they would like to participate in. There will be lesson handouts in English and in Spanish for students and families from all different backgrounds to follow along with as they learn and create. Each family should have time to create two art projects, and establish a rapporteur with the art educator teaching the lesson. I will be inquiring with local business and establishments on donations for snacks, beverages, and money for art supplies for the event. The other art educators and I have composed a registration form for students and parents who would like to participate in the event. We will be sending these forms home with students in English and in Spanish to fill out in bring back to school. I will also create the same form for our school’s website for parents who prefer to be paperless. This will establish how many people to account for during the evening.
It is with much enthusiasm that I hope you approve this event. We, the Art Department believe this is an opportunity to serve our community, and learn about our students. It also allows us to learn about their cultural backgrounds creating a bridge between community and school.
Sincerely,
Amber Lemser
References
ArtCorpsSD. (n.d) Family Art Night. Art Corps. Retrieved from http://artcorpssd.com/ArtLessons/family-art-night/
Gorski, P. (1995-2012).Multicultural Curriculum Reform. Critical Multicultural Pavilion. Retrieved from http://www.edchange.org/multicultural/curriculum/steps.html
Henderson A. T. & Strickland, C. S. (2013, February 5). Expandinglearning.org. Retrieved
from http://www.expandinglearning.org/expandingminds/foreword
Mission and Values. (n.d) National PTA. Retrieved from https://www.pta.org/about/content.cfm?ItemNumber=944&navItemNumber=552
National Association for Multicultural Education. (2003, February 1). Definition. National
Association for Multicultural Education. Retrieved from http://www.nameorg.org/resolutions/definition.html
Stuhr, P. L. (1994). Multicultural art education and social reconstruction. Studies in Art Education, 35(3), 171-178.