Tuesday, December 15, 2009
Self-Assessment Diversity Attitude Survey
Monday, December 14, 2009
What do you understand intersexuality and transexuality to be? Has your study of these topics been useful to you? How?
Friday, December 11, 2009
Observation for Equity
I completed this assignment in Ms. Cabrera’s Art Appreciation class held at John F. Kennedy Middle School. The school is comprised mostly of “minorities” – African American, Haitian American, Latin American, and Islanders from the Caribbean. However, here they are not considered so. While observing the class, Ms. Cabrera assigned an activity on making a collage. First, the student must complete the assigned reading on said topic. Then the teacher goes through the lesson orally. Ms. Cabrera had the students read Chapter 3 Art Media and Techniques, Lesson 7 Making a Collage form their textbooks. The lesson describes to the student what a collage is, what they will learn from the activity, what they will need for the activity, and what procedures to follow to complete the activity. After they are finished reading the lesson, Ms. Cabrera goes through it with the class in a concise manner. On the board I observe this message written by her to the students, “Use materials to make a picture collage with a theme. Do not begin to glue until you have your design.” To complete this activity the students are expected to:
- Pick a theme (cars, sports, nature, animals, fashion, etc.).
- Browse through magazines and collect images, words, and textures that depict said theme.
- On a sheet of white paper 11”x14”, create a design using what they have collected from the magazines. Certain images and words should be trimmed as needed, and the student is free to incorporate construction paper, markers, and colored pencils to help build up their collage. They may even add images and text drawn by their own hand.
- When the student is satisfied with their design they can begin to glue the pieces they have selected for their collage down on the white paper. The student should not leave any white spaces showing through and can create a flow through their selected images by overlapping them.
While observing Ms. Cabrera I do believe she shows sensitivity to diversity in the classroom. Being her first year teaching at JFK Middle School I believe she is handling the transition well. Although her title is as an Art Teacher, she was first and for 10 years a Dance Teacher at a school severely different from this one. She is aware of the vast difference between her Dance students and the students she is now teaching Art to, but tries to find herself amongst all the changes that have occurred to her in the past year. She treats all her students equitably. All students are praised when they have done something correctly and all are punished when behavior has reached a disruptive point. “Good” or “bad,” “black” or “white” all students receive praise on an assignment well done. And even if the assignment isn’t a masterpiece, but the behavior is one of focus, determination, and effort that alone will earn you a word of encouragement from her. She fully recognizes and accepts the diversity of her students. She is very aware of the diversity her students bring into the classroom, form differences in countries where they and their families are from, to home lives, and even psychological standings. Although, Ms. Cabrera tries her best to recognize different learning styles, if the student is not verbal about “getting it” or it hasn’t become obvious to her that the student doesn’t quite understand the assignment sometimes a student may slip under the radar. This situation is only noticeable once the student turns in an assignment that has been completed incorrectly. Although, she is willing to work with the student on improving their assignment, occasionally the class may be too large to address all the students on a one to one basis. This is unfortunate and may lead to the teacher believing that all her students are “getting it,” while the ones who aren’t maybe being pushed to the background. She instructs all her students, twice, so as to make sure the assignment is as clear as possible. As mentioned before, the student is left to read about the assignment independently from their textbooks first. Then, she orally explains the details of the activity. In doing so she uses visual aids to help the students come to an understanding of what is expected of them and their assignment. If any questions, misconceptions, or hesitations arise she tries to deal with them on a student to student basis. Ms. Cabrera does provide an open climate; however, I believe the students seem to create this type of climate all on their own. Most are very open themselves and quite amiable, greeting me my first time around and other times after that. Most seem to have a positive repertoire with the teacher, very few shying away for social reasons. When working in art it is important to use alternate and diverse materials, and that is exactly what she does. For example, in class the students are working on creating a collage. Their first collage is being created using construction paper and magazine clippings. The second collage they do in class will be created using fabric swatches, a great way to add depth and texture to any piece. Ms. Cabrera does her best to accommodate and provide for her students needs. If she realizes one of her students needs a little extra attention she offers it willingly. She provides them with as much as she can, and has even registered the class on an adopt-a-class website where additional help from family and friends can assist her in managing the needs of the classroom better. Finally, Ms. Cabrera does apply model learning to encourage all students, even diverse ones, to complete their assignments. In Art, how else could it be? To learn any technique you must observe someone using it. You can’t learn to hold a paintbrush by reading about it; you must watch the artist at work, and then attempt the technique yourself for true reinforcement. The activities done in class are no doubt hands-on. This gives Ms. Cabrera the opportunity to visually, as well as verbally, show students different techniques used in completing certain works of art.
Friday, November 20, 2009
What do you think to be the cause of homosexuality? Have your views on homosexuality been affected by the study of this topic?
Thursday, November 12, 2009
React to the article "Tale of Two Islands." Do you think a case can be made for charges of institutional racism?
Friday, November 6, 2009
Reflect on what you've learned about Race and Racism.
Tuesday, November 3, 2009
Reflecting on Asili the Journal Blogspot: Emmett Till: The Shaping of a People's Dream.
After watching the film and reading the poem on Emmett Till I have been given a clearer vision of what it was like during the 50s in an America that was intolerant of its colored citizens. I have always felt this cosmic connection to the 50s. To me, it is one of the most powerful eras. So many things were happening at that time. But as I research the Civil Rights Movement I realize just how much was happening. It is unfortunate that any mother would lose their child in that manner, or that any group of people would be left to live under such fearful conditions. But their day came. Emmett’s mother showed great strength to do what she did, to expose the living conditions of the South, especially those being experienced in Mississippi, by revealing to the world the lifeless body that was once her son. Her son may have paid the price of ignorance and hatred, but his death ignited the movement that sparked the emergence of some of the most well known Historical figures of all time. Rosa Parks’ refusal to give up her seat on the bus took place December of 1955, the same year Emmett Till was murdered in cold blood (he died in August of that year). After being arrested for sitting in the seat of her choice, she decided she had had enough of this unjust treatment. And thus from this was born the Montgomery Bus Boycott and what breathed life into the Civil Rights Movement. If Rosa Parks is seen as “the Mother of the Modern-day Civil Rights Movement,” then it is only fair to say that Martin Luther King Jr. at the young age of 26 had become in 1955 the Father of the Modern-day Civil Rights Movement. Elected president of the Montgomery Improvement Association, on the 5th of December he became the official spokesman for the boycott. Wise beyond his years and known for his eloquence, he stepped into the position with a lot of heart and little certainty. But a family isn’t complete without the pitter-patter of little feet. And that role belonged to none other than Emmett Till, the Son of the Modern-day Civil Rights Movement. In August of 1955, Mamie Till wasn’t the only one to lose a son that year. We, as individuals, as a people, and as a nation had lost a son. A son we may never have known existed till word of his untimely death had reached us. A son we were never really there for. A son we hoped to offer the world to. In 1955 an entire group of people had reached their limit and decided that enough was enough. With Emmett Till’s death came the birth of the Civil Rights Movement.