Artists of the Civil Rights Movement Visualization

I selected an infographic for my visualization platform. I think an infographic fit well into my discipline of art because it’s a way to simultaneously show images as well as information. I also liked the format that Piktochart offers; because of its verticality, if it was printed out it could be hung in the classroom on the wall for students to refer back to for information and inspiration. As for the subject, I wanted to stick with the Civil Rights Movement theme because that’s what I used in the Scaffolding project. Because I was building onto knowledge I had already researched, I already knew what I needed to include and wanted to show students, it was sort of like I was creating a Civil Rights Movement unit. I selected artists that I knew about and also some I learned about through research, artists that I thought would be most beneficial to students. I chose the specific art pieces because I thought they demonstrated the artist’s survey of work well and the qualities of the Civil Rights Movement. I also think it's important for students to learn about contemporary artists, so I included those related to this movement at the end, so students first learn about the past and then the present. Kehinde Wiley is an influential contemporary artist, here is a link to his website if not familiar with him. 

Creating the visualization deepened my understanding because when selecting who and what I wanted to include, I needed to consider what I felt most important for students to know and what represented the movement the best. I also think including the timeline with the artists helps to give context to students who would be viewing the visualization, so they can see what artists are responding to at the time they were creating and growing up witnessing. Also by including numerous artists, discussions can be held comparing the artists to one another, instead of just reading about one individual artists after another; instead they share space and the artwork is there to see. I also think a visualization itself is more enjoyable for students to read instead of out of a textbook, it’s a refreshing view that can utilize color and images.

  After creating this visualization I can see how it can be a vehicle for learning. I think it can be a great platform for students to learn from and also for students to create themselves in order to learn. When creating my own visualization, I learned more than I knew before about the Civil Rights Movement artists and discovered new artists. Therefore, if students were to create their own visualization, they also could learn about their topic and discover an array of artists. After, they could present the information to the class, so everyone would benefit from this experience. However, I think the more crucial information would be left up to the instructor’s visualization so everything that needs to be included will be in the most effective way. Overall, visualization can be both a vehicle for teachers and students, and offers a refreshing and creative way to learn.
(It's hard to read what's in the visualization, it looks better if you download the image and then zoom in on your computer. Sorry for the inconvenience I'm not sure how to resize it on here)

Kehinde Wiley, "Anthony of Padua." 2013

Disciplinary Text Set

Introduction 

I selected these texts, images, and videos with the theme of social justice being brought into art. My target group of students would be those at a high school level, as a lot of the issues discussed are serious and complicated. There is a lot of social justice artwork and movements to choose from, so I selected subjects that students could be most familiar with or have the most background knowledge on, such as civil rights and climate change. Most of my tasks coming from these texts would be creating an art piece in response or having a discussion before creating. My discipline is art education, so creating an art piece in response is important to me as the only way to become a better artist is through practice. Learning about these injustices will help inspire student artists to create pieces that can make a difference, all while being aware of what is going on in the world they’re growing up in. 

Print

 1. Associated Press. "Street Art around New York has Much to Say." Newsela. Ed. Newsela. The Associated Press, 10 Sept. 2015. Web. 2 Mar. 2017. < https://newsela.com/articles/streetart-humanrights/id/12123/>.

 2.  Associated Press. "Latina Photographer Who Captured Civil Rights Movement Receives Exhibition ." Newsela . Ed. Newsela. The Associated Press, 7 Mar. 2017. Web. 8 Mar. 2017. <https://newsela.com/articles/latina-photographer-civil-rights/id/27670/>.

    This article is about Mexican-American photographer Maria Varela and her photographs of the civil rights movement, capturing demonstrations in Alabama. She was one of the few Latinas involved in the civil rights movement, her work being overlooked until now in the exhibition “Time to Get Ready: Fotographia Social.” Her photographs show a unique perspective of someone that was a part of what was happening. Her images were meant to be part of information booklets to pass out to people working to resist segregation and poverty, to further the cause. Varela claimed that organizers felt law enforcement officers would be less likely to beat protestors if there were more cameras, as capturing violence brings attention to it. Varela would go on to photograph Cesar Chavez from the United Farm Workers after the civil rights movement. Artists today can look up to Varela and how she used her photography to tell the perspectives of people who were often disregarded, and also represents a unique perspective of a Latina during the civil rights movement.

Marching Children Frame a State Police Sharpshooter
Maria Valera
1966

    The quantitative measure of this text is accessible to high school students. I measured the readability of this article on storytoolz.com, and it averaged a grade level of 10.7. I agree with this rating and I think it also could be accessible to ninth graders as well. My target student audience would be high school students in an art class, so this measurement definitely works for me. The article is broken up into main points and offers headings when ideas are transitioning. Its straight forward with its meaning, so students wouldn’t have to infer a lot of information on their own.  Some of the most difficult words that students may have trouble with are coalition, segregation, autobiography, burdened, pensive, entitled, and overlooked. However, these are the most difficult words used, and the main points of the article could be understood without knowing these words or solving with context clues. For qualitative measurement, I looked at the Common Core Qualitative Measures Rubric, and found it to be moderately complex. The text structure is very straightforward and simple, using headings to represent what the next few paragraphs will be about. Each paragraph has one to six sentences in it. There isn’t any photographs included, but I would supplement this article with showing Maria Valera’s photographs. The language features are easy to understand, using mostly familiar vocabulary with some academic language. Sentences aren’t too long, some very short while others more compound, but none long enough to become confusing to students. I think the purpose is something students have to find inside the reading, it doesn’t explicitly state it. The article says, “…artists today can learn from Varela and how she used her photography to tell stories of people who were often overlooked,” and also, “Organizers felt law enforcement officers would be less likely to beat protestors if there were more cameras,” which is the main points I would want students to take away from it. I think the hardest part of the article that might make it more than moderately complex is the demand for prior knowledge. Students would have to know about the civil rights movement. The article references the Student Nonviolent Coordinating Committee (SNCC), Selma, Alabama, civil rights activist Fannie Lou Hamer and other activists, and the March Against Fear in Mississippi. I do think by high school that students have learned about the civil rights movement by sophomore year at least, so students would have some prior knowledge. Therefore, the quantitative measurement and the qualitative are accessible to a high school student of any grade, but I think the best fit would be sophomores or juniors. The text is moderately complex, so something more complex could be done with the reader and task.

    I think that students interest level in the civil rights movement would be mildly interested compared to other subjects, because it is something that they are familiar to learning about and its an important moment in racial equality and human rights. The purpose for choosing this article would be to introduce students to how photography can make a difference; photographing injustice brings it to attention, documenting important figures spreads their word, and you as a photographer also put your own perspective into photos. I think this task is more complex, as students would be asked to choose what injustice they want to bring attention to through photography, or what perspective they want to document. So their task is more open-ended, and might lead students to read some articles about what other photographers are choosing to photograph involving different issues. Therefore, I would be using this text to introduce a topic of photographing social justice and motivate interest for photographing their own perspectives. The task that I am asking of the students is more complex, as it’s more self-directed but also an important choice to represent something they personally want to bring attention to. I also think that sense of choice will motivate students to being excited about photography and motivate them to make a difference with it.

Multimedia

1. Curtis, Elissa. "Faces and Phases: Portraits from South Africa's Lesbian Community." The New Yorker. N.p., 21 May 2012. Web. 9 Mar. 2017. <http://www.newyorker.com/culture/photo-booth/faces-and-phases-portraits-from-south-africas-lesbian-community >.

2.   Rojo, Jaime, and Steven Harrington. "Painting the Desert: Urban Artist in the Navajo Nation." The Huffington Post . N.p., 15 Oct. 2014. Web. 3 Mar. 2017. <http://www.huffingtonpost.com/jaime-rojo-steven-harrington/the-painted-desert-project_b_5973480.html>.

3.      Brooks, Katherine. "9 Political Cartoons That Put Climate Change in Perspective." The Huffington Post . N.p., 07 June 2014. Web. 10 Mar. 2017. <http://www.huffingtonpost.com/2014/06/07/niels-bugge-cartoon-award_n_5455509.html>.

Bob Eckstein (USA)

    This article is an image set of different political cartoons about climate change from artists all around the world. These artworks were submitted to the Niels Bugge Cartoon Award with the theme of climate change, and the top 9 winners were chosen for this article. These political cartoons are not in the typical format someone would think of, but spread across mediums and artistic styles. I think this is a better choice than showing students typical political cartoons because instead of trying to imitate the sketchy style of drawing and black and white restrictions, students can use mediums that work best for them and choose their subject matter more widely. However, these images do follow the political cartoon theme of unfolding the issue before them in a charged image full of imagery. These artists’ cartoons are thought-provoking and don’t give the message of themselves right away, they require discussion and discovery.

    According to storytoolz.com, this article has an average readability score of 11.6, meaning it is accessible to juniors and seniors in high school. I think the quantitative measurement can be extended to a high school students of all grade levels, which would be my target level. The only reading in this article is the brief introduction paragraph stating how these art pieces were brought together and after that it is all images. I think the more difficult part of the article is deciphering and reading the images for their messages, instead of the reading of text. Some vocabulary words I could take from the introduction are illustrators, cartoonists, interpretation, solicitation, transgenic, maltreat, and encapsulating. For the qualitative measurement, I would describe it as in between very complex and moderately complex, according to the Common Core’s Qualitative Measurement Rubric. The text structure for this article is a brief introduction, clearly organized as its broken up into three smaller paragraphs, each 2-6 sentences. This paragraph is followed by the selection of images, each image labeled with the artist and the country they’re from. The images are large and of high quality, so you can see all aspects of the piece to further decode it. The language features used in the text are easy to understand because the writing is straight forward. Some of the vocabulary is more complex as described before in the chosen vocabulary words. I think with some explanation students wouldn’t have a problem understanding these words. The sentence structure is more complex because the introduction uses longer sentences, but these are broken up into small paragraphs. The purpose of this selection of images is clearly stated as relating to climate change, but it is up to the reader to read the purpose of each individual art piece, which is why I would call this article very complex. However, with some class discussion these images could be more understood, but it is always hard to say for certain what the purpose of an art piece is unless its coming from the artist itself. The knowledge demands are also very complex, because students would need to know previous subject matter knowledge on climate change and different issues relating to this. I think before coming to this selection of images, students would need scaffolding on what processes and issues are causing climate change and why these things matter. Through this, students could more easily interpret what these artists are trying to say. Therefore, the quantitative measurement of this article is for all high school students, but the qualitative measurement of the selection of images is more demanding, so I think would be better for any level above 9^th grade.

Markus Grolik (Germany)

    The purpose for using this text would be able to talk about creating a message through an image, which political cartoons are exceptional at. I think this task would be a good introduction into the social justice art world because political cartoons are something more familiar to students, from learning about them in history classes and seeing images online. Also learning how to construct a message in an image is what social justice art is all about, and political cartoons range from showing messages in clear to complex ways. From there, I would want students to create their own message through an image, particularly about climate change because they would have just had the scaffolding about the issue. I think this task matches the text, both equal in complexity; this is how artists create charged images, now you try to create your own. Because student have some prior knowledge about political cartoons from history classes and also would have the scaffolding about climate change, coming up with their own ideas for imagery would be the biggest learning curve. I think while learning about how climate change can affect our lives students would be motivated to tell others about this. Further motivation could be brought from placing these political cartoons about climate change in the school hallways, similar to how political cartoons are published in newspapers and online, so students would want to impress their peers. 

Culturally Relevant

1.  How to Change the World (A Work in Progress). Perf. Kid President. Youtube. N.p., 19 Dec. 2013. Web. 14 Mar. 2017. <https://www.youtube.com/watch?v=4z7gDsSKUmU>.

2.   "Gondola Clip" Disney's Zootopia . Dir. Byron Howard and Rich Moore. Perf. Jason Bateman and Ginnifer Goodwin. Youtube. N.p., 17 Feb. 2017. Web. 10 Mar. 2017. <https://www.youtube.com/watch?v=a6G8k5b01uE>.

    This is a brief clip from the film Zootopia (2016). This is an animated film with underlying themes of how racism can change a society. The main character is Judy Hopps (Ginnifer Goodwin), a rabbit, who is the first rabbit to join the police force. She is faced with challenges because her superiors don’t believe in her ability, because she is a rabbit, not a large animal or predator, like most on the police force. She meets a fox while working on a case, Nick Wilde (Jason Bateman), who also faces prejudice because people believes foxes to be sneaky and conniving. There is also the division of predators and prey in their society. By the end of the movie, both of their prejudices have been proven wrong and the society as a whole works together and embraces their differences. This clip is Nick talking about an experience he had when he was stereotyped by his species and predator status. I think this is a great example on how to talk about important issues while not pointing the finger to blame or stigmatizing any group in the process. Also, animation is a form of digital art and film is in the art world, so it fits into my field, and its definitely appropriate for school. I think that this film is culturally relevant because it’s a film made for young kids, but has themes that cross age, race, and gender barriers; its theme concerns everyone. It’s also delivered in ways more accessible to students and something that they’re used to seeing and enjoying viewing, animation.

    I took the quantitative measurement of this clip from the dialogue. According to storytoolz.com, the readability of the dialogue is an average score of 3.7, so third grade and above. However, I think the underlying themes and making connections to contemporary issues are more complex for students of that young of an age to understand. The way that I would want to analyze this scene and techniques used in the film would fit middle school students or above, which is my target age group. I think that the emotion in this scene would pull on the heart strings of any age group. Also, students need to be mature enough to talk about this scene and film in comparison to race and cultures in America, which might be better for high school students. For the qualitative measurement, I would rate this as moderately complex, according to the Common Core’s Qualitative Measurement Rubric. The film overall is organized and easy to follow because it’s a film that’s targeted towards children. The use of graphics is the an important part of the film and is an art piece in itself. The language features of the film are also easy to understand because the language is clear and the vocabulary is familiar, as the readability score said. Some vocabulary I would want to discuss in relation to the clip would be stereotype, prejudice, oppression, perspective, and coexistence. Considering the underlying themes of this movie, the dialogue needs to be looked at more closely. For example, when Nick says, “If the world is only going to see a fox as shifty and untrustworthy, there’s no point in trying to be anything else,” this is a statement about modern society and how some cultures may feel defeated by the stereotypes given to them. Because of this, the purpose of this film is the most complex part, I would rate it very complex. The further you dig into the film, the more connections with modern day race and culture relations are revealed. The previous subject matter knowledge is also very complex, because the purpose calls for students to know about racism and different cultural stereotypes. Therefore, the quantitative score for this film is lower, reaching from third grade to above, but the qualitative aspect and deciphering this film for its symbolism and messages is closer to eight grade and above. 

    The purpose for using this clip of Zootopia would be to introduce a topic and to motivate interest. I would use this clip to facilitate an important discussion about racial stereotypes and how they can hurt people and affect someone their whole life, like how it affected Nick in the clip. When discussing stereotypes in the terms of the film, there isn’t pressure to call upon certain groups or to single out anyone, but to have an open discussion using what was occurring in the film and digging deeper. A discussion on portraying this issue in the medium of film and also targeted towards younger children is also could be interesting. After talking about the film in this way, then connections to modern day could be created, and how this injustice is still occurring. From this conversation, we could look at artworks by minorities and make connections from the artwork to themes in the film. 

Where I Am, Where I Want to Go

The topic that I would like to explore is social justice, and how it can be incorporated in the classroom and especially to my discipline of art. I already know a few things about social justice and have taken a class about climate change and a class about art and social movements. I learned a lot from those classes about the different issues as well as movements occurring across the nation and worldwide. There are a lot of problems going on that need our attention; worldwide poverty, racism and sexism, climate change, human and animal rights, and many more. I’ve always been one to stand up for what I believe in, find the truth, and research information about what can be done. Social justice teaching isn’t about making kids afraid of the world, but about informing them and empowering them, allowing their contribution and ideas and showing them they can make a difference in the world. I still want to know a lot about this topic. I want to know how to teach social justice in the right way so that kids will feel empowered and motivated instead of powerless and afraid. I want to know different ways I can incorporate social justice into lessons and projects especially through art. I want to know what I can do as a teacher to make a difference in the world through social justice teaching and by being an advocate for it, and how effective social justice teaching is. I want to know important steps in curriculum and examples of great social justice programs involving art. I began searching social justice teaching and found a lot of resources on it! I was happy to find that there already is a big movement towards it. A few great resources I found were Teaching Tolerance, Teaching for Change , Teachers for Justice, Using Their Words and Cult of Pedagogy.  All of them are resources for teachers, by teachers, about social justice teaching, with various curriculum and resources. I'm eager to continue my search at the library for more books and resources. 

Welcome to my blog!

Hello and welcome to my blog! My name is Mariah Ferrari and I'm an Art Education major. I'm a junior right now in the program and have not done a lot of field work yet, but I am definitely passionate about art and all that it offers for the youth. I hope to make a difference through teaching my students about how art can be empowering to oneself, and that art can make a difference. I have an interest in social justice as well, which art is often used to promote. Here is a link to an article that has some examples of social justice artwork. I hope to teach about issues that are going on in the world and what we can do and say about them through art. I would like to teach at a high school level, as art is an amazing outlet to express our emotions and unique thoughts and opinions, and many high school students have a lot to say. I'm also a vegetarian which I consider to be part of social justice, so here is a great piece of art creating a commentary about it!
The artist is Dana Ellyn, titled "Pals. Palatable?"