Find sample Objectives, Enduring Understandings, & Essential Questions to utilize in your art curriculum.

Anti-Racist Art Objectives: Students will be able to...

    • examine artwork by a variety of artists from diverse racial and cultural backgrounds.

    • develop vocabulary for discussing skin color, race, and racial identity.

    • understand the importance of self-reflection and how it helps us improve our observation, understanding, and communication with others in our community.

    • see the development in their own and others’ thinking over time.

    • engage in meaningful identity processes by using art to convey their personal identity as it is related to race.

    • interrupt racism, and create change where we have power and privilege.

    • speak up against abuse of power – including their own.

Anti-Racist Enduring Art Understandings:

    • Peoples’ identities are similar in some ways and different in others.

    • It is important to see my identities as well as the identities of others and how our identities shape our lived experiences.

    • Looking closely at ourselves can make us more sensitive to how we see and think about others, and heighten our awareness of our own and others’ beauty.

    • Recognize the systemic nature of racism and understand that racism (and all oppression) is an expression of power.

    • People can use their positions of power and privilege to interrupt racism and speak up against the abuse of power.

    • Talking about challenging or confusing topics requires sensitivity and thoughtfulness. Speakers should use respectful tones, be specific when offering feedback, and listen carefully to responses.

Anti-Racist Essential Art Questions:

    • What makes me who I am?

    • How are other people similar to and different from me?

    • How does looking closely at ourselves help us understand others?

    • What words are used commonly to describe skin color and racial identity?

    • How can portraits and self-portraits help you think about your own and others’ identity?

    • What are some ways we can make ourselves and our classmates feel comfortable when we are talking about complex or confusing topics?

    • Do different people have different perspectives on race, skin color and beauty? Why?

    • How can it help us to see an idea from different perspectives?

    • What problems can we identify in how some people talk about race and racial identity?

    • How are our lived experiences different because of our race and racial identity?

    • What does it mean to reflect on our learning? Why is reflection important?

    • How has our thinking about skin color, race, racial identity and beauty changed, developed or deepened?

    • How can we interrupt racism or use our voice when witnessing an abuse of power?

    • What actions can we take to create change when we are in the position of power and privilege?

    • How can we apply our newer, deeper ways of thinking to work toward change in our schools, homes and communities?

    • What cultural images do you see in your community that depict your culture? Are those accurate or true? Are they stereotypes or harmful? What about cultures other than your own- are those true or false? How should we display art from other cultures? How can you design your own?

    • Were there women and artists of color in the past? Who were they? How has their work been represented?

    • Who decides what art is? Who decides that art is more valuable when displayed in a museum? Who benefits from that value?

    • What should we do with statues/art commemorating white supremacy?

Objectives, Enduring Understandings, & Essential Questions inspired by work published on Teaching Tolerance

"Pairing Texts with Essential Questions in the Social Justice Classroom" by @lit_c.i.r.c.l.e





Social Justice Standards

Introducing Teaching Tolerance’s Social Justice Standards, a road map for anti-bias education at every grade level.

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Inspired by NYU Steinhardt's Culturally Responsive Curriculum Scorecard