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

@lit_c.i.r.c.l.e

@lit_c.i.r.c.l.e

@lit_c.i.r.c.l.e

@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.

CRE Scorecard

NYU Steinhardt's Culturally Responsive Curriculum Scorecard

cullturally responsive art score card.representation.pdf

CR Scorecard for Visual Arts

Focus on Representation created by the Baltimore County Office of Visual Arts, Department of Academics