Examining visual arts curriculum and instruction through an ABAR lens.
It is important to note that anti bias, anti racist teaching is a constant practice and not a state of being. We must always work to reflect- to learn and unlearn. Let us take the time to (re-)examine our visual arts curriculum and instruction through an anti bias, anti racist (ABAR) lens.
WHO is represented in your curriculum?
Representation matters. Begin by completing an audit of your curriculum. NYU Steinhardt's Culturally Responsive Curriculum Scorecard is an excellent tool to use. How many artists are of the global majority? How many female or non-binary? How many are LGBTQIA+? How many are of varying abilities? Once you have completed this audit, you may begin to see gaps within your curriculum. Make the commitment to incorporate artists of the global majority throughout the year.
HOW are artists presented in your curriculum?
Who holds the KNOWLEDGE in your instruction?
Who holds the POWER within your instruction?
Who holds the LANGUAGE OF POWER within your instruction?
How do your RULES, ROUTINES, & EXPECTATIONS impact your students?
Remember, even if you examined your curriculum and instruction through an ABAR lens last year, it is important to take the time to re-examine. This is not a 'one and done' deal. It requires constant reflection- learning and unlearning.