Portfolio Assignment 8 - Portfolio Summary

Throughout this course, my perspective on the world has been enlightened and changed. Below, I will share a little bit about the lessons that had the biggest impact on me and my future role as a teacher. This is my portfolio summary; I hope you enjoy.

Don’t Get Caught Up in a Single Story

Near the beginning of the semester, we watched a TED talk about the danger of a single story. It discussed how people sometimes take the limited information they have about one culture and apply it to all the people in that culture. I didn’t realize how much I limited groups of people in this way until we began to delve into different minorities and their stereotypes. Through our class discussions and cultural experiences, I gradually began to see people in a new light, viewing them as unique individuals rather than part of a group. Now, I seek to develop this skill further in my life as it will be vital in my classroom. My students will have a wide spectrum of identities and my classroom must be a place where they feel safe and valued for their distinct personalities and abilities. Race, ethnicity, immigration status, class, religion, ability, gender, and sexual orientation are aspects of identity, but they do not completely define an individual. No one is a single story.

Recognize Privilege, Then Use It for Good

I never realized the extent of my privilege as a white, middle class American. It was difficult to come to recognize my privilege as it required me to let go of the notion that I am completely responsible for my own success. Before, I believed firmly in the American Dream and in meritocracy. Our discussion on white privilege in lesson 4 helped me to realize the level of racism that still exists in this country and the advantages that being white affords. I was very disrupted because I was not sure what to do about it. Then I saw a video on Facebook called Cracking the Codes: Joy DeGruy, A Trip to the Grocery Store. In it, a woman who looks white stands up for her black friend, pointing out the racism happening so that something would be done about it. This was a great example of using one’s white privilege for good and gave me hope in using the power I have to benefit the people around me, especially my future students.

I Will Never Be a Judge in Israel

This was a phrase used by my professor in one of our lessons that really stood out to me. Several weeks earlier, I had attended a USGA meeting that made me ponder a lot of things. I experienced many disruptions while there, including the fact that there are many paths for LDS, LGBTQ people, and that it is not my place to judge any of them. For a while, I struggled to understand LGBTQ people’s place in God’s plan. Then Dr. Draper told the story about her bishop questioning her about whether she believed her queer son was sinning and she responded, “I will never be a judge in Israel.” The choices and lifestyles that other people make and live will never be something we need to worry about. We tend to want to classify people and we ask personal questions in order to do so. Sometimes, you don’t need to know. Ultimately, our only job in terms of other people is to love them. This will be especially important in the classroom. I cannot let my moral judgments cloud my view of my students. My job is to love them and to help them succeed by creating a safe, non-judgmental space to learn in.

           

Social Justice Is for Me

When this course began, the term “social justice” heavily disrupted me. Years of negative political jargon filled my mind and I rejected what I thought social justice entailed. Over the course of the semester, I slowly learned what social justice truly means and began to break down the walls that prevented me from fully accepting the term into my own ideology. I learned that certain minorities suffer disadvantages created and maintained by the culture of power and that an equity-based classroom system can help those minorities have the tools necessary to succeed. I learned that no one wants to be pitied and that in order to move past this level on the Biddle scale, I need to get to know people of different discourses so that I can expand my own. Before, I felt like I would never be able to reach nurturance, the highest level on the Biddle scale. While reading Oddly Normal, there was one section near the end that stood out to me. Joseph’s dad was talking about the unique attributes that Joseph has because of his identity and what he’s been through. There was a line that said something like “maybe we should start looking at what they offer to the world.” In reading this clear example of nurturance, I found myself thinking “I think I can get there.” Because of this class, I now have the base understanding needed to become an advocate and an ally for minorities in my community and especially in my classroom. I can strive to see my students for what they offer to the world and show them what I learn. I can share what I’ve learned about my students with the administration and encourage them to enact change. Indeed, social justice is for me.

Portfolio Assignment 7 - (Re)Imagined Classroom

This is my re-imagined classroom. Taking everything that I have learned in my multicultural education class, I have re-worked my imagined classroom to realize some of its social justice potential. That phrase used to disrupt me. It used to make me uncomfortable. Now I take on the role of social justice advocate with pride.

Any deleted portions of my original imagined classroom are crossed out. Any additions are made in red, with explanations for changes or lack thereof in (red, in parentheses, italicized).

Images:

http://www.santacruzcoe.org/ed_services/images/art_pd2011_8.jpg 
This image serves as an overall representation of my future classroom. Students will sit in groups at large tables rather than individual desks.  The walls and ceilings will be covered in art, both 2D and 3D. Professional artwork will be taken from a wide range of styles and cultures, representing artists all over the world. (I want to make sure that all cultures are represented so as to not leave any of my students' cultures out. I want them to see that they are being represented and that European art doesn't dominate.) Ideally, there will be extensive shelving and cabinets for storage of supplies and student work. I as the teacher will have a general "front" of the room with a chalk/white board as well as some type of projector, but will walk freely about the classroom. The following four photos demonstrate more specific items as bulleted.

http://media-cache-ak0.pinimg.com/736x/a3/ac/
2b/a3ac2bd894436e0b78cc29ab396aaded.jpg

• Raised, individual tables spaced apart
• Large storage cabinets in back
• Clean, organized space with walls still covered in art

 http://i.imgur.com/imJ9kVq.jpg

• Student/professional art displayed 
• Almost all empty space covered
• No "instructional posters"

http://www.hotel-r.net/im/hotel/hr/art-rooms-12.jpg

• Easels used in advanced classes
• Practice a college feel

http://s3.amazonaws.com/MagicHour/CHCA/Uploads
/ByDate/2013/October_2013/October_15th_2013/
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• The more space the better
• Extensive drying racks are a must
• Large windows for natural light is ideal

Resources and Surroundings:

As noted before, my future classroom will ideally contain extensive shelving and storage space. Some will be for supplies, including different art mediums (paints, ink, pens, pastels, etc.), tools, paper, canvases, assorted still life objects, and other materials. Others will be for storing artwork. Other resources that students will be able to use include: old books and magazines to use/cut up freely, a collection of books on artists and art history, several computers to look up references, and a few cameras available for students to take their own reference photos. (This resource is available especially for students who do not have access to a camera elsewhere. I never want to assume that my students have access to materials and essentially handicap them when they don’t. I will provide access to all materials necessary for projects.)

Many of these materials will be used for demonstrations or activities and depending on the project, specified materials will be used freely. Students will not be permitted to take supplies home unless granted express permission. There will be a sheet for borrowing supplies that I will fill out privately when supplies are checked-out and then checked back in. (Other students will not see this sheet so that no one is embarrassed for checking out basic materials that most other students already have at home. These policies are meant to protect students who come from a poorer class who may not have access to materials.)

As noted in the pictures, the walls will be covered with student and professional work. By my desk will be some of my work as well as a safe space sticker and other posters promoting social justice principles and resources. (I wanted to clarify what I previously showed as classroom surroundings as well as add some resources that show that I am a safe person to talk to for LGBTQ students and others who may be experiencing difficulties or harassment.)

The Students (Who Are They?):

My students will be from varying backgrounds and interests. I will most likely be teaching several levels within one subject. Especially at the beginning levels, many of the students may have no interest in art- instead enrolling in what they believe will be an “easy class” to fill an arts requirement. I will also have students who are passionate and quite talented in the arts. Therefore, I will have a wide range of students in my beginning courses. My more advanced classes will be primarily made up of the latter student type. my students will have a wide range of ability and attitudes towards art. I believe that every child can find something in the art world that interests them, and it will be my job to expose them to an art form that will facilitate their interest. Students in my more advanced classes will most likely have more of an interest in art already, so my job will be to help them develop their passions and the skills necessary for them to be successful. (I want to avoid making judgements and classifying my students so harshly before I even know them. Students who appear to struggle or not care may simply be struggling with something personal, hiding their abilities, or simply lacking a complete understanding of the subject and how their interests can fit in.)

I may have students with mild to severe disabilities in my class. I will make every effort to engage these students as much as possible while being sensitive to their needs. They will be mixed with the rest of the class and when necessary, I will instruct students sitting near them in methods they can use to help them participate in the class. (I want these students to be mixed in rather than separated so they do not feel isolated and so that they are given the opportunity to interact with their peers. I also want their peers to learn how to be comfortable around them and interact with them as well.)

Classroom Policies:

My classroom rules will be fairly loose, but will be based on mutual respect. I will allow a generous amount of freedom as long as the students respect me and my classroom. At the beginning of each semester, we will go over our class rules in detail, discussing the meaning of respect and the reason behind these rules. (I want to make sure my students understand clearly what I expect of them and why my expectations are what they are so that they are more motivated to follow them. Some students may have different expectations at home so I want there to be open communication and mutual understanding between us.) Students will be required to put away devices and pay attention/participate when I am teaching or we are doing an activity. However, during work time, the students will be very much responsible for keeping themselves on task. They will not be permitted to leave the classroom without permission, but they may roam the classroom, chat, listen to music, use their phones, eat, etc. They will have assigned seating that will be switched up every once in a while. Though they are permitted to roam the classroom to look at others’ work and ask other students for their opinions, they will be required to keep their work in their assigned work space. (I made this change because I want my students to interact with other students separate from their regular crowd or friend group so that they can learn to socialize with different people and share differing ideas and perspectives. I also want them to be able to talk to other students in the class and see their work, so they are permitted to roam as long as when they are working, they are working at their assigned seats.) I will play music under the condition that the students are not being too loud.

As for discipline, I will make it known that any of the freedoms listed above are liable to be taken away as soon as they are abused. Individual disruptions and behavioral issues will be handled on an individual basis- quietly. I believe in having one-on-one conversations that attempt to get to the root of the problem while being as understanding as possible.

Homework policies will also be fairly loose. Assignments will have due dates, but projects will be accepted up to one week late. After that, they can receive only partial credit for late work. If extenuating circumstances arise, I will be happy to work with my students and negotiate late work for full credit. If work is turned in on time, students will also have the option to rework a project for a better grade. (I want to make sure my students know that I understand that circumstances may make it difficult for them to complete work on time, especially when they miss school for extended periods of time. I don’t want my class to be a burden or stressful since it is only an elective. I want them to produce good work, but ultimately art class should be a time for struggling students to relax and explore.)

The Lesson:

A typical lesson would be something like the following. Class would begin with a short drawing warm-up not related to the lesson. One example of a lesson I may teach is line. This is a good introductory lesson because it explores the meaning of line, which is one of the most basic art principles. I would start with a few fun activities exploring line, then talk more in depth about line, maybe show a video, then assign a project to be completed in a few days.

The main thing I want my students to gain from this lesson is an understanding of how basic principles translate across a wide variety of mediums as well as to show that art isn’t all about being “good at drawing.” I want them to perhaps see something that interests or excites them within the art world. (I did not make any changes to this portion because this is a very basic outline and this lesson is very conducive to social justice practices. It is basic enough and inclusive enough that all can participate, including those with language barriers or disabilities. Some of my other lessons may have to be modified for these groups.)

The Teacher:

As the teacher, I will play an active role in all aspects of the lesson. I will encourage students to think critically and explore their creativity in group discussions and activities. I will often ask them to share their thoughts and encourage quieter individuals to participate. During work time, I will roam the room and get to know the students as I help them in their art process and answer any questions they have or make suggestions as needed. I will also share from time to time my own work as an artist as it is beneficial to act as both artist and art teacher in order to build trusting relationships with my students. As I walk around, I will keep tabs on any behavioral issues that may arise as well as monitor my students’ language and interactions. If inappropriate or offensive language occurs, I will try to use it as a teaching moment to promote respect and understanding in my students. (I wanted to emphasize this principle because these teaching moments will be an important aspect of promoting social justice in my classroom. Of course, I will try to do it in a way that doesn’t completely embarrass my students, but it is meant to disrupt them enough to change their perspectives.)

The Students (What Are They Doing?):

Ideally, during the lesson students will be paying attention and actively participating in activities and discussions. Especially in the beginning classes (as noted before),

there will most likely be students that have difficulty or resist engaging in the class. I will do my best to keep the class engaged as possible and address issues as they come up. I may have to give extra attention to students having difficulties in order to discover what interests them and get them engaged. (I added this because I wanted to emphasize that I do not simply view struggling students as simply a nuisance. I want to do all I can to show empathy towards them and take responsibility for engaging them in the class.) During work time (also noted before under policies), the students will be free to roam the classroom, eat, chat, listen to music, etc. I do this in part to encourage student interaction, during which students are able to bounce ideas off each other and collaborate, which is a common practice in the art world today. Again, behavioral issues will most likely arise, which will be dealt with on an individual basis unless it becomes widespread, after which privileges may be revoked. 

Assessment:

Written tests, if there be any, will be extremely sparse as vocabulary and even concepts are not vital to the creative process. When tests do occur, options will be available for the test to be administered orally or in a student’s primary language. (The most important thing for my students in this class will be to learn the concepts, so it does not really matter what form they take my tests in. I want to make sure my students know that these options are available so that if they will not be hindered by learning disabilities or language barriers if they have them.) Projects will be the main form of assessment and will be assessed using a primarily student-graded method in which each individual grades their own projects based on effort and personal improvement. (I kept this grading method because I think it is a great way to grade fairly and give students a chance to justify their grades both to me and to themselves, since art is so subjective.)

Portfolio Assignment 6 - Book Club

For my book club project, I read John Schwartz’s Oddly Normal, a memoir about his son Joseph’s journey through childhood, dealing with mental health issues and coming to terms with his sexuality. In the following review, I will list some disruptions I had while reading this novel and the takeaways I have as a future teacher.

Minority Stress

I was very curious to understand more about minority stress, a concept that John brought up several times in the novel. The most basic definition of minority stress is the discomfort that comes from being different. The most obvious pressure comes from encounters with actual prejudice; however, there can also be internal pressure that is caused by expectations of rejection and discrimination. Even when minorities are not directly confronted about their differences, they can be affected by society’s general attitude towards them. For LGBT youth, there is additional stress involved with concealing sexual orientation or gender identity. This really opened my eyes to the various stresses that minorities, particularly LGBT people, experience in their daily lives. Many of these stresses are caused by covert, subtle influences that much of society (including, occasionally, myself) feels more comfortable ignoring. We must confront these issues. Just because someone is not being discriminated against or harassed outright, does not mean that they have achieved an equitable status in society.

Over-Diagnosing Kids

I was disrupted by the fact that the school’s attitude prevented Jeanne from sharing that her child had attempted suicide for fear they would try to get rid of him. This was based on past experiences in which Joe’s school looked for excuses to get rid of troublesome students by labeling them as “a threat to themselves or others.” While this may be a valid concern at times, there was more they could have done to improve the situation and provide Joseph with the support he needed but they were not willing to do so. Rather, the administration desired that Joe be given a diagnosis so that they might classify him and shunt him into special education programs.

As John repeatedly emphasized throughout the memoir, Joe’s issues and quirks never really fit into one diagnosis. In fact, John discusses several issues that come from over-diagnosing our children. For one, kids are being over-medicated, causing adverse effects in their health and well-being. In addition, a false diagnosis’ can become a crutch for a child and lead them to give up trying to improve their behavior because they believe they lack the ability to do so. People become defined by their ability. They become a single story. In Joe’s case and in many others, their individual needs can be discovered and met without giving out labels like candy. When Joe’s teachers took this approach, they were much more successful in getting him to behave and perform.

As teachers, we must take this approach. We should not define our students by a single story, but rather look at them as unique individuals and identify their needs from there. As a high school teacher with over one hundred students, this may seem like a difficult task. I will most likely not be able to identify the needs of and attend to all of my students. However, I can present a warm, accepting persona so that my students feel safe in my class and even comfortable approaching me with problems. I can treat them all as individuals rather than classifying them in my mind. I can challenge and disrupt stereotypes rather than promoting them.

Mental Illness in Teens

A major theme of the novel was the prevalence of mental illness among teens and especially among LGBT youth. As John describes, teens’ tender psyches have not yet been toughened by experience, so when they are hit with life’s downturns, they are deeply affected. Even with extremely supportive therapists and family, pressures at school to fit in drove Joseph to attempt suicide. This just goes to show how much of an impact the school experience can have on students.

As teachers, we must be sensitive to our students during the tumultuous time of adolescence. I believe we are responsible to educate ourselves about the signs of mental illness and suicide so that we might help our students and notify the proper channels if we notice anything out of place. We also need to be understanding of what adolescents consider important. To us, teenage heartbreak may seem unnecessarily dramatic, but to them it may be sincerely devastating. We cannot brush these things aside because they can have lasting effects on our students.

The Biddle Scale

It was interesting to see where Joe’s parents fell on the Biddle Scale. Especially at the end of the novel, it was clear that they had reached the level of Nurturance, believing that Joe had unique qualities to offer the world that came in part from being gay. It was helpful to see a clear example of what Nurturance might look like, especially as a future teacher, where being nurturing and supportive of all my students, including the LGBT ones, will be of vital importance. A safe space sticker in my classroom will not be enough; I will need to be sincere and comfortable with LGBT youth in order to build trust with them and actually be a person they feel comfortable talking to. By valuing my students for the unique contributions they make to the world, I may be able to build this needed trust.

Portfolio Assignment 5 - Community Experience

Overview:

For my community experience, I decided to attend a meeting for USGA, or Understanding Same Gender Attraction. On their website, it states, “Understanding Same-Gender Attraction (USGA) is an unofficial group of Brigham Young University students, faculty and guests who wish to strengthen families and the BYU community by providing a place for open, respectful discussions on the topic of same-gender attraction and LGBTQ issues.” This specific activity was a panel of four LGBTQ young adults, Three were LDS and one was previously LDS, and the topic of the evening was “Faith and Spirituality: Our Stories.”

Why USGA?

I have recently become interested in the LGBTQ movement as it has been such a prevalent topic in society as well as in the Church in recent years. I wanted to learn more about the LDS members of the LGBTQ community and how they reconcile these two parts of their identities. I also wanted to break down any prejudices or misconceptions I may have about these people and the choices they make. Gender norms are deeply rooted in how I think, so people who differ in these areas often disrupt me and I don’t understand them. In addition, I was interested in learning more about this resource and decide whether it would be something I would like to participate in or support further.

Expectations/Disruptions:

Going into the experience, I had a few assumptions in my mind, some of which were immediately disrupted. First, I was not expecting very many people to be there. I knew there was a Mormon LGBTQ community, but I did not think there were so many in the Provo area. In this sense, I was influenced by the culture of power, specifically the Mormon culture, that has such a strong hold on the area; thus, I was blind to this minority group. The meeting room was overflowing with probably over 100 people, and others not there were participating online where there was a live video stream. I was humbled and impressed that so many people were open about their sexuality and that so many others were interested in and supportive of the Mormon LGBTQ community.

I was also disrupted by certain aspects of the panel members' identities. One of the panelists, as previously mentioned, had left the church about a year ago and I found myself immediately less trusting or open to his ideas and opinions. In contrast, another of the panelists was a gay man, still in the Church, whose plan was to someday marry a woman and have a family. I found myself thinking that this was the "best" path to take. As I listened to the panel, however, I was again humbled as I came to understand the importance of respecting the choices that others choose to make and the identities they choose to embrace.

Another of the panelists was transgender, which disrupted me heavily. I did not (and still do not fully) understand how transgender people can maintain a transgender identity and remain LDS. This lack of understanding made me desire to learn more about transgenderism and seek for answers through Church policy and practice. I want to move beyond my primary discourse of Mormonism and gain a secondary discourse in transgenderism, the culture involved and what it means to be transgender.

I did not have many expectations about the discussion itself. One thing that disrupted my expectation was the wide variety of paths and opinions that members of the LGBTQ community take and have. As the LGBTQ movement has seemed so united, I went into the experience thinking that the opinions and ideas of right and wrong would be relatively similar across the board. I had a single story in my mind for these people. However, I soon realized that this was a very broad assumption to make about such a large group of people. In reality, their ideas varied widely.  Some supported one another's differences and some had a hard time doing so - just as all people do. 

Takeaways:

First of all, LGBTQ people are unique and different from one another, just as all people are. I held this stereotype along with the idea that all LGBTQ people supported one another in everything they did. Even if a stereotype is positive, it can still be problematic. Believing that all LGBTQ people have the same beliefs and opinions is dangerous because it takes away each's individuality. Being LGBTQ is an important part of one’s identity, but it is not one’s whole identity. I need to work on looking at every person as an individual and not reducing them to a single story. For high-schoolers, this will be especially important because often they reduce themselves or one another to a single story. I want to be able to avoid jumping to conclusions and get to know my students individually, so that I can show them and their classmates how unique and special they really are. 

My second major takeaway was that everyone has agency and it is not up to me to judge them for the choices they make.  Especially within the church, I considered a gay person marrying the opposite gender as the “best” or “most noble” path to take. This idea, I realized, was influenced by heteronormativity, or considering heterosexuality as the normal or preferred sexual orientation, something that I thought I did not buy into these days. I will never understand what it is like to have same-gender attraction. I will never understand what it is like to feel like I should be a different gender. Even if I did, everyone has different experiences that shape the choices they make and it is impossible for me to determine which path is right or "best" for them. This concept was heavily emphasized during the panel as the panelists stressed how important it is to support those around you, whatever the choices they make. When I am a teacher, there will be students whose beliefs differ from my own and whose choices I may disagree with; however, it is of utmost importance that I love them and support them no matter what. I want to pay closer attention to Gender and Sexual Minorities and stay updated on how they are doing as a whole and individually. Though pop culture makes it seem like different sexualities especially are widely accepted, there are still many areas in which they are not. I believe that we as citizens have a duty to be allies and work towards reaching a level of nurturance with GSMs as well as other minorities in our communities.

Portfolio Assignment 3 - Being the "Other"

Yesterday I attended St. Mary’s Episcopal church in an effort to experience “otherness.” I have never attended another church before and was very curious to see what it would be like. I did not have too many expectations of the people, though I did expect them to be more casually dressed and not as involved in church activities as the people in my church are. I suppose, in a way, I simply expected them to be less devoted to their faith, drawing from my underlying belief that my church is superior. I did, however, expect the people to be kind and loving, even welcoming. I also thought that an Episcopalian church would be more traditional, having all-male clergy dressed in traditional clothing. I thought that there would be a few recitations and then a long sermon by whomever was the head of the clergy. I expected it to be very formal, with a short and concise service and quick dismissal.

The experience began when I looked at their website online. I felt very welcome and informed as their site was very much catered towards visitors and first-time attendees. There was a page that listed very specific directions as to where they were located, what attendees typically wear, and how the services were conducted. Because I was given all this information, I was more confident in locating and attending the services. When I arrived at the church on Sunday, there was a sign out front clearly stating the title of the church and the regular time of services. As I entered through two large red doors, a member of the clergy greeted me and handed me a program. The program has within it a short description of their overall worship as well as a more detailed script describing what to do and say throughout the service. Though slightly uncomfortable because I was not of this faith, I also felt very welcomed by the people and the information given to me as it enabled me to participate easily.

As the services began, I started to feel uneasy. Even though I understood most of what was going on and could easily fit in and participate, the service was very different from my own. Due to the influence of my own LDS faith, ethnocentrism affected my perspective of the experience heavily. I found myself thinking “this is wrong” rather than simply “this is different.” Which probably stemmed partially from my faith’s belief that ours is the one true church; however, I had to keep reminding myself that they have truth too and they simply worship differently than me. Their form of worship works for them and that is a wonderful thing.

After the service, I was greeted by several volunteers and members of the clergy, asking me what brought me to their church. I explained that it was for multicultural education and they kindly invited me to stay for the social that followed and expressed their hope that they would see me again. I felt uncomfortable as they urged me to stay because I had to get to my own church but did not want to be impolite or leave a bad impression. In addition, I had no intention of coming again because of how I felt and the fact that I firmly believe in my own church. Because the setting was so foreign to me, I felt awkward and out of place as I spoke to the people, even though perhaps in another setting I would have no issue making small conversation with strangers.

Throughout the experience, some of my expectations were shattered and some were altogether confirmed. I showed up in formal dress and was surprised and relieved when I saw that most of the congregation was dressed formally as well. The people greeting us before the service started were not just clergy, but volunteers from the congregation as well, who seemed to function in these roles similar to callings in my own church. I felt ashamed when I realized that these people were very devoted to their faith and dressed up for the occasion of their worship. It showed me that people of other faiths can be just as devoted to the cause of Christ as I am, even more so. One expectation that was confirmed was the loving and friendly nature of the people. Several of them came up to me to chat and I felt very warmly welcome. This made me happy, that I had expected these people to be good people – and they were indeed. I was right about the traditional clothing and some of the aspects of the service, but was surprised to see two female clergy. This disrupted me but I had to remind myself that they do not have the same understanding or beliefs as I, and that it was great that the women were participating. The service was much longer than I thought and my vision of it was disrupted by the fact that the main priest did not give a sermon, only did recitations. There was also a break in the middle where he made casual announcements about church activities and joked with members of the congregation. It helped me see how much community there was in this church, that the people were united as friends and knew one another well. They were not simply “Sunday Christians” as I had thought they were.

As I thought about this experience in relation to my future classroom, I imagined how many of my students may feel when entering the art space. Many of my beginning students will be taking my class simply because they believe it will be an easy arts credit. They may feel uncomfortable and unfamiliar with the tools and methods and concepts we will use. In addition, some of my students may be foreign or have backgrounds or beliefs that differ from the hegemony of the community. I believe it is important for my classroom to be a safe space in which my students feel that I am an unbiased, approachable figure. In addition, I must set up my curriculum in a way that nudges them out of their comfort zones while being patient and working with them through that process.

Portfolio Assignment 2 - Personal Cultural Artifacts

The following pictures represent artifacts from my personal culture- some apply broadly to American  or even Western culture and some are more specific to college, Mormon, artist, and middle-class family cultures.

"Family Photos" are deeply rooted in middle-class family culture as a uniting event and a way to publish how happy and good looking one’s family is. As part of a middle-class family, I still participate in family photos every few years. To me, it’s a fun way to capture our family together at one moment in time, though thinking about it, it is a bit vain.

http://www.bbc.co.uk/cbbc/joinin/school-survival-guide-lunch-vote
As part of a middle-class family, I packed a lunch to bring to school every day. We were not extremely wealthy, so packing a lunch represented our frugality, but we were wealthy enough to afford to pack a generous lunch every day. This was a huge blessing to me because I never went hungry.

http://aec.ldschurch.org/aec/standard_plans/images/HER-09T-C-Pitched-Rendering.jpg

The church building is a center for Mormon culture - church meetings as well as various activities take place there. Growing up LDS, I spent a lot of time here and it became a very comfortable, safe space for me.

http://www.truthandcharityforum.org/wp-content/uploads/2015/06/bible.jpg
The scriptures are also central to the Mormon faith and serve as a symbol of God's word and the solution to almost any problem. As I have grown up and especially as I entered college, I have learned to rely on scripture reading and I believe that daily reading blesses my life and makes my day better. This leads me to advocate for the practice strongly.

https://i.kinja-img.com/gawker-media/image/upload/s--I4E1BkV5--/c_scale,fl_progressive,q_80,w_800/641522534013585731.jpg

Journals are highly valued in Mormon culture and people are expected to keep a record of their lives. I have struggled over the years to keep a regular journal, but the value thereof is ingrained in me and I feel the pressure to be better, even though my record keeping is probably better than most people outside Mormon culture.

http://www.parkablogs.com/sites/default/files/perfect-sketchbook-b5-01.jpg
In artist culture, the sketchbook is extremely important and most artists carry one around with them at all times just in case inspiration strikes. In every art class I take, I will see classmates whip out their sketchbooks whenever they are planning a project. This led me to get my own, which I now carry around and use quite often.

http://www.gannett-cdn.com/-mm-/e9f07de92f039a876c857a2918f34b939134531e/c=0-132-2650-2127&r=x404&c=534x401/local/-/media/USATODAY/test/2013/11/21//1385046983000-155259540-1-.jpg

In my middle-class family culture and in American school culture in general, the "A" grade is a highly valued marker of success. Grades are seen as a marker of intelligence and an indicator of post-secondary education, which is in turn seen as vital to success. Growing up in a middle-class household, "A's" were expected of me and my siblings. I bought into this idea fully and put a lot of pressure on myself to be a straight-A student. I still do, though I have relaxed a bit since high school.

http://www.pcworld.com/article/2889905/if-you-hate-pc-bloatware-here-are-the-vendors-to-avoid.html
In college-culture, owning a laptop is expected. Almost everything is online in college today, and many teachers encourage their students to "bring their laptops to class," assuming that everyone has one. Because of this culture, laptops are indeed vital. I got my first laptop when I graduated high school, in preparation for college. I depend on it heavily and would be in big trouble if anything happened to it.

https://d3nevzfk7ii3be.cloudfront.net/igi/ipv5OG2NckM3DfE2.large
Smart phones are extremely entrenched in American culture as well as college culture. People are obsessed with the convenience they offer. Like laptops, professors often assume that all their students have smart phones capable of accessing the internet and occasionally have them use them in class. I myself got an iPhone a few years ago and it is practically attached to my hand. I have become so dependent on it that I could not imagine getting a non-smart phone.

https://static1.squarespace.com/static/5399db4fe4b09ab996de7142/t/5793e7c5b3db2bd9ef411628/1469311022694/calendar+backdrop.jpg?format=1500w
Calendars, highly structured scheduling, and being on time are important in American culture. Being busy is considered a sign of prosperity and good living, so we fill our lives with activities and responsibilities and work schedules. Growing up, my family always had a calendar and I got used to memorizing the schedule for a given week and planning all my activities according to that schedule. If I added something to my schedule, I had to add it to the family calendar. Now in college, I have my ow calendar that hangs on the wall in my room.

http://media.treehugger.com/assets/images/2014/12/big-hug.jpg.662x0_q70_crop-scale.jpg
In American culture, hugs are an extremely common way of greeting and showing affection, as opposed to some cultures where hugging is disrespectful in certain situations. I definitely buy into this practice, as I personally love hugging and it is my automatic method of greeting friends and family.

http://media.istockphoto.com/photos/many-multiracial-hands-give-group-thumbs-up-of-approval-picture-id155076379?k=6&m=155076379&s=170667a&w=0&h=-DdXaexyKXYOTnmBAy6-pay-urp2H52a5nTP5xUA3Fs=
A "thumbs up" is a sign indicating positive feelings in American culture, whereas in other cultures it means something very different, even a swear word in some countries! Giving a "thumbs up" is a frequent practice for me to indicate "good job" or "I'm doing well". It is so automatic that I probably do it several times a day without even thinking about it.

https://ak-images.jackthreads.com/v1/image/1268102/size/tl-horizontal_main_2x
These shoes represent my family's frugal natures. As I mentioned before, we were middle class, but not exceptionally wealthy, so our parents encouraged me to be frugal and to use items like clothing until they were fully worn out before getting another. However, the clothing that I did get was nice quality and occasionally brand name, so my middle-class privilege and culture did show through.

http://img.bluenile.com/is/image/bluenile/42029_HERO_0114_EVRGN_v2?$v2_4mainmod_lrg$&rgn=2300,2300,2500,0
The diamond engagement ring is extremely entrenched in American culture. Though occasionally other stones are used today, it seems like you are not engaged unless you have a rock on your finger. Even though I have heard all the stories about how diamonds are not that valuable and the diamond industry has hypnotized us all, I still find myself wanting a diamond ring and even considering it essential.

http://greatist.com/live/magazine-stops-body-shaming-cover
Magazines promote "healthy" bodies that look exactly the same, not accounting for differing body types. Our American culture's idea of beauty is shaped by this. Women and men alike strive for "perfectly shaped" bodies, even though the expectations are unrealistic. I even find myself buying into this idea of the "ideal," being unsatisfied by my perfectly healthy body and wishing I could change it.


http://www.minibeautylife.com/wp-content/uploads/2015/06/clean-makeup-brushes-11.jpg
As a woman, the idea of changing one's appearance from it's natural state on a daily basis is common and even expected in American culture. Women are obsessed with presenting their "best selves" to the world by changing their appearance. I definitely buy into this culture, considering makeup a daily essential. I can't imagine leaving the house without makeup on.

https://www.abebooks.com/images/books/harry-potter/sorcerers-stone.jpg
In American culture, fiction books and movies heavily influence our conversation. The entertainment industry is huge and seeing the especially big movies is expected. It would be very difficult to follow certain conversations without a base knowledge of popular books and movies. I love reading and watching movies, and often feel the pressure to be up-to-date, especially in watching movies.

http://miw.gr/wp-content/uploads/2014/09/balls.jpg
These sports are part of American culture and people are expected to know basic rules of each. Even though I don't love watching football, I feel the pressure of learning what is going on and often go to college football games in order to socialize and to learn more about the game in order to be more accepted by society.

http://www.gilanifoundation.com/wp-content/uploads/2014/12/18.jpg
Television is also entrenched in our day to day activities and conversation. I will often hear something like "Have you seen *insert show*? Oh you have got to watch it, it's so good." I binge watch Netflix because it's an easy way to easily consume continuous entertainment and distract myself from my busy life. I also feel the pressure to watch popular shows so that when it comes up in conversation I will understand. 

Reflection:

As I collected these cultural artifacts, it made me realize how much societal expectations and media affects how I think and act. Though I disapprove of unrealistic expectations for women that are promoted by film and media, I am still affected by these concepts, attempting to dress and look a certain way in order to fit into societal norms of beauty. Many of my students may struggle with this as well and have insecurities that I will need to be sensitive to. I will watch for signs of struggle and try to help promote realistic, healthy habits and bodies.

My middle-class upbringing may also affect how I think and act. I will have to be aware of how I may judge my students for their appearances in how much or how little they have to spend in terms of food, clothing, technology, etc. My students are not defined only by their SES status.

I must also be careful with how I allow my religion to influence my teaching. Since my religious culture and beliefs are so deeply rooted in me, I will have to be self-aware and find other good practices to suggest rather than "reading scriptures" to help my students be happier in their daily lives.

I also realized how entrenched technology is in Western society and how much we depend on it to stay connected, accomplish tasks, and create conversation. These things can be a hindrance in school settings because I as the teacher may have certain expectations for the students in how they act and in what resources they have available to them, such as smart phones, computers, and even knowledge of pop culture and media. I must learn to be sensitive and not plan my lessons around certain ideas or resources. I may also need to be sensitive in what pop culture references I make in class and in references. I do not want any of my students lacking in knowledge of these things to feel left out or confused.

Porftolio Assignment 1 - Imagined Classroom

My Imagined Classroom

As my first portfolio assignment for Multicultural Development, I have compiled some thoughts about what my future classroom will be like. As a future high school art teacher, my classroom may stray from traditional "core" classrooms. In sum, my classroom will be an open, organized space designed to spurn creativity in my students.

Images:

http://www.santacruzcoe.org/ed_services/images/art_pd2011_8.jpg 
This image serves as an overall representation of my future classroom. Students will sit in groups at large tables rather than individual desks.  The walls and ceilings will be covered in art, both 2D and 3D. Ideally, there will be extensive shelving and cabinets for storage of supplies and student work. I as the teacher will have a general "front" of the room with a chalk/white board as well as some type of projector, but will walk freely about the classroom. The following four photos demonstrate more specific items as bulleted.

http://media-cache-ak0.pinimg.com/736x/a3/ac/
2b/a3ac2bd894436e0b78cc29ab396aaded.jpg

• Raised, individual tables spaced apart
• Large storage cabinets in back
• Clean, organized space with walls still covered in art

 http://i.imgur.com/imJ9kVq.jpg

• Student/professional art displayed 
• Almost all empty space covered
• No "instructional posters"

http://www.hotel-r.net/im/hotel/hr/art-rooms-12.jpg

• Easels used in advanced classes
• Practice a college feel

http://s3.amazonaws.com/MagicHour/CHCA/Uploads
/ByDate/2013/October_2013/October_15th_2013/
MSL%20High%20School%20Art%20Room48148.jpg

• The more space the better
• Extensive drying racks are a must
• Large windows for natural light is ideal

Resources and Surroundings:

As noted before, my future classroom will ideally contain extensive shelving and storage space. Some will be for supplies, including different art mediums (paints, ink, pens, pastels, etc.), tools, paper, canvases, assorted still life objects, and other materials. Others will be for storing artwork. Other resources that students will be able to use include: old books and magazines to use/cut up freely, a collection of books on artists and art history, and several computers to look up references.

Many of these materials will be used for demonstrations or activities and depending on the project, specified materials will be used freely. Students will not be permitted to take supplies home unless granted express permission.

The Students (Who Are They?):

My students will be from varying backgrounds and interests. I will most likely be teaching several levels within one subject. Especially at the beginning levels, many of the students may have no interest in art- instead enrolling in what they believe will be an “easy class” to fill an arts requirement. I will also have students who are passionate and quite talented in the arts. Therefore, I will have a wide range of students in my beginning courses. My more advanced classes will be primarily made up of the latter student type.

Classroom Policies:

My classroom rules will be fairly loose but will be based on mutual respect. I will allow a generous amount of freedom as long as the students respect me and my classroom. Students will be required to put away devices and pay attention/participate when I am teaching or we are doing an activity. However, during work time, the students will be very much responsible for keeping themselves on task. They will not be permitted to leave the classroom without permission, but they may roam the classroom, chat, listen to music, use their phones, eat, etc. I will play music under the condition that the students aren’t being too loud.

As for discipline, I will make it known that any of the freedoms listed above are liable to be taken away as soon as they are abused. Individual disruptions and behavioral issues will be handled on an individual basis- quietly. I believe in having one-on-one conversations that attempt to get to the root of the problem while being as understanding as possible.

Homework policies will also be fairly loose. Assignments will have due dates, but projects will be accepted up to one week late.

The Lesson:

A typical lesson would be something like the following. Class would begin with a short drawing warm-up not related to the lesson. One example of a lesson I may teach is line. This is a good introductory lesson because it explores the meaning of line, which is one of the most basic art principles. I would start with a few fun activities exploring line, then talk more in depth about line, maybe show a video, then assign a project to be completed in a few days.

The main thing I want my students to gain from this lesson is an understanding of how basic principles translate across a wide variety of mediums as well as to show that art isn’t all about being “good at drawing.” I want them to perhaps see something that interests or excites them within the art world.

The Teacher:

As the teacher, I will play an active role in all aspects of the lesson. I will encourage students to think critically and explore their creativity in group discussions and activities. I will often ask them to share their thoughts and encourage quieter individuals to participate. During work time, I will roam the room and get to know the students as I help them in their art process and answer any questions they have or make suggestions as needed. I will also share from time to time my own work as an artist as it is beneficial to act as both artist and art teacher in order to build trusting relationships with my students. As I walk around, I will also keep tabs on any behavioral issues that may arise. 

The Students (What Are They Doing?):

Ideally, during the lesson students will be paying attention and actively participating in activities and discussions. Especially in the beginning classes (as noted before), there will most likely be students that have difficulty or resist engaging in the class. I will do my best to keep the class engaged as possible and address issues as they come up. During work time (also noted before under policies), the students will be free to roam the classroom, eat, chat, listen to music, etc. I do this in part to encourage student interaction, during which students are able to bounce ideas off each other and collaborate, which is a common practice in the art world today. Again, behavioral issues will most likely arise, which will be dealt with on an individual basis unless it becomes widespread, after which privileges may be revoked. 

Assessment:

Written tests, if there be any, will be extremely sparse as vocabulary and even concepts aren’t vital to the creative process. Projects will be the main form of assessment and will be assessed using a primarily self-graded method in which each individual’s projects are graded based on effort and personal improvement.