10/11/2023
From Nancy Walkup
Editor-in-Chief of SchoolArts Magazine
Appreciation vs Appropriation
Addressing cultural appropriation in the art room.
“Do the best you can until you know better. Then when you know better, do better.” Maya Angelou
When I was in high school, back in the dark ages in Louisiana, our mascot was an Indian chief. My school also had an annual “pow wow” on the lawn complete with teepees and totem poles. Even though it would be years before I learned about the term cultural appropriation, I remember thinking it was wrong. It was completely based on stereotypes and misconceptions. Certainly, no respect for Native American culture was shown.
Cultural Appropriation
Just what is cultural appropriation? Cultural appropriation refers to the use of elements of a non-dominant cultural group by a dominant cultural group in a way that reinforces stereotypes or contributes to oppression, without respecting or giving credit to their original meaning.
Khloe Kardashian in a Native American feathered headdress or Justin Bieber in cornrows are extreme examples that come to mind. In the United States, the groups most commonly subjected to cultural appropriation include African Americans, Asian Americans, and Hispanic and Latinx Americans.
Cultural Appreciation
Cultural appreciation, conversely, is seeking to understand and learn about another cultural group in a respectful way, acknowledging their beliefs, customs, and contributions, not by copying them.
For art teachers, an effective way to approach this is by comparing the art of two or more cultural groups across time and locale based on universal themes or big ideas. Through culturally sensitive lessons based on art, students can learn about the meaning, value, or content of art objects from other cultures and translate these ideas into original, personal, and contemporary interpretations.
Human Commonalities
The use of thematic connections across the curriculum offers invaluable opportunities for the development of holistic, meaningful learning experiences for students while avoiding cultural appropriation.
The Human Commonalities, eight universal cultural concepts that provide a framework for teaching in a culturally diverse world, are derived from an article by Ernest Boyer, then President of the Carnegie Foundation for the Advancement of Teaching.
In Education in a Multicultural World, Ernest Boyer defined true multicultural education as that which affirms the sacredness of the individual while recognizing the universal nature of all peoples. By locating a common ground between all humankind, Boyer suggested that a curriculum based on cultural similarities encourages deeper understanding of subject matter. Boyer characterized this common ground as The Human Commonalities, eight universal cultural concepts shared be people throughout time and the world.
Why should we undertake the study of any discipline from the perspective of these human commonalities? Learning becomes more applicable when students are able to connect their own life experiences to the topic at hand. Boyer believed that students should learn about themselves and their relationship to a subject, rather than simply studying about a topic.
A Practical Example
For example, investigating the commonality, We All Develop Symbols, students could explore what meanings have been expressed in the symbol of the hand, a common symbol found across times and cultures (check out the two articles in this issue that focus on the meaning of the hand). After contrasting and comparing multiple examples of hand imagery, they could develop their own personally meaningful and contemporary artworks, preferably with media and techniques of their choice.
Reflections
Cultural pluralism, according to Boyer, is one of the standards of a democratic and free society. As American society continues to evolve and change, meeting the challenges of respecting diversity is a central goal of quality teaching. The human commonalities provide a firm structure for this goal and encourage appreciation, not appropriation.
The Human Commonalities
• All of us experience cycles of life.
• All of us develop symbols.
• All of us respond to the aesthetic.
• All of us have the capacity to recall the last and anticipate the future.
• All of us develop some forms of social bonding.
• All of us are connected to the ecology of the planet.
• All of us seek meaning and purpose.
Nancy Walkup
Editor-in-Chief of SchoolArts Magazine
[email protected]
