Tag: Assignment Ideas
Amburgy, P. M. (2011). Diversity, Pedagogy, and Visual Culture. Art Education, 64, 6-11. (PDF)
Amburgy discusses how she attempts to move towards an understanding of "representation, ideology, and social privilege" in the construction of her Art Education course. She details numerous assignments that she assigns her students that make them confront the ways that their social position prefigures their understanding of visual representations of different demographics. Many interesting critical resources are cited in the article.
Lee, N. (2012). Culturally Responsive Teaching for 21st-Century Art Education: Examining Race in a Studio Art Experience. Art Education, 65, 48-53. (PDF)
The first half of this article contains a basic discussion of what race is and how it can affect a classroom environment. The second half then moves on to portray how a teacher can establish both a dialogue and a visual art assignment that helps students articulate their conceptions on race. This article would help professors introduce primary discussions of race into the classroom.
Bowles, N. (2005). Why Devise? Why Now? "Houston, We Have a Problem.". Theatre Topics, 15(1), 15-21. (PDF)
This article emphasizes the importance of diversity and inclusion in the creation of devised or collaborative theatre. This would be helpful for professors thinking of including devised theatre on their curriculum.
Cherne, B. (2013). Empathy as a Diversity Teaching Tool: A Performance-Based Class in Multicultural Dramatic Literature. Theatre Topics, 23(1), 69-81. (PDF)
This article explores the utility of performance in breaking down negative cultural perceptions and harmful "Othering" effects of minority students. It argues that the performance of theatrical texts outside of the western canon, done sensitively, can lead to a more rich and empathetic understanding between students of varied backgrounds.
O'Brien, C., Kroner, C., & Placier, P. (2015). Deaf Culture and Academic Culture: Cultivating Understanding Across Cultural and Linguistic Boundaries. Journal of Diversity in Higher Education, 8(2), 104-119. (PDF)
This highly theoretical work examines an experimental teaching experience that exposed students to Deaf Culture through the methodology of the Theatre of the Oppressed. This allowed the students to express and discuss misconceptions they have with Deaf people and gain further insight into life as a differently-abled person. This study would be helpful to any Theatre professor who is interested in teaching, discussing, or directing works that include Deaf and differently-abled characters.