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The course is offered by the Flow of History in collaboration with the Hood Museum of Art. It is a methods course especially for both U.S. and World History teachers (we will gear the presentations to the participants) in grades 5 – 12 to work with art to recenter the curriculum, elevate underrepresented cultures and voices, learn how to use art to prompt courageous conversations, and develop skills in interpreting art with students. Participants develop a final project developing or reworking a unit using art to elevate underrepresented voices or make connections to the present day.

This course will be delivered in a mixed format of in-person Zoom sessions, independent work, and individual mentoring through scheduled office hours.

Number of Credits: 3

Level: Graduate

Registration Fee: $975 (includes 3 graduate credits from Castleton University)

Dates & Times:

  • October 20, 27; November 10 Zoom sessions: 4:00 – 5:30 p.m.
  • November 11– November 20 Asynchronous discussions
  • November 30 Final Project Due

Course Goals:

  1. To learn and practice visual thinking strategies with art
  2. To learn how to use art to spark inquiry
  3. To learn how to use art to prompt courageous conversations

Course Objectives:

  • Consider how to re-center the history curriculum, elevating underrepresented voices
  • Consider how to help students become engaged citizens, empathetic leaders, and agents of change.

Required Readings/Texts:

Additional Readings and Resources

Course Schedule:

October 20: Overview of Using Art to Decolonize the Curriculum

  • Zoom Session: 4:00 – 5:30 p.m.
  • What does it mean to decolonize?
  • How can art play a role in amplifying voices?
  • Session Presentation

Readings:

Independent Work:

  • Identify a unit that you would like to rework to elevate underrepresented voices or to make more connections to the present day.

October 27: Using Art to Prompt Courageous Conversations

Zoom Session: 4:00 – 5:30 p.m.

  • Project Sharing
  • How can art play a role in sparking courageous conversations and help us to confront difficult histories?
  • Session Presentation

Readings

Independent Project Time: Course instructors will be available during office hours to assist in finding sources and considering the skills students will need to analyze them.

November 10: Work-in-Progress Session

Zoom Session: 4:00 – 5:30 p.m. (if we have a big group there may be a choice of dates/times)

Participants present work-in-progress with structured feedback: Session Slides–add yours

November 11 – 20 On-Line Asynchronous Session

Final discussion of projects in office hours or as needed with instructors

Assignments:

  1. Actively participates in all in-person sessions (20%)
  2. Completes all independent work between in-person sessions (40%)
  3. Final Project Due November 30, 2020 (40%)

Course Syllabus with Rubric

Final Project:

Participants develop a final project using art to elevate underrepresented voices or make more connections to the present day.

The project should include the compelling questions, at least one piece of art, and the supportive materials students will need to successfully complete a summative assessment. These might take the form of specific visual thinking strategies, discussion protocols, or graphic organizers.