DOCUMENT RESUME ED 342 717 SO 022 059 AUTHOR Marschalek, Douglas, Ed. TITLE Multicultural Education and the Arts. INSTITUTION Wisconsin Art Education Association, Madison. PUB DATE 90 NOTE 41p. AVAILABLE FROMSpectrum, Journal of Wisconsin Art Education Association, Art Department, 7231 Humanities Building, 455 North Park Street, University of Wisconsin-Madison, Madison, WI 53706 ($8.00). PUB TYPE Collected Works - Serials (022) JOURNAL CIT Spectrum; v2 1990 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Aesthotic Values; *Art Appreciation; *Art Education; Art 1:kpression; Cultural Activities; *Educational Philosophy; Elementary Secondary Education; *Enrichment Activities; Fine Arts; Handicrafts; *Multicultural Education ABSTRAC: This issue os Spectrum contains six articles devoted to the theme of helping teachers devellp multicultural teaching methods by examining the relationship ,f art, culture, and art education. In "Multi-cultural Art: A Learning Process," Linda Kreft addresses the problem of cultural biases that children acquire over time. Patricia Stuhr in "Wisconsin's Native American Visual Art" presents a rationale for studying the art of other cultures, in particular the art of Wisconsin Native Americans. The third article, "Chicano Murals: A Continuing Cultural Tradition" by Ronald Neperud and Rochelle Robkin outlines the communication ftinction of murals in Chicano society. In "An American Art Teacher in India: Educational Travel as a Cultural Resource," Vicki Samulyk describes India's educational system and the events and philosophies that shape art education in another country. Richard March's paper, "Close to Home and Close to the Heart: Exploring Folk Arts in Education," profiles three Wisconsin folk artists. The final paper, "Art, Culture, and Vital Issues: A Middle School Art Program" Ly Rae Prescott, describes a middle school art program that fosters team teaching, student iper-teaching, and an interdisciplinary approach to cultural learning. (KM) ******************************************************************* Reproductions supplied by EDRS are the west that can be made from the original document. ******************************A**************************************** Suggested mail price: S8.00 11111111P/ 10111 ammo am= vim NIENPv U.S. DEPARTMENT OP EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCESINFORMATION TCENTER(ERIC) his document has been reproduced as kstewed from the person or organization originating It 0. Minor changes have been made to improve reproduction quality Points of view or opinions stated in thisdocu merit do not necessarily represent official 0E141 position or policy ilfaaa.%1111 -PEIIMISSION TO REPRODUCE THIS MATL RIAL HAS BEEN GRANTED BY ek(L \4AL TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" ej. J)/ 7?1\21/. Or Wiscavv,v ART Awhe 2 BEST COPY AVAILABLE Editor Douglas Marschalek Editorial Board Kent Anderson David Baker Katherine Belling Virgilyn Driscoll Susan Goodney Randy Hopkins John Jacoby Leslie Nelson Martin Rayala Bill Schulman &cram Jane Jones CONTENTS Art Elvehjem Museum of Art Helen L. Allen Textile Collection Volume 2.1990 Kohler Arts Center 3 Patricia St uhr Art and Culture: The Tree of Lip. Ronald Neperud Douglas Marschalek Doran H. Ross Vicki Samolyk Multi-cultural Art: A Learning Process. 4 Financial Contributors SPECTRUM is partially funded through Linda Kreft contributions from Sax Arts and Crafts; Shorewood Fine Art Productions: Naseo: Wisconsin!s Native American Visual Art. 9 Dillman's Lodge; Seymour Davis Seymor: Arehitects-Engineers. Inc.; and Senator Patricia L. Stuhr i. Kohl. SPEC IR 'M is published by the Wisconsin Chicano Murals: A Continuing Cultural Tradition. 17 Art Education Association and can he Ronald W. Neperud & Rochelle Robkin purchased for VW) from: SPECTRUM. Journal of Wisconsin Art Education Association, Art Department. An American Art Teacher in India: Educational Travel 24 7231 Humanities Building. 455 North Park Street, University of Wisconsin-Madison, as a Multi-cultural Resource. Madison, Wisconsin 53706. Vicki Samolyk Close to Home and Close to the Heart: 29 Exploring Folk Arts in Education. Richard March Art, Culture, and Vital Issues: A Middle School Art Program. 35 Rae Prescott Cowr Kimono; Japan; late 19th-early 20th century; silk; woyen, creped. vat dyed, paste resist ty Limn). and Painted: blues with multicolor designs. red lining. The subtle coloration in the fish and wisteria contrast with the bright blue ground to create an elegant impremion. .1. he long sleeves indicate this is a furisode or formal kimono worn by a young woman. -2- Indian. (:hicano. and Folk artists should not be excluded from the respectively. Pat Swill. provides a analysis of the physical appearance historical context for tmderstanding of the object. If this is done with three types of Visconsin Indian art depth. then thc second approach forms vhich are produced today. becomes the approach. In this ap- Let's start in our own backyard withproach. the art objects are studied the first peopk of Our state. Ron in a cultural context. The reason fin Neperud and Rochelle Robkin a certain ctudiguration of design, delineate the social function of use of color. or !Unction of the ob. Chicano murals. highlighting muralsject. are rooted in the fabric of the found in Los Angeles which have culture. This occurs here because... relevance to most Chicano cow- This is a study of cause and effect. Inunits. Richard March profiles \Ve must begin to examine art of three Visconsin folk artists. their both Vestern and Non-western personal history and descriptions of-countries. with equal weighting. their specialized forms of art. equal intensity. cymal interest. and Each author reveals a particular equal investment of time. For exam- function of art within a social and ple when teaching about painting. cultural context. Personal or world the same level ()I involvement should events. materials. techniques. educa-be placed ill the study of japanese. tion. tradition. values, needs, sense Chinese. Iiichiaii. or Aborigines art tof beautY. and PhilusuPhy 'If a Par- as that of abstract art. pointalisiii . ticular time influelav the making ofimpressionism. or colon. theory. art and determine the role of the ar- There are many themes that elloss tist in society. They advocate the different periods of art and cultures. study of art beyond formal analysis.each is interpreted in a unique man- that is lo come to grips with why ner by artists. For example in most the art object is created, who isit cultures. artists have produced made for. how does it truly functitmworks of art that illustrate the at a particular time in the lives of universal theme 'the tree of life'. In This issue ot Spc-truni examines people. and vhat is the special placeRoger Cook's book. 71w Tfri ul hit the relationship Of art. culture. atal of the visual artist in society. (Avcm Books). vc can scc how ar- at education. ()Ia. of the niissions Understanding the context in whichtists have interpreted anct symboliz- of lilt' 111.1V1(It' works of art are created is para- ed this theme from early humankind Of 11() Icachur drytqui) (UI- mount to irl? lath InterpITI11144 WOrkS to contemporary tittles. from the lit11111111. and peciaguw.ill of at. hands of vestern and iloil-Wt'stcill tilticatkm. Linda \\lien reflecting on the instructitmartists. Obiec t. ciriitutals. plants. and K.reft provide. an exemplary model of art. two Major uthicepts oofteii people are organized in a tree like t)j tiltural ait education in .1 lot in part of a rationale fiir teachingconfiguration to express balance step-by-step prt )cess. from art: I) art reveals all forms of within Ow universe. Those things generalizations. to concepts, ((intent.human experienc('. and 2) the sttalvessential and mcaningfill that pro- and instill( tional materials. Rae of art aids in our understanding of duce harmony in the universe are ott shares insights of licr mid- the world. In order to teach these expressed: philosophy. myth. t reit- dle sc hool art program hit 11 Ittltr concepts. a true perspec tke of the tam. values. mysteries. Wain Ira( 11111:4. ptvi- art world must Im}tilt\ ided to oul truths. eolith( I. and ideals. The ;tit tcat 1111114. aliti all illitltlim11)1111.11 students: \Vestern and Non-\Vestern( urri:ulum tan be, in a appl'oa( 11It) (1111111A ical111111.4. ki art. Ve t an approach thc study o1 metaphorical sense. a Tree ofI ate. Samolvk illuminates the important e these two t ins in two (lifferent Onr teat hing must retie( tIde and tra\ el to broaden onc's base of avs: I1 search for commonalities allillIts bruadvI klio ledge and (Aperient (..I ler among works tot 111)111 dinull'111 des( ription of Indio's (lila ational t 1111111"0:.;()I2) examine the par- stunt. tl cm. v% Iiit ii shape edit( .0- ticulars (of the t ulture in relation no tional poll( V. (eat hint; tnethodolog. their art. Vliat are the ramifit adults and ailt onlent prm ale us \ er\ of each apploat h.' \Viten comparing tfittcrent sense ol \\ hat general works of art from differentt ultures (lint ation and art edut ation Is to which possess similar strut lure. col- hildren in .0 differentc ithure. o form o theme. a universalit tt .\ semnd locus of the journal is tothe (read\ e spiritis revealed. Vet enhance (inc., knowledge of art in .1 when (ink the ph\ sit al :ippealant ( ultural t ontexi. Pat Stiihr. Ron of the art ()Heel «impared «in- Nep('rnd and Rot hull, IW)kin. and tl.:isn't!. the meaning of the objec t hard Mart ii delineate the (then not apparent. or the real cle\ elopincin. sot jai ieltAant . and meaning may be un ()rye, tk hurt educ ational unpot 1.1111 e of \\ 1st onsin pleted. The meaning of the obi 1 I education to the broader and more general goals ol inulti-cultural edut (Cullins,1 117(0. Thu following multi-cultural goals are taken from Tht. States Prepares fin. its Future: Global Edult al jun. Report tl tile Study Culiallissioll in Educatiun ( 1987), 1.