# data[].attributes.body
Barnett, R. (Artist). (2016). Third Date 2. [Image of painting]. USA. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Choi, Y. (Artist). (2016). Fortune. [Image of painting]. USA. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Couture, P. (Artist). (2016). Aki. [Image of painting]. Kyoto, Japan; Phil
Couture Fine Art. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Culican, N. (Artist). (2016). Burmese nun. [Image of painting]. Hong Kong. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Dureke, C. (Artist). (2017). Cultural Art Pieces. [Image of painting]. Africa; Farabale. Retrieved from http://farabaleweekly.com/2016/02/13/cultural-art-pieces-by-chidinma-dureke/

He, Z. (Artist). (2015). Chinese folk wedding culture. [Image of painting]. USA. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Hu, H. (Artist). (2016). Magnetism I. [Image of painting]. China. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Lucey, T. A. (2016). Effective Elementary Social Studies (6th Edition ed.). Austin, Texas, USA: Digitaltextbooks.biz LLC.

Maimon, Y. (Artist). (2016). Talking About Me 3. [Image of painting]. Israel. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Opala, J. (Sculptor). (2016). African Dancer. [Image of sculpture]. BOLESŁAWIEC, Poland; JO Ceramic Sculptures. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Reyes, L. A. (Artist). (2015). Amzan and Api. [Image of painting]. LyndaANReyes.com. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

Wright, C. (Photographer). (2015). The Pledge. [Image of photograph]. Middletown, Connecticut; Private Company. Retrieved from https://art-competition.net/Cultural_Diversity.cfm

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| Chidinma Dureke | Cultural Art Pieces | 

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| Chidinma Dureke | Cultural Art Pieces | 

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This artist focuses on creating pieces that empower women and children of all cultures, especially African and Black American backgrounds. This is important where students may be in a predominantly white classroom. Something that I appreciate about both of these pieces by Dureke is that each of the women's faces are not symmetrical. A lot of time, with the Eurocentric beauty standards, it is known to be more attractive to have a more symmetrical face. Students of color don't always receive the support that they need in regards to their cultures and acceptance of who they are. These pieces of art show strong, beautiful, empowered black and brown women. Students could be engaged by drawing pictures of themselves, or their future selves, and writing about their goals. Discussions can happen about some hardships that they might face, mainly for older Elementary school children about to enter Middle School. It is important for students to feel empowered and supported.

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| YooJung Choi - USA | Title: Fortune | Medium: Oil | Size: 33" x 40" |

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| YooJung Choi - USA | Title: Fortune | Medium: Oil | Size: 33" x 40" |

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Socioeconomic status is talked about chapter 16 of the Lucey text. This piece of art depicts how as people are more towards the back and are less fortunate, they fade to nothing. This is true when it comes to the resources that the less fortunate get in the education system. Most schools receive their funding based off of the taxes of the area that they are in. That means that the cost of living is what funds the schools. In areas that are cheaper to live, people are not paying as high of taxes, so the schools do not receive as much funding. This means that students are not getting the resources they need, or the teachers are paying way more out of pocket than others to ensure students have what they may need. Many times, the type of education is lesser in these lower economic areas as well because teachers are not paid as much, they do not have all the materials, and things like technology are not as much of a resource. This means that students in other areas of town are receiving a better education and are being set up better for success later on.

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| Yael Maimon - Israel | Title: Talking About Me 3 | Medium: Pastel | Size: 16" x 12" |

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| Yael Maimon - Israel | Title: Talking About Me 3 | Medium: Pastel | Size: 16" x 12" |

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This picture related more to the chapters that we read for the first part of the semester, where classrooms are a community. We talked in the beginning of the semester about how teachers should build community in their classrooms and help students have a safe space to learn. There was a chapter about how students need to learn that it is alright to have differencing in opinions with someone and how to have successful, informative debates. This relates to this set of chapters that we read because having this sense of community in the classroom allows students to be able to conduct their own inquiry. When they feel like they are able to ask questions and will not be shut down because of them, they will be more willing to take control of their own learning. When students are respected and empowered because they are in a culturally responsive classroom, they will feel more like it is their place to learn and grow.

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| Richard Barnett - USA | Title: Third Date 2 | Medium: Oil | Size: 12" x 12" |

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| Richard Barnett - USA | Title: Third Date 2 | Medium: Oil | Size: 12" x 12" |

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"Some parents feel culturally responsive education is a threat to their view of how America (meaning the United States) “ought to be” and what children ought to be taught" (Lucey, 2016). This is very unconventional and probably not something that I would use in my classroom, but I felt would be a good example of something that would make a lot of parents uncomfortable. Conversations about gender and sexual orientation has recently been working it's way into lesson plans and children's books. As these are becoming more acceptable in society, children are beginning to discuss them more at a young age. I am interested to see how Social Studies will continue to change throughout the years and when these subjects will be able to be the normative. Depending on the area of the school and the community of parents, this may or may not be acceptable to bring up with students. Teaching a culturally responsive classroom is teaching social justice and equality. Being uncomfortable is a sign of growth, but upsetting parents may not be where a teacher would like to stand for the school year either.

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| Nicola Culican - Hong Kong | Title: Burmese nun | Medium: Acrylic on Canvas | Size: 70 x 50 cm |

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| Nicola Culican - Hong Kong | Title: Burmese nun | Medium: Acrylic on Canvas | Size: 70 x 50 cm |

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When I saw this picture, I automatically thought about Chapter two where it discussed Social studies: past and present. This woman to me, seems so intelligent and wise- full of stories. She seems that she has lived a long life. I concluded that I probably have a very different life experience than she did, so I could learn a lot from what she could tell me about life. I thought about how her education must have been like and I wondered how different it was than mine, especially in regards to Social Studies. I think that presenting this picture to students would spark them telling stories about their grandparents. There could even be activities where students interview their grandparents or even bring them in to speak to the class about specific topics. This could engage the students in their own learning.

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| Huiming Hu - China | Title: Magnetism I | Medium: Oil on canvas | Size: 70 x 90 cm |

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| Huiming Hu - China | Title: Magnetism I | Medium: Oil on canvas | Size: 70 x 90 cm |

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Chapter 16 talks about putting minority students "on the spot". When students of different ethnic or cultural backgrounds, sometimes they are called out to speak for an entire group of people. This is a lot of pressure and should not be done. Each person can only speak about their own experience and every person has a different life experience than another. This woman in the red made me think about my experiences of being in class with students of color who have been called on before to speak for their race. This face she makes is a very confused face, so it made me aware of how I approach situations like this. Also, this picture made me think about intersectionality. These two woman are clearly very different, but they have things that are common as well where they intersect. Even the color band type thing that is wrapped around them can symbolize them being held together. This relates to the reading because it shows how every student is different, but aids in another's learning. They all share similar traits, but have their own walk of life which can bring something entirely different to the table.

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| Zihan He - USA | Title: Chinese folk wedding culture | Medium: Digital art | Size: 1000 px 72dpi |

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| Zihan He - USA | Title: Chinese folk wedding culture | Medium: Digital art | Size: 1000 px 72dpi |

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Wedding cultures really do change depending on each family and area that the wedding is taking place. In my culture, I would not assume that this was a bride. The title allows the viewer to know that this is Chinese wedding culture. Students could engage in different presentations of wedding cultures. This piece of artwork can spark conversations about gender roles. If students in the classroom are of Chinese culture, they could respond in a writer's notebook about their opinions and feelings about this picture. They can write about whether this will be expected of them when they get married. It does not need to be in front of the whole class, but rather a personal reflection. Personal reflections can be the first step to students inquiry, in my opinion. When students have an understanding about their own opinions and ideas, they can form questions about what they want to know. Students and teachers will always have room to question, grow, and learn.

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| Lynda A.N. Reyes - USA | Title: Amzan and Api | Medium: Oil on canvas | Size: 30" x 40" |

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| Lynda A.N. Reyes - USA | Title: Amzan and Api | Medium: Oil on canvas | Size: 30" x 40" |

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This piece of artwork interested me. I was interested in what each piece meant. I wondered if the blue was symbolizing mourning. These were types of questions that I considered asking future students. I wondered how these people in this artwork would respond to history today, and how it is being taught. Students would be able to engage in questioning about how they relate to this piece of artwork. "Such districts may adopt a specific textbook or other material and require that it be taught" (Lucey, 2016). Chapter two discusses how certain textbooks may be chosen by the school district. I know that this piece of artwork may not be featured in a textbook, but I do believe that teachers can put this into the curriculum next to the information built into a textbook. Teachers have to be creative about the way that they make learning interesting and engaging. I believe that this piece of artwork can also be used in an art lesson about colors and what they can symbolize.

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| Corey Wright - USA | Title: The Pledge | Medium: Mixed Media | Size: 18" x 24" |

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| Corey Wright - USA | Title: The Pledge | Medium: Mixed Media | Size: 18" x 24" |

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This piece of artwork can relate to many things going on today in regards to race and the way that people view America. The title "The Pledge" makes me think that this would be more applicable to college. This could relate to the hazing that goes on, so in an Elementary classroom, this may not work. The title can also be in terms of The Pledge of Allegiance. which the picture shows the flag bleeding. The students might interpret this in many different ways depending on what their life experiences are. In regards to the student's learning environment, the students can engage in other types of inquiry to decide their own opinions of what this picture can mean to them specifically. Social studies is taught in different ways now than it used to be. Teachers are beginning to focus more on relatable, engaging material that are relevant to students' lives.

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| Phil Couture - Japan | Title: Aki | Medium: Oil paint | Size: 59cm x 44cm |

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| Phil Couture - Japan | Title: Aki | Medium: Oil paint | Size: 59cm x 44cm |

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This could spark conversations with students about the Japanese culture. Students would be able to do look at many different aspects of this piece of art in order to engage in inquiry. They could open questioning about makeup, dress, accessories, and roles in family. Students could go as deep as they wish with inquiry in regards to Japan. The teacher may need to make sure that they are using open ended questioning in order to get students to engage in learning. If students do not have experience in engaging in art, they may need to work up into using it as a resource for inquiry. While I think it is important for students to learn about other cultures and apply their knowledge to life, I think it is important to make sure that they do not begin to engage in cultural appropriation. There is a difference in respecting a culture and trying to replicate it as one's own. Depending on the experience that students come from, such as different socio-economic status, they may have different background knowledge and other ways of engaging in research. A teacher's role in inquiry may change depending on the students and their experiences.

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| Jacek Opala - Poland | Title: African Dancer | Medium: Ceramic | Size: 35 x 25 x 50 cm |

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| Jacek Opala - Poland | Title: African Dancer | Medium: Ceramic | Size: 35 x 25 x 50 cm |

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This ceramic piece is a model of an African dancer. This piece could really engage students in a discussion. Students could choose to do inquiry in cultures that may not be their own, but also could be the background of their ancestry.  This could be shown to a classroom and engage them in a discussion after they do their own inquiry, such as Chapter 15 of the Lucey text has suggested. While Interviews may be difficult to do, I believe that students may be able to do library research and online research. While I do not believe that they should create another African dance, I think the students could benefit from learning about the symbolism and traditions that come with African culture. Chapter 15 stated that teachers need to aid students in their learning. Students may hear about African culture at home or on the internet, which may aid in their interest. This picture would be beneficial in the students' discussion about what they wear, what certain colors mean, and any other aspects related to the culture. In order to be more engaging, which the Lucey text also suggests, students could do verbal presentations or a panel in regards to what they learn about different African dances. The teacher can open up opportunities to the students to choose for their inquiry results.