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Embedding International-mindedness in Art - Sorour Fattahi

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Embedding International-mindedness in Art - Sorour Fattahi

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In the art room, as we learn about elements and principles of art, we explore artworks created by different artists from various cultures and countries. We reflect on how different aspects of that culture may have impacted the artist in terms of employing colours, techniques, style ,.... . We learn to appreciate other people's perspective and the many ways we human beings express ourselves.

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Embedding International-mindedness

I am a reading and tutor for kindergarten through third grade.  One of the things I do is guided reading of stories from around the world.  During holidays we compare traditions from different cultures.  One of our first grade teachers celebrates Chinese New Years so that was celebrated and discussed.  I have also read stories that have different versions based of different parts of the world.   Goldilocks and the Three Bears is different in different cultures.  We read the stories, compare them, and discuss why they are different.

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Embedding International Mindfulness
I teach 2nd grade. My students are majority Indian yet we live in Japan. Many have some things in common but I have learned that in India, there are so many different cultures that many have nothing culturally in common.

I would love and have tried to have families believes and traditions in the classroom more because I have also learned that some areas in India are not so friendly with others. Having students from this young age being able to combat things that they maybe surrounded by in their home country and have the chance to learn from other culture is a powerful thing.

Every two weeks, we have a different language as a morning greeting and  goodbyes from an area in India where my students are from. We have also started to have students translate stories from their culture.

Next I want families to get involved. We can focus on an area for a week or so and have students research more about their own culture, food, art, music, etc to share with our class.

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Embedding International Mindfulness
I start all my art classes by having the students analyze a couple of artworks by comparing and contrasting them. We are intentionally looking at what it is the artist is trying to communicate and figuring out how we know this.
My plan would be to adapt this by finding a common theme between two artworks (such as family) and choosing one artwork by an artist from the United States and the second artwork by an artist from a different culture.
We could continue to compare and contrast the elements and principles used in the artworks and the messages they are conveying. But we can also ask, what does that tell us about each artists culture? We would have to recognize that not all artists are speaking for their culture as a whole, of course.
This would be a great way to study art history as well as modern day artists. Perhaps we can find some themes repeated throughout the histories of some cultures as well.
As usual students can create artwork that tells the story of their background and personal experiences. These can also be compared and contrasted with the above mentioned artworks.
I think this would be something that I would try over the long term. I could perhaps collaborate with the music teacher and she could do a similar thing in music class with the same cultures we study in art. I will know this is working if I hear students start becoming more and more aware of differences in cultural identity as we study more artworks.

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Embedding International Mindfulness in the Classroom

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Embedding International Mindfulness in the Classroom

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I teach 1st and 2nd grade at my school in Jacksonville FL.  My children come from a range of different cultures and countries... Argentina, Italy, Poland, German, Jordan,

I would like to reach out to the families who have different backgrounds in different countries and for a whole week, we would immerse  ourselves in their culture. food, stories,  art, celebrations, daily life, music, clothing. etc.

We would need buy in and willingness from families form different cultures to plan and prepare these different experiences for class.

This is posting as anonymous?  This post is from Erica

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Embedding International Mindfulness in the Classroom

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Embedding International Mindfulness in the Classroom

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I teach 3rd grade at my school. My students come from a range of cultures and many have family connections or have immigrated from various countries, mostly in Eastern Europe and the Middle East.

I would love to tap into their family traditions and cultural practices to foster international mindfulness. Having a variety of food, art, and reading books from my students backgrounds could be a helpful jumping off point to look at the similarities and differences to other cultures too.

We did a thematic unit on traditions and my students were disconnected from what tradition meant and how valuable the traditions they celebrate are. They ended up sharing the same things like lighting a Christmas tree or opening presents, even though these traditions were not celebrated or not central to many of my students.

I read read alouds about different traditions celebrated across the world and would love to tap deeper into family knowledge by bringing in family members via skype or in person or letter etc. to share a tradition.

I would also like to foster a pen pal relationship with another school after learning more about students' cultures and various cultures from around the world to begin building international mindedness. Students could write back and forth every few weeks and at the end of the year we could skype the two classes and students could meet each other virtually. Students could send each other both letters about themselves and what they do as well as paintings of what they like to do.

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My plan to embed on the ESL setting...

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My plan is to use music as a universal language in order to embed international mindfulness.

First I will ask students what kind of music they like to listen to. We will discuss what they hear and what they like about it.

Next i will show them music from around the world and have them discuss what they hear and what they think about it.

Finally we will compare the music from around the world to the music that they enjoy. We will discuss how music they are already familiar with has parallels and draws influence from music from all around the world.

I think that listening to music from around the world and having students think critically about how music they like is similar to other music all around the world will help them apply that mindset to other aspects of life thus giving them a global mindset.

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Debra Avery's Plan to Embed International Mindedness

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Debra Avery's Plan to Embed International Mindedness

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Being a single subject teacher (drama) means that I am in contact with the entire student body at my school. I already try to encourage international mindedness by sharing my own experiences from another continent and eliciting experiences from students.

Planning units that compare stories from different cultural settings will be one of encouraging international mindedness in my classroom. Also looking for and creating opportunities to investigate the stories and experiences students from different cultures within my classes is something I would love to do. On top of that I think multilingualism would be a great way of encouraging international mindedness. Getting students to present in their home languages or introduce vocabulary that we could explore dramatically would be a great way of promoting international mindedness.

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plan to embed iternational mindedness in the Classroom. 

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plan to embed iternational mindedness in the Classroom. 

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In our school I have had the chance to see different classes and how they respond to different stimuli.

For older students creating posters about their home countries and sharing that information with other students and teachers can be a way to introduce many new cultures quickly. These can then be displayed and other people from the school community could learn about other cultures and traditions of other students.
Celebrating mlticultural day is something i would like to initiate in our school. Having students bring something from their culture they can share (food, game, dance) and have students spend the time learning about oth ultures through fun activities.

For our younger students we can focus mainly on different forms of art. Be it dance, music, painting or sculptures, students love learning about the different techniques and materials that are used in different cultures and experimenting with these to make their own creations.

As an English school in a non English speaking country we may tend to focus on the way things are done in our homes (the way we are comfortable with), but students bring with them so much knowledge and enthusiasm about their own cultures it would be  shame not to capitalise on it as much as possible.

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Plan to Embed International mindedness -Danah Cooper Baron

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Plan to Embed International mindedness -Danah Cooper Baron

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In order to get the young ones interest into the inquiry you can begin with music and dancing of Panama, in particular the SanBlas Islands

A lesson on Molas from Panama

Use animals as the focus for the image theme

Have students pick an animal to inquire into and learn about the effects of the environment on the animal. Provide a list or pictures of endangered or extinct animals.

Have a discussion and look at books about animals.

Inquire into how this folk art tradition helps sustain the society creating these lovely fabric designs. How are they made?

create your own with paper paint or pastel

How does the folk art affect the other systems of the society, such as the materials used, and the use of time. How are families affected, the music, the dancing.

How do outsiders react, what does it give to their experience of the local environment

Look for natural materials to frame the artwork

Students discuss their work, their use of developed skills such as cutting, tracing, proportion and layering

Students give information on their animals in groups

Students may contact societies that preserve wildlife and find out how to help the environment and animals, and to inquire into what these societies are doing to protect animals and environments.

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Plan to Embed International mindedness in our classroom 

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Plan to Embed International mindedness in our classroom 

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(Nafis Muhammad)

Step 1:
Have a gallery walk of places around the world. Have the students write down anything they see, think or wonder. This will engage them and get them thinking

Step 2
Show the students different videos of places around the world. Have them pick 5 places they want to learn more about. Each day for read aloud, read a different book about a country's culture.

Step 3
The students will spend each day researching 5 different cities or countries around the world. They will compile all of their research into a book.

Step 4
Once they finish the five days of research they students will choose their favorite place and make a poster about everything they have learned about that place.

*This is something you could refer back to during a weather unit or a sound unit (replicating the sounds of the culture  in the place they are researching)

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I am not a classroom teacher but I am lucky enough to work with the entire school community. To promote international mindedness in the school I will work with the leadership team at the school which consists of the IB Coordinator and Administration. I would like to set up school wide initiatives such as UN Day celebration on or around October 24th which incorporates the learner profile attributes and class presentations. I would like to set up guest speaker visits for the school such as authors (we had an author skype with the 4th grade and he was a writer from Mexico. He spoke about how his experiences inspired his writing.) I keep thinking about how I can add or improve on what the school already does. I want to put up more visuals around the school that can serve as talking points for the students. I will set up at least one bulletin board on each floor dedicated to the learner profiles. I can include visuals in common spaces like the cafeteria.

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Idea to embed international mindedness into the classroom- big picture

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Idea to embed international mindedness into the classroom- big picture

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I love to see the light bulbs go off, in students of all ages when they notice that although people are worlds apart, they have so many things in common and they can relate on so many different levels.

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(Claudio Junior)

- We will create a "World Map" in the school, and each classroom will be responsable for each continent.

- Then, the students will research about the contries, history, historical trivia and culture.

- After that, they will present in the " Lets know about the world" day, with the participation of all comunity.

- In the second semester, we will go deep into each continent, to reseach about each country.

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Planning on Embedding International Mindedness

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Planning on Embedding International Mindedness

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Step 1- Introduce "Flat Stanley" as we begin our IB unit of "Where we are in Place and Time".  In the science area, introduce the concept of "magnets" which naturally filters into a compass.  In geography, use the compass to create compass rose, maps, and exploration of cardinal directions.

Step 2- As Flat Stanley images begin to return to the classroom, map each of his locations and discuss what he may be seeing, experiencing.  Draw Flat Stanley in different locations, make a map of all his explorations, journal about his journeys, discuss modes of transportation (great time to talk about air, land and water!)

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Planning on Embedding International Mindedness?

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Planning on Embedding International Mindedness?

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(Gabriel Bicker)

The first question must be what is international mindedness at your school. After this is answered and agreed upon by all staff then the question of embedding it is raised. Embed it in the minds of the students? That's one answer, so we'll go with that. Now, onto the embedding process; the PYP coordinator ought to analyze the school curriculum for opportunities for students to have international mindedness expressed in their learning. By using a horizontal and vertical approach, i.e. looking across a grade level and above & below grade levels, the PYP coordinator can get specific teachers to plan activities together based on this opportunity. How would the coordinator identify an opportunity? Well, simply the combination of course content and activities of the teachers involved would nicely present the chance for a shared experience that lends itself to being reengineered to doing something for & in the global community.

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(Anaid Cisneros)

In the school I work, they annually make a big celebration day of diversity, where principals and teachers try to involve all the community (we are 3 campuses).
This big celebration is months previously planned, teachers pick a country and inquiry about it for a bimester, developing a typical dance, some art, food, language, monuments, music, etc.

Although it is a very nice and familiar event, bringing together so many children and so many countries and boots makes it too much information to assimilate.

In my opinion, something smaller and more internal would be more meaningful for the students.

Taking advantage of the fact that there are children of different nationalities, make an exhibition in the classroom about the countries of origin of each child, it would be great if parents join the exposition. This will also help that although the children do not reside in the country in which they were born, they feel familiar with the customs.

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Plan to Embed International Mindedness - Teresa Teschner

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Plan to Embed International Mindedness - Teresa Teschner

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STEP 1 - ACCESS CURRENT LESSONS
My IB school has been immersed in PYP. My plan to create international mindedness would grow from the units already developed. We have already had students delve deep into their own culture as a start. This was based on a study of other cultures.

STEP 2 - WORK WITH GRADE LEVEL PARTNER
I am in a co-teaching situation and work closely with my team partner to develop lessons. In developing international mindedness, I hope to bring some of the ideas of this course to my partner. Some wonderful thoughts already include picture books, video, art, food, pen pals, and exploration of a variety of cultures.

STEP 3 - WORK WITH SCHOOL PYP COORDINATOR
Our school has a dedicated coordinator. I have yet to call on her expertise. My plan includes reaching out to her as we continue to embed international mindedness.

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Start each class with a warm up:  Picture of the Day
Students will reflect on the image, describing, inferring on the subject and how it connects to themselves, the community and the world around them.  Observing details by being able to describe them and making inferences about what they notice and observe based on what they see and what they already know.  They may write a sentence, journal, draw but this practice will expose them to the world around them.

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(Leah Foster)

Ideas for Andrea
How to create a open-minded classroom?
-Create a Google Slide of students around the world.
-Create a Google Slide of University around the world.
-Create a Google Slide of jobs around the world.
Share these presentations with your students over the course of a week. After each slide have students reflect on what was familiar to them and what was not familiar to them. Make connections between their life, their brothers and sisters lives, and their parents lives.

Then share your own story (if you are a teaching abroad) or the story of a teacher who teaches abroad. Make sure the video shows the relationship that students from every where they have taught, are basically the same. Differentiate between culture and needs to survive. Everyone wants to learn and all parents want their children to learn.

Now ask students where they would live if they had to choose somewhere different. Have them research their choice, finding similarities and differences between them. Have students complete a Venn Diagram showing us those similarities and differences.

Next I would like students to share why they chose that location in their UOI Journal.

A lot of my students go to university abroad, so this is important they start thinking about this now.

Throughout these lessons relate these choices with the IB attributes and key concepts. How can we use this knowledge to help in our choice of where we would move to?

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-Monica Ismael

Starting small and building upon prior knowledge is key.

Start with a provocation, a video perhaps or a picture, maybe even a small passage from a book or poem.

From there instead of always using KWL charts, use a wonder wall, where kids can write down questions to help them guide their learning and give them a focus on what they want to learn.

Research is key but at their level,  so guiding them through the internet with safe sites or within the library with books.  Always keep in mind where they are coming from and their background knowledge to help them fill in the gaps.

Once they are ready, we begin diving into curriculum deeper and deeper, building upon skills that they knew or skills that they learned during their previous inquiry units.

By the end, the questions from the wonder wall should be answered and the students become experts on those questions and can teach others about what was learned.

Students at the end should reflect on their work, whether it is in a formal reflection, a picture, journal entry or a form of art. Reflection is key for them to understand what they learned in an inquiry setting as each student has their own purpose for what they are learning.

It is surprising how students from all over can come together, with different backgrounds and different levels of knowledge to work together and learn together.

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Plan to Embed International-mindedness (Hina Jaffer)

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Plan to Embed International-mindedness (Hina Jaffer)

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International-mindedness is something that requires teachers to collaborate massively to be embedded in a classroom or school. The learning trio - teachers + parents + students needs to be on board to accomplish it. It is not something that can be embedded  overnights,  it will take a little time and once it's there, you will see it reflecting screamingly from your learners' words and actions!

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Plan to Embed International mindedness -Danah Cooper Baron

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Plan to Embed International mindedness -Danah Cooper Baron

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In order to get the young ones interest into the inquiry you can begin with music and dancing of Panama, in particular the SanBlas Islands

A lesson on Molas from Panama

Use animals as the focus for the image theme

Have students pick an animal to inquire into and learn about the effects of the environment on the animal. Provide a list or pictures of endangered or extinct animals.

Have a discussion and look at books about animals.

Inquire into how this folk art tradition helps sustain the society creating these lovely fabric designs. How are they made?

create your own with paper paint or pastel

How does the folk art affect the other systems of the society, such as the materials used, and the use of time. How are families affected, the music, the dancing.

How do outsiders react, what does it give to their experience of the local environment

Look for natural materials to frame the artwork

Students discuss their work, their use of developed skills such as cutting, tracing, proportion and layering

Students give information on their animals in groups

Students may contact societies that preserve wildlife and find out how to help the environment and animals, and to inquire into what these societies are doing to protect animals and environments.

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Plan to Embed International Mindedness - Fay Bilawczuk

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Plan to Embed International Mindedness - Fay Bilawczuk

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I had begun this with Stage 2 and 3 students last year.

Students initially were assigned a novel study with centred around the the theme of people's stories. Texts included: Sadako and A Thousand Paper Cranes, The Arrival and Anh Do's Biography.  Other supportive texts included the Universal Declaration of Human Rights.

The common theme here is that there are people around the world who have stories like us,  are the same age as us and have different life experiences. Global experiences were the focus here. I wanted my students to learn that it's not all about them and that they had a responsibility as global citizens.

Students engaged in a series of inquiry based sessions where they had to deeply research living conditions, travel issues, health and welfare challenges of people in their texts.

Students related this information back to  their novels and gathered for a committee meeting to discuss their inquiries and texts.  Some students extended their research into other 3rd world countries.  Students developed an interest in Aid Agencies like World Vision, Red Cross etc.

Assessments included: Work samples, KWL charts, student reflections, graffiti walls.

Next time round:
I would choose a real world problem - like lack of clean water in a specific country, the students would devise their own research questions and lines of inquiry.

I would include more Service Learning in our school and programs that relate to this, perhaps making items for fundraising to build a well  or support a clean water project.