# data[].attributes.body
Visuals and language are starting points for setting up a Queer classroom, however it would be very beneficial to me to explore including not just gay artists but lesbian, bi-sexual, trans-gender, and  artists. It is important not just to discuss that an artist is queer but how that is part of their identity, it should not become a "show and tell." It is a piece of their life not the entire puzzle.

# data[].attributes.body
Language speaks volumes- how we used it and how we let it be used in our classroom sends a clear message of what is welcome in our classrooms. (pg.3)

# data[].attributes.body
"I had a lot of mixed feelings matching in general because I felt bad about stereotyping" This is a moment when a person has a negative reaction and fear is experienced because one is afraid of being considered racist. (pg. 16)

This article made me question what my assumption about others races are based on their name. Names have importance and weight while in school, working and personal life. When my mother began working, she signed all of her work with the initials of her first and middle name otherwise she would not be taken seriously because of her gender.

# data[].attributes.headline
There's Something Queer about this Class

# data[].attributes.subject
There's Something Queer about this Class

# data[].attributes.body
Olivia Gude

# data[].attributes.headline
Cultur(ally) Jammed: Culture Jams as a Form of Culturally Responsive Teaching

# data[].attributes.subject
Cultur(ally) Jammed: Culture Jams as a Form of Culturally Responsive Teaching

# data[].attributes.body
Ulyssa Martinez

# data[].attributes.body
I am white and I am in the majority of all teachers. I feel a strong sense of responsibility from my experience with working with disadvantaged students from diverse backgrounds to examine my teaching practice and provide my students with direct experiences not just of ethnicity but also of race.

# data[].attributes.body
Race is considered a physical attribute that cannot be altered. Ethnicity is "shared common cultural traits such as language, religion and dress."

By 2023, minorities will comprise more than half of all children.

83.5% of teachers are white.

# data[].attributes.headline
Culturally Responsive Teaching for 21st Century Art Education: Examining Race in a Studio Experience

# data[].attributes.subject
Culturally Responsive Teaching for 21st Century Art Education: Examining Race in a Studio Experience

# data[].attributes.body
Najuana Lee

# data[].attributes.body
I know that I do not currently practice culturally responsive teaching. I would call it more  awarenessd. Through various training in DMPS and Johnston schools, I have reflected on the implicit bias that I carry and the privilege that I have been given in life.

I am aware how my bias affects my teaching and I try to keep that awareness as I make day to day decisions in my classroom.

I have made a direct change this year with my curriculum. In the past my lessons/units focused on how someone else made something and we would replicate it. This year, I am having students dig deeper and reflect on personal experiences such as the fourth grade memory project. Students have identified a favorite memory and we focused on why. While there is still much to do, this lesson provides a window into their experiences and has them reflect.

I wish this article could have bridged the gap between how to transition to this way of teaching from past lessons. It left me feeling that I needed to abandoned everything and start from scratch.

# data[].attributes.body
I have taught lessons/units because of the population that I teach. For example, I had a large Latino population, so I taught lessons about Oaxacan Animals and el dia de los muertos. I created a unit on street art and graffiti to connect to my African American students that made up 66% of the school I taught at.

I also think of the African masks display boxes that I could check out in DMPS when I worked there. I did check one out my first year and found there 8 masks in a box. The district had around 5 different boxes one could check out. The box came with no  information about the masks- they were not labeled. I had 2nd grade students make a mask out of paper in my first year and then never checked them out again. I felt the lesson fell really short because I did not have enough information and I never learned about African masks ever.

# data[].attributes.body
She demonstrates the key difference between displays of folklore and symbolic activities that are more "show and tell" from a living breathing direct experience where students contextualize information through dialogue and other means.

# data[].attributes.headline
Culturally Responsive Art Education in a Global Era 

# data[].attributes.subject
Culturally Responsive Art Education in a Global Era 

# data[].attributes.body
Alice Lai