Vignette Analysis #1

Baljeet Gill

Prepared for: Alexander De Cosson

University of British Columbia
Exploring self-identity and culture in the K-12 classroom is one of the most impactful and
important concepts an educator can focus on regardless of their area of expertise. To have these
ideas hold meaning, pedagogical theories, like constructivism, have been shown to help students
create deep understanding and knowledge. Fosnot (2013) describes constructivism as knowledge
that is constructed by ones own experience as opposed to transmitted which is also why
Glasersfeld (2008) states that communication is not a conveyance of knowledge. We, as
educators, must remember that students dont have the same experiences as us, and thus, cannot
perceive the information as we do, unless we have them go through these experiences as well. As
Fosnot states, we cannot afford to forget that knowledge does not exist outside a persons mind
(Fosnot, 2013, p.199). This idea was reaffirmed by Stacy Friedmans (UBC) response when
asked if looking at art critically can tell us more about ourselves; She replied that her past
experiences and the cultures that she is a part of all construct her view of how she interprets
specific pieces of art.
In the classroom discussion in Stacy Friedmans (UBC) ARTE 320 class, many students
expressed concern about looking critically at other cultures for a fear of offending others. To
address this issue, the educator had students create puppets of different cultures and times,
allowing students to interpret art and culture through a veil. Having students physically create
the puppets is a useful activity, but more important is the research and critical thinking involved
in providing the puppet with a personality that reflects their identity. This exercise aligns with
our previous definition of constructivism when students take facts and figures to create their own
knowledge, in this case a personality which allows them to explore issues of culture and identity
in a safe and respectful manner.
Development and reinforcement of personal identity is a process that should embrace
technology, particularly in the 21st century as technology pervades our lives and those of our
students. For example, the artist JR holds great influence, reaching people with his art and
message all over the world. In the past, this platform was limited to only a few (and fortunate)
artists. The evolution of the internet has allowed us to go from consumers of information (a
one-way relationship) to one that we are easily able to contribute our own thoughts and opinions.
Further, through the vast connectedness of the Internet, we can find others that share our values.
If harnessed well, this ability can be very constructive, as finding like-minded individuals can
allow students to feel comfortable in who they are, and reinforce their identity very important
for students well-being during the impressionable years of high school.
From an educational perspective, it is imperative that student experience and context is a top
priority during curriculum and lesson design - to make learning meaningful, students must
experience and construct knowledge, and also be encouraged to build on previously constructed
knowledge.
References:

Edmonds, D. (2013). A truth should suffice. Times Higher Education, (2085), 30.
Fosnot, C.T. (2005). Constructivism: Theory, Perspectives, and Practice [Kindle Edition].
Subhani, K. (2015). Photos as Witness: Teaching visual literacy for research and social
action. English Journal 105(2), 34-40.
TED. (2011) JR: My wish: Use art to turn the world inside out. [Video]. Retrieved from
https://www.ted.com/talks/jr_s_ted_prize_wish_use_art_to_turn_the_world_inside_out
UBC. (n.d.) Documentary: Art education culture: A puppet based exploration of identity, racism,
and responsibility by Stacy Friedman. [Video].
UBC. (n.d.) Vignette: Art, Culture, Identity and Representation: A Conversation with Three Art
Educators - Stacy Friedman, Sylvia Kind and Roger Dane. [Video].
Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.