Vignette #1 Analysis: Art, Culture, Identity and Representation

ETEC 532

Natalie Roberts
 From observing and reflecting on the vignette, ​`Art, Culture, Identity and Representation:

A Conversation with Three Art Educators - Stacy Friedman, Sylvia Kind and Roger Dane`,​ we

can see that art represents a powerful tool to explore and analyse questions of identity, culture,

and representation. However, I observed several challenges that need to be addressed when

working within these realms. What is one’s definition of “culture”? Some students in Sylvia’s

class were uncomfortable or conflicted by defining what culture was. There was a sense that

some of the definitions that had been traditionally attributed to culture were limiting. This does,

however, lead one to the juxtaposition of identity and culture. Individuals will all have different

interpretations of what culture means to them and consequently, when it is expressed through a

medium such as art, it can be interpreted greatly.

This is what makes art, however, such an important avenue to explore these controversial

or personal topics. When students are given the opportunity to dialogue, research, and ask

questions in a safe setting they can begin discovering aspects about themselves that they may not

have known. For example, I look at Sylvia’s textile projects and think about the deep

self-exploration and self-reflection that would have to go into creating a piece. What do you want

this piece to say about you as an individual? What are the invisible aspects of you that you want

to make visible? Where does one begin to construct their identity? A project such as this could

be incredibly empowering for a student. Conversely, it could elicit feelings and emotions that a

student may not be comfortable sharing. Creating a community of care and safety would be

paramount. The educator in this setting would be instrumental in helping to foster this safe
environment and, as Friedman mentions, give students an “invitation for conversation”

(Friedman, 2004).

Projects that address themes such as identity, representation and culture need to be

addressed with sensitivity. When students were creating paper mache masks for the puppet

project, they may have become aware of aspects of their family history they may not be proud of.

Conversations with parents or grandparents about family history, or culture, may cause pain or

uncomfortableness because of the very personal nature of the task. Educators need to be

cognizant of personal biases they may bring to the project and be prepared to scaffold instruction

using strong pedagogy to support their learners through their study of identity and culture. This is

especially true when working is diverse and multicultural communities.

Art projects such as these give students tremendous opportunity to explore and perhaps

define identity, culture, and the complex relationships that exist. The inclusion of technology to

support or enhance lessons or student research gives education a powerful tool with the ability to

personalize the learning for our students. It is imperative that we are aware that this technology

can also muddy the waters and open up difficult conversations. Technology can present its own

biases. Students need to be equipped with the skills to navigate not only the complex notions of

culture and identity, but be able to critically reflect on the vast amount of information gathered

from technological sources. As educators, we have a responsibility and obligation to facilitate

students’ growth and understanding of their culture and identity, but also to ensure that we are

supporting and coming alongside them through this experience.

References

References:

Dane, R. (2004). Interview with Roger Dane and puppet demo. Retrieved from
https://connect.ubc.ca/webapps/blackboard/execute/displayLearningUnit?course_id=_10
7473_1&content_id=_4541271_1&framesetWrapped=true

Kind, S. (2004). Sylvia Kind-Textiles. Retrieved from

https://connect.ubc.ca/webapps/blackboard/execute/displayLearningUnit?course_id=_10
7473_1&content_id=_4541271_1&framesetWrapped=true

Friedman, S. (2004). Art education culture: A puppet based exploration of identity, racism,
and responsibility. Retrieved from
https://connect.ubc.ca/webapps/blackboard/execute/displayLearningUnit?course_id=_10
7473_1&content_id=_4541271_1&framesetWrapped=true

Friedman, S. (2004). Responsibility and re/presentation: Reflection on digital video and

puppet-based inquiry.

Friedman, S., Kind, S., & Dane, R. (2004). ​Vignette: Art, culture, identity and
representation: A conversation with three art educators-Stacy Friedman, Sylvia Kind and
Roger Dane. ​ Retrieved from
https://connect.ubc.ca/webapps/blackboard/execute/displayLearningUnit?course_id=_10
7473_1&content_id=_4541271_1&framesetWrapped=true