Artful Teaching

著者： Heather Francis Cally Flox
無料で聴く

  • サマリー

  • Bringing teachers out of isolation and into conversation, the BYU ARTS Partnership presents the stories of teachers, artists, administrators, and community members who are working to deepen student learning and improve school culture through artful teaching. The views expressed on this podcast do not necessarily reflect the views of Brigham Young University or the BYU Education Society.
    2024 BYU ARTS Partnership
    続きを読む 一部表示

あらすじ・解説

Bringing teachers out of isolation and into conversation, the BYU ARTS Partnership presents the stories of teachers, artists, administrators, and community members who are working to deepen student learning and improve school culture through artful teaching. The views expressed on this podcast do not necessarily reflect the views of Brigham Young University or the BYU Education Society.
2024 BYU ARTS Partnership
アート エンターテインメント・舞台芸術 人間関係 社会科学
続きを読む 一部表示
エピソード
  • Special NACI Episode: Native Voices Framework

    Special NACI Episode: Native Voices Framework
    2024/07/02
    Episode 42: Artful Teaching Podcast Special Episode: Native Voices FrameworkHeather 0:00Welcome to the artful teaching podcast! It's been a while. This is Heather Francis and I am back as a co-host for this show to produce a special episode with my friend Stephanie West. She and I are going to be discussing a framework that she has developed as part of her doctoral studies. It's called the Native Voices Framework. She's going to fully describe it in just a moment, but to get listeners right on the topic of what Native voices are: There's the Tribe. You have a Sovereign Nation. They have someone that they've appointed to speak for the Tribe. It's someone sanctioned by the Tribe to be their voice. That is an official type of voice. But then you can have a neighbor who lives next door who has Native heritage, and they have Native experiences and perspectives to share as well. Then you might go into your student’s or child's school and see a Native artist presenting something, and they are another type of Native voice to share. So it's important in education, when we're looking to amplify Native Voices, that we understand these different voices and the different values that they evoke and share with us. Stephanie West 1:29You talked about the Native Voices Framework as being part of my doctoral work, and yes, it is, but this really started before then. We've shared content about this for years, so I can't say that this is my work, but more that I have been given the privilege of expanding on it as we've continued to learn more about these different perspectives that are available to us, as well as some missing pieces, which I'll talk about in a second, that help us to clarify how teachers might frame those perspectives and understand how those different various voices, Native voices, can impact their teaching of Native topics.Heather Francis 2:11 This framework is coming out of content that our program coordinator and program manager have been presenting in workshops for several years. And it's really great, Stephanie, that you're formalizing it. We love to see this kind of deep research and thinking. So the first question is, what is the framework? What is the Native Voices Framework?Stephanie West 2:31A framework is something that helps us to organize the information that's available to us and make it more applicable to our own work. The Native Voices framework, the image that we've created, which you can see on our website, is in the form of a circle. We felt it was really important to communicate both visually as well as through words. That is more of an Indigenous pedagogy, to also use shapes to communicate information. We have this circle that has a ring of individuals around it that have their hands connected. There's also some coloring to that circle. There's a deep red color as well as a black color, and they kind of blend into each other. It's concentric circles. The image that we currently have is two dimensional. I would love to have it recreated in a three dimensional shape. If we were to see it three dimensionally, I would see it as more like a cone, where it's wider at the base, and comes up to a point at the top. That point at the top is the focus. But the base visually communicates the different values that influence both our teaching of Native topics, as well as the different values that might influence different Native perspectives. We put that on a continuum of both Native values as well as Western values. And most educational systems are Western. Heather Francis 4:15Yeah, that's the world we exist in. When we say there's Native perspectives and Western perspectives, we're not saying that it's this against that. We know our own culture, that's one of our guiding principles. We do operate in a very western perspective, and it has certain values underlying it, just like Native perspectives have certain values underlying them. We're just including both of them in this framework.Stephanie West 4:41One piece of this framework that's helpful when it comes to the values is that, yes, we put it on a continuum, because they're not completely contradictory, but they can be very different. It's also helpful when you have a framework. We don't necessarily, as teachers, think about, how does this value influence the way that I teach? Often, we just have values, and they're just part of our lives. But by having this framework, it encourages teachers to be able to consider, “Oh, this might be the reason why I'm choosing to do it this way.” By making it more evident, we hope that teachers can be more thoughtful in the ways that they include those different values in their teaching. Especially with Native teaching, because for it to be accurate and authentic, you have to make sure that it aligns well with Native values. Native Values of Community, Relationship, Responsibility, Reciprocity, & Holism:Stephanie West 5:40I looked at lots of different content and also reflected back on our ...
    続きを読む 一部表示
    28 分
  • Native American Series 4 | Making Friends with Native Americans

    Native American Series 4 | Making Friends with Native Americans
    2023/04/17
    Episode Resources:Utah Department of Culture and Community EngagementNative American Teaching Artist Roster: Utah Division of Arts and MuseumsList of Utah Title VI Coordinators Native American Curriculum Initiative Websitewww.advancingartsleadership.com/naciNative American Lesson Planswww.education.byu.edu/arts/lessonsAbout the BYU ARTS Partnership https://advancingartsleadership.com/node/66Episode Notes:Cally Flox: Welcome to the Artful Teaching podcast. I'm here with co-host Heather Francis. We have two guests with us this morning, Emily Soderborg, project manager of the Native American Curriculum Initiative, and Brenda Beyal, project coordinator of the Native American Curriculum Initiative. Brenda, we've been answering questions from our teachers, and we have a list of questions here that we've been trying to get to. Let’s jump right in. Our listeners want to know: “How do I meet, connect with, and make friends with Native Americans in my community?”You May Already Have Native American FriendsBrenda Beyal: You have already met Native American people. You probably have friends that are Native American. The assumption that there are different communities that we have to walk into, to meet people and make friends, is probably something that we need to do away with. There are Native Americans all over the United States—we're still here. We are contributing members of the community. If you want to make friends or get to know a little bit more about culture, there are many opportunities that you can look for. One is to see if there are any community outreach programs, like in our community, there is the Utah Department of Culture and Community Engagement. Go to their website and you will find a lot of information on different events that may be happening. There are always series or lectures going on; there are museums that you can visit that are maybe hosting an art show done by Native Americans; and, you can also reach out to the Title VI program in your school community. I know that in our community, right now, it's winter. There are storytelling events that are going on up and down the Wasatch Front that you can find out about. It is quite easy to find events that you can go to. But I want to ask Emily, as a non-Native, how would you approach going into an event or, you know, just becoming a part of maybe a celebration?Building Confidence to Participate in Native EventsEmily Soderborg: I think the biggest thing is just observing first, having a really open mind. I will just go and take my family places; oftentimes, I don't know anyone, but I'll just sit and observe and watch and see how other people are interacting. Be open to try new things. People that I follow on social media, I get information. This helps me to know a little bit about what's going on—just a little bit— which helps me to have conversations that feel more comfortable. Oftentimes, if you have absolutely no idea, no background, then you don't know how to start a conversation with someone. Having just a little bit of information, understanding that there are no wrong questions, believing that we can honestly, openly, and sincerely ask questions, then the people that we're interacting with, whatever differences they may have, whatever culture they may be from, they will recognize that and they will respond. I know I've asked questions in the wrong way in the past, and I've learned from that. The people that I was talking to said, “Oh, that's probably not the best way to ask that question. Here's a different way to ask it.” For example, asking the question, “Where do you come from?” isn't the best question. Instead, more appropriate questions are, “Can you tell me about your background?” “Can you tell me where your accent comes from?”“Can you tell me where your language is from?” I've learned from asking questions because I really want to know, and from just doing a little bit of research, so I know what types of questions are appropriate or what things I should ask. Finding the students in your classroom that are Native and connect with their parents. Asking parents questions has been really helpful for me too.Asking Questions Appropriately Helps Build Community Cally Flox: Emily, talking about the students in schools—during Arts Express 2022, we had many Native American artists who were there presenting, and each of them shared their stories as they presented. I was struck by how many of them grew up with their friends and their teachers thinking they were Hispanic rather than Native American. Because of that misunderstanding, they never even had a chance to share what their heritage is, and where their relatives came from, or what they connect with, or associate with. To hear that over and over again: “They thought I was Hispanic.” “They didn't understand what my braids meant.” How simple it is to ask questions! You offered great ideas, Emily, teaching us how to ask authentic and ...
    続きを読む 一部表示
    18 分
  • Native American Series 4 | Fourth-Grade "Utah Indians" Song

    Native American Series 4 | Fourth-Grade "Utah Indians" Song
    2023/03/16
    41. Native American Series 4 | Utah 4th-Grade Song “Utah Indians”Episode Keywords:NACI, Native American Curriculum Initiative, teachers asking appropriate questions about Native content, cultural appropriation, addressing Native stereotypes, indigenous pedagogy, Native American lesson plans, authentic voice, Artful Teaching podcast, Native American, classroom, indigenous pedagogy in the classroom, lesson plans, Native American, tribe, NACI authentic experience, teachers, culture keepers, share, curriculum, lessons, indigenous education, culture, Native American cultural arts, sovereign nation, song, Native American song, Northwestern Band of the Shoshone Nation, Shoshone Fish Song, choosing appropriate books, Native American children’s books, decision-based model for Native content, tipi, eight sovereign nations, Utah Educational NetworkEpisode Resources:Decision-Based Model for Selecting Appropriate Native American Content for the ClassroomBlog Post: Answering Teachers’ Questions about the “Utah Indians” SongHow to Choose Native American Children’s Books for the ClassroomUtah Educational Network Resource: Five Tribal Groups, Eight Sovereign NationsI Love the Mountains–Damen Doiya lesson planNorthwestern Shoshone Fish Song lesson planShi Naasha lesson plan: Coming soon! Native American Curriculum Initiative Websitewww.advancingartsleadership.com/naciNative American Lesson Planswww.education.byu.edu/arts/lessonsAbout the BYU ARTS Partnership https://advancingartsleadership.com/node/66Episode Notes:Why “Utah Indians” from Utah’s Popular Fourth-Grade Program is a Song to Set Aside Cally Flox: Welcome to the Artful Teaching podcast. Today we address the next question teachers have asked our Native American Curriculum Initiative experts, Brenda Beyal and Emily Soderborg. In our state, we have a wonderful program that was created in the 1990’s called “This is the Place.” It was written and based on people's understanding and the cultural zeitgeist of the day. Over the years, a sense of awareness emerged that one of the songs on that program, called “Utah Indians” is not ideally suited for representing Native American culture or Native American people. Over and over and over again, we get questions from teachers about this song: “Wow, is this song okay?” “Can I sing this?” Teachers now know to ask the questions, and they are asking intelligent questions, noticing: “This song supports stereotypes.” “This song is saying things that aren't really true.” “This song has that stereotypical beat.” Teachers are learning to ask the right questions. They’re asking, “Can I use this song?” “What do I do?” Brenda Beyal is the Program Coordinator for Native American Curriculum Initiative (NACI), and Emily Soderborg is the NACI Project Manager. They're here to help us answer that question today.Brenda Beyal: Thank you, Cally. We have had this question over and over again. When this song was first created, it was acceptable to people in general. Now, in 2023, we have viewpoints and perspectives that have changed. At this point, this song is probably verging on creating a narrative that is inaccurate for children. We want to do what's best for children. We want them to view their fellow friends and fellow community members in a way that is authentic and accurate. I don't know if this song does that.Cally Flox: This is a song, based on our criteria, that we recommend be set aside.Brenda Beyal: Yes.Cally Flox: Too many inaccuracies exist in the song for a simple explanation for children in the classroom. For example, if we're choosing a children’s book, and there are one or two inaccuracies, we can show those to the children and still use the book with modifications. This song is one that needs too many modifications. It's time to set it aside. “Utah Indians” Song Perpetuates Stereotypes of Native AmericansBrenda Beyal: Right. Perhaps you're a teacher that is on a team that possibly uses the song, or you need to talk to an administrator about the song. Here’s how you can explain why the song “Utah Indians” marginalizes communities. There are a couple of things that we find in the song that are uncomfortable. For example, the very first words of the song—which is supposed to be about Native people—are actually sharing the original perspective that the song comes from.Cally Flox: Will you tell us what it says in the beginning of the song?Brenda Beyal: It's, “When white man came…” This song actually tells you what perspective the song is coming from.Cally Flox: That's an honest point of view. This is a song written from white man's point of view about when white man came to the land. Brenda Beyal: Yes. Cally Flox: We want to move forward to restoring some of those cultural bonds and the sharing of the land and a more respectful point of view. At least the song was honest about the perspective they were sharing.Brenda Beyal: Yes, yes. And ...
    続きを読む 一部表示
    21 分

Artful Teachingに寄せられたリスナーの声

カスタマーレビュー：以下のタブを選択することで、他のサイトのレビューをご覧になれます。

Audible.co.jp

Amazon.co.jp
レビューはまだありません。