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ART EDUCATION AND COMMUNICATION OF CULTURE

Multicultural Art Education and the Communication of Culture

Lauryn Ferrette
Global Connections
Instructor: Gregory Falls
December 8, 2015

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Abstract
The arts, by nature lends itself as a unifying force in both culture and education. In today's
growing diverse population it is crucial to develop a non-biased understanding of other cultures.
In an effort to encourage further integration of multicultural curriculum, this research paper aims
to detail several key dimensions of multicultural art education, particularly as they apply to the
communication of culture. The importance to developing an in depth cultural understanding in
students at young ages serves to better prepare them for a successful future. The research is
completed with hope that art teachers will feel more versed in attempting to incorporate
multicultural programming into their classroom to help students develop a deep understanding
for cultures other than the accepted norm.

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Table of Contents
Table of Contents ......................................................................................................................... 3
Introduction................................................................................................................................... 4
Limitations................................................................................................................................... 5-6
Time for observance........................................................................................................... 5
Research restraints............................................................................................................. 5
Bias.................................................................................................................................... 6
Methodology................................................................................................................................ 6-7
Literature Review........................................................................................................................ 7-9
Discussion.................................................................................................................................. 9-15
What is Art?....................................................................................................................9-10
Importance of Art Education...................................................................................... 10-11
Communication of Culture through Art...................................................................... 11-15
Statement of Purpose ....................................................................................................... 11
Technology.................................................................................................................. 14-15
Conclusion................................................................................................................................... 15
References................................................................................................................................16-17
Appendix A...............................................................................................................................18-19

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Visual Arts Education and the Communication

And Understanding of Culture.
Introduction
Imagine a world without art; living without expression of who you are or knowledge
about your culture. Culture is defined by art, without it there would be no distinction of
difference. Art not only gives culture identity, but also unites the world as one global culture.
Thinking of the importance of art formulated the research question that will be addressed in my
senior project. The research will specifically answer the question - How does art communicate
culture within a society and create a cultural understanding of art and beauty through education
to eliminate discrimination from increasing globalization?
The research will analyze how art is communicated within a society. It will also address
how gathering data on different mediums is used to express culture and how those mediums
identify individual cultures. Through the expression of culture, the study will identify the
importance of art education in school. It will discuss how art is used as a tool to create cultural
understanding by creating global art classes. This study is important because it brings to light
how art is a universal solvent. Art education is important to understanding the differences
between cultures, allowing people to accept different concepts of beauty. Many people have
researched how art identifies culture, but very few have questioned how the education of art
could enhance the communication and understanding. Through the study of art within a society a
gains an understanding of not only different concepts of beauty, but also gains on a perspective
of the culture and the people that created it. It is for this reason the study of art in schools is
imperative in the face of increasing globalization.

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Limitations
Time for observance
In validating the hypothesis of this study, the intent of the project is to work with one of
Virginia Beach's global passport elementary schools. Their students will learn about the
importance of culture and art education by creating an art piece for a Cultural Art Show this
spring. Because of the extensive nature of the arts, the researcher made the decision to deal with
namely the visual arts. Due to the short duration of this project the study suffers from several
longitudinal effects. Unlike a professor, who can use exponential time on research, the time
available to study a research problem and to measure change or stability over time is constrained
by the due date of the project. The research of the effect of art education will end for this project
after the year is complete. However, a continuous study of the effects of global art education
would be needed to provide substantial evidence that it increases an understanding of art and
culture to eliminate discrimination from increasing globalization. Limitations are incurred by
questions that need to be addressed such as questions about cultural continuity, cultural change,
and communication that will not be answered fully due to time allowance.
Research constraints
As a minor, living in Virginia Beach, attending public high school the majority of the data
will be collected through online databases, text, and a personal interview due to time restrictions
and legal capabilities of minors. Another limitation that minimizes the scope of this project is the
amount of personnel required to create the art pieces and consent for the art show. Also, the
supplies needed to create each grade levels are project requires money. Therefore, the variety of
what can be created for the art show is limited.

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Bias
Cultural and personal bias limits the research available. Many sources are limited to art
education in only America. Also, the sources only explain how art is communicated in a single
society but not globally. In the research of the paper it's also difficult to reduce bias in source
selection due to the passion for art and global awareness, leaving out some opposing viewpoints
on the importance of art. However, the final project should be helpful in promoting
understanding and communication across cultures.
Methodology
In an observational study such as this one, qualitative data serves more useful than
quantitative. Most of the research in this project will be derived from text, art journals, and
personal observations of the benefit of multicultural art education. Additionally extensive
research will contribute to the answering of the posed question. Academic literatures, such as:
journals, magazines, and scholarly articles are adjunct to the original research and provide and in
depth look on the data presented on the development of art education. Numerous journals offered
detailed descriptions of art education and how cultures communicate through art via the culture
of the people. The International Journal of Education and the Arts provides many detailed
sources that outlines the history and future of multicultural art education and the importance of
such programs in the classroom in relation to the success of students. This project will not
contain a questionnaire due to the time restraint. The length of the action will not allow enough
time to see the outcome of how effective multicultural art projects increases an understanding of
art and culture to eliminate discrimination from increasing globalization (discussed in
Limitations). However, an interview with the Manger of School and Education Programs at the
Virginia Contemporary Arts Museum, Rebecca Davidson, was conducted to discuss how art is

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communicated in a society and to the outside world. Also, how technology and lack of
accessibility causes a culture interference with how art is expressed and understood. An outlined
interview can be seen in Appendix A. An interview with Louis, Castiglioni, Landstown
elementary Art teacher, will also be embedded into this paper after the action is completed. The
importance of art education will be discussed and his personal experience with how art has
changed or influenced the mindset of the students of his class before and after the multicultural
art curriculum is implemented. To gather uniform data there will be a field study in this project
in which, a study will be conducted on Landstown Elementary Art class students in a
multicultural art project depending on each region by grade level.
Literature Review
Art Education
Throughout history multicultural education has been a prominent issue among society. In
the International Journal of Education and the Arts, author Christina Chin brought forth the
main dimensions of multicultural education, particularly how they apply to art education and
reduce prejudice in schools. The source provided a brief overview of the foundations of
multicultural art education starting with its roots in the late 1800s in America and eventually on
the increasing immigration in current years. The journal states in 2010, children of immigrants
accounted for approximately one out of every four elementary and secondary school aged
students. A number of scholars in art education point to the Brown v. Board of Education
decision of the 1950s and Civil Rights Movement in the 1960s as the starting point for
multicultural education curriculum reform. The source drew this research to James A. Bank. In
Banks book on Race, culture, and education. Banks delivers a guide for educators to integrate
multiculturalism programs into their classrooms, a series of dimensions that build towards

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transformative and social Reconstructionist approaches to multiculturalism. The research in the

International Journal of Education and the Arts focuses on the American history and integration
of multiculturalism in schools, in the same way Banks focused on how to integrate schools and
provided a solution to help integrate American schools with multicultural art in the outlook of
benefiting the students future.
In the journal, Multicultural Art across the Curriculum by Yvonne J. Delmar, focuses
mainly on Global multiculturalism in classrooms rather than only American classrooms such as
the International Journal of Arts and Banks addressed. Delmar addresses how art is a unifying
force and investigates the curricular development in diverse classrooms. The source expounds
upon the ideal that multicultural art curriculum fosters the formation of attitudes and perception
that helps students, teachers, and the community confront their cultural bias. The source outlines
an experiment to implement multicultural art in classrooms and how it effects students critical
thinking and socialization skills. Although the experiment was never conducted the outline was
left as a solution to the implementing of art education in all classrooms. Similarly, Freedman
expresses the same ideals in the book Teaching Visual Culture which looks at the set curriculum
for art classes and focuses on the aesthetics and social life of art. Freedman defined visual
culture" as all that is humanely formed and sensed through vision and visualization and shapes
the way we live our lives," which represents its usefulness in Art Education. Dr. Anna M.
Kindler addresses art's continuous fight for its place and survival in school curriculum in Art as a
Language for Communication and Critical Awareness (or not). Kindler claims that students
should hold an understanding of the dynamic relationship between the image, the artist, the art
establishment, and domain of art as it evolves through time and cultures.
Communication of Art and Technology

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In the book Global Art (Kohl, 1998), many activities and projects are laid out in
curriculum form to implement into the classroom. The book is divided into sub-sections by area
of the world; each section provides the culture background of each project listed in the particular
section. The breakdown of each project allows for teachers to embed a deeper understanding
when conducting the projects in the classroom. Kindler also states in Art as a Language for
Communication and Critical Awareness (or not) the importance of the widened visual culture in
which students have the ability to: design, advertise, or publish their own cultural media. The
sharing and familiarity with technology and other cultures overall creates a well prepared
student. Communication of culture not only is challenging but could also be costly. In the
Smithsonian magazine the article 7 ways Technology is changing how Art is made," shows the
ever changing use of technology to create art and share art. The research is summed up by the
article in the way of expressing the inequality of supplies and availability to share cultural works
of art.
Discussion
Art is like our DNA, each piece makes up our identity. Every individual art piece reflects
culture that makes us unique. Artwork can be created for many different reasons and evoke many
different feelings inspired by ones culture. The main principle is, art mirrors life (Moncet,
2009). Through the study of art an understanding of culture is communicated through society and
to the outside world. Implementing culture education helps distinguish how we understand art;
involving traditions, cultural interactions, and inequalities in culture and art education (Rolling,
2015). Allows us to see what makes multicultural art different than the accepted norm.

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What is art?
In the study of art education, relative to the communication and identity of culture, one
must first understand how art communicates and identifies culture. Art is the end result of seven
main elements: line, shape, space, color, texture, value, and form. Line is an element of art
defined by a point moving in space. Shape is an element of art that is two-dimensional, flat, or
limited to height and width. Color is an element of art made up of three properties: hue, value,
and intensity. Texture is an element of art that refers to the way things feel, or look as if touched
and value is the lightness or darkness of tones or colors (Author, A.A., B.B (October
8,2015).Elements of Art. Retrieved from Oberlin).Together these elements work in order to
reflect the artwork of the community from which it came. The manager of school and education
programs at Virginia Contemporary Art Museum, Rebecca Davidson said, Art is a visual
representation of thoughts, and a way to communicate emotions and ideas. That is why the
commonalities between cultures unites them in arts universal force." (Davidson, 2015). Through
different cultural boundaries art can be understood by all willing to understand past their own
cultural norm.
Importance of Art Education
Multicultural art education serves to address diversity. Its primary goals are to promote
justice, equity, and respect by teaching students the attitudes, knowledge, and skills to accept
several cultures within their community, country, and globally (Bankes, 2006). It is important for
students, teachers, and the community to confront their cultural biases. Through the study of art
of our own and other cultures in such way that encourages an open exchange of ideas and
endless creativity. Multicultural art education in the classroom helps create effective learning
environments that assist individual growth, fosters critical thinking, and encourages social action

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(Stunhr, Petrovich-Mwaniki, Wasson, 1992, p.24). With globalization creating a more diverse
population (American and globally) the need for multicultural education is even more relevant.
The most important argumentation is to emphasize the importance of creating a viable,
universal, and humane curriculum, utilizing art as a common denominator to prepare students for
a more culturally diverse future (Chin, 2013). Literacy in the symbol system we call the arts
can greatly help students function in a future which will be much more culturally diverse and
more culturally connected than today. It is this nature of the art to draw out of diversity a kind of
fundamental connection common to humanity. Through the arts we can speak different
languages, but be understood and appreciated by all who listen" (McLaughlin, 1990).
Communication of Culture through Art
Communication is a series of symbols put together to portray a certain message. In the
same way, art is a combination of symbols artists use to express their culture (Delmar, 1993).
Each individual art piece is representation of an individual identity and the importance of these
issues in their own society. Every country has its own unique set of historical art pieces that
reflect the culture and provide an understanding to important events that occurred within their
history.
Statement of Purpose
With the above information in mind, the research then poses these questions: Why have
we not considered art which mirrors culture and society as a step to understanding and
appreciating other cultures? Should we not implement these programs to prepare our students for
a pluralistic society? What ways should be examined in developing strategies that will make
multiculturalism a part of curriculum (Freedman, 2003)? In pursuing this study the researcher
will investigate multiculturalism in art programs and imbed a multicultural art program into the

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elementary classroom. The focus of the curriculum will be to allow the children to acquire the
knowledge, skills, and attitudes towards multicultural settings through visual arts (Eisner, 2002).
The divide for cultural learning will be by area of the world to provide students with a basic
understanding of culture from examples such as those mentioned in the following breakdown of
the communication and understanding of culture.
Africa
Africa is a content with a mixture of modern cities, vast deserts, and large jungles, giving
it some of the most diverse cultures to date. Most African Art work comes from items created
for use everyday such as fabric designs or woven basketry. Their artwork expresses the tribal life
and tradition important to society (Dial, 1976). For example in Central Africa, the Ashanti
people, the largest ethnic group in Western Africa, are known for their weaving of colorful kente
cloth. Each cloth is painted and stamped with patterns on them, containing intricate designs that
represent their heritage. Students can explore African culture through projects such as: Nuba
Face painting, Ashanti kente cloth, Senufo Drum Decoration, Cameroon Animal mask, and many
more.
South America
South America and Central America are a blend of predominantly Spanish culture that
began thousands of years ago. Their art reflects the old and the new, from Inca culture to the
present day Carnival and festivals (Troll, 1996). For example, Carnival in Brazil. Carnival is
Brazil's major holiday, and Rio de Janerio has the largest in the world. Many artist from all over
come to create new costumes and floats every year. The celebration is a reflection of their
religious Christian background and communicates their values to the outside world. Students
can become involved in South American culture by completing projects such as: Ecuador

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weaving Sculpture, Guatemala Sawdust Carpet, Quipu Knot Sculpture, Maya Ribboned hats and
several more.
Middle East
The Middle East is home to some of the world's largest desert areas. Art in this region is
known for their amazing mosaic work. Through the history of many Middle Eastern countries
several conflicts have occurred which can be reflected within art pieces. Students can create
mosaic art pieces and other project such as architectural or tile designs to help understand the
conflicts in the Middle East and the culture of each individual country.
Asia
Asia is home to some of the oldest cultures and some of the most interesting art forms at
the start of civilization. Asia's art begins in the oldest civilization known to express themselves,
from architecture to tile mosaics. Mainly stone tools were used to carve ancient works of art in
funerals and religious worship. Because ancient art works were some of the world's first art
pieces their work became prominent in use of everyday life globally. For example, Chinese artist
instead of signing their paintings with a pen or pencil would sign by pressing his/her name seal
on the work. In 600 B.C these seals were used in clay tiles and prints were made from them
which made the present day wood-block stamp (Crown, 1993). Students can explore Asian
culture through projects such as: Chinese Handmade paper, India Stone Inaly, Japan Moribana
flower scenery, and several other projects.
Europe
European culture through time has shifted from times such as Ancient Rome and Greece
to reflecting similar culture to North America due to vast globalization. Though times have
changed substantially European culture has still remained tradition and has influenced tradition

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in other areas of the world. For example, Czechoslovakian people are widely known for their
detailed hand painted egg designs. Their egg designs make use of symbols and shapes that are
meaningful to the artist (Children's Press, 1990).This tradition is continued in many other areas
of the world that practice the Christian faith and par take in Easter festivities such as egg
painting. Students can experience European cultures by creating projects such as, France
Silhouettes, Germany Beeswax Modeling, and other simple projects.
North America
Similar to European Culture, North American culture (mainly American) is the most
prominent culture of the world due to globalization. North America is said to be the melting pot
and have diverse cultures shown through the varieties of arts, crafts, inventions, and celebrations.
English is the lingua franca of the world, which makes North American culture easy to spread
globally. Due to globalization, American culture is spread and sometimes can take over the folk
culture in smaller more isolated areas. Students can study Canada Inuit, Native American Soup
Sticks, and Mexican Sun Clay faces. All projects represent North American Culture and can
help students understand differing cultures
Technology
Technology has supplied artist with new ways to express themselves for centuries, like the
Impressionist with portable paint tubes and Andy Warhol with silkscreen printing. Without
evolving technology artists would be limited to creativity (Rieland, 2014). Technology not only
has the power to change artistic style but also influences heavily what is socially accepted.
Technology has allowed for the endless sharing of ideas globally giving leverage to artists who
can spread their art the fastest through their own community and globally through the internet.
Those cultures lacking access to technology are unable to quickly share and express their culture

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as easily. Most cultural art work from communities lacking technology come from fair trade
products. Corporations such as Global Crafts are partners in free trade and help the sale of arts
and crafts created by those developing countries (Global Crafts.globalcrafts.org). If more
developed countries would participate in an exchange such as, Global Crafts, ideas and culture
could flow evenly throughout the world. No one culture could dominate or diminish another
because through art every community would have a voice.
Conclusion
Art is a universal binding force. Every individual art piece tells a story and reflects life. Through
this reflection culture is understood no matter who views the piece. Art is a combination of
symbols artists use to express their culture. Every culture communicates different ideals that
travel globally through technology or trade. This endless cycle of art sharing enables a future of
understanding and acceptance beyond the accepted norm. How we understand art; involving
traditions, cultural interactions, and inequalities are all equated to the teaching of
multiculturalism lessons in art classes. Implementing a cultural art program in elementary school
will help with students ability to use critical thinking skills, develop individual creativity, and
better ready them for a multicultural future. With globalization creating a more diverse
population the need for multicultural education is even more relevant. As the global population
continues to grow, it is important to understand and accept other cultures in order to make a
world both conducive and efficient.

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References
Banks, J.A. (2006)"Tupy or not tupy." Examining hybridity in contemporary Brazilian art.
Studies in Art Education, 47(2), 102-117.
Children's Press (1990). Elinda Who Danced in the Sky by Lynn Maroney.
Chin, C. (2013). Key Dimensions of a Multinational Art Education Curriculm (C. Thompson,
S. Ruthmann, E. Anttila, & W. Doan, Eds.). International Journal of Education and
the Arts, 14(14).
Crown (1993). Chin Yun Min and the Ginger Cat.
Davidson, R. (2015, November 27). Art education and Understanding Art [Personal
interview].
Delamar, Yvonne J., "Multicultural Art across the Curriculum" (1993).Masters Theses. Paper
200.
Delmar, Yvonne J, "Multicultural Arts across the Curriculum" (1993).
Dial (1976) Ashanti to Zulu: African Tradition by Margaret Musgrove.
Moncet, M. (2009, July 1). Cultural diversity. Retrieved December 8, 2015, from
http://www.un.org/en/events/culturaldiversityday/pdf/investing_in_cultural_diversity.
pdf
Elements of Art. (n.d.). Retrieved October 8, 2015, from
http://www.oberlin.edu/amam/asia/sculpture/documents/vocabulary.pdf
Eisner, E (2002). The arts and the creation of mind. New Haven: Yale University Press.
Freedman, K (2003). Teaching visual culture. Curriculum, aesthetics and the social life of art.
New York, NY and Reston, VA: Teachers College Press and National Art Education
Association.

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Global Crafts | Wholesale Fair Trade Handmade Gifts and Crafts. (n.d.). Retrieved December
4, 2015, from http://globalcrafts.org
Goodman, N. (1978). Ways of worldmaking. Indianapolis & Cambridge: Hackett.
Kindler, A.M (2003). Visual culture, visual brain and (art) education. Studies in Art
Education. 44(3). 290-296.
Kohl, M., & Potter, J. (1998). Global art: activities, projects, and inventions from around the
world, Beltsville, MD: Gryphon House.
Rieland, R. (2014, August 27). 7 Ways Technology is Changing How Art is made. Retrieved
December 1, 2015, from http://www.smithsonianmag.com/arts-culture/7-waystechnology-is-changing-how-art-is-made-180952472/?no-ist
Rolling, J. (2015, November 1). A far easier silence: Evolving traditions, cultural
intersections, and entrenched inequalities. Art Education, No.6-No.6.
Stuhr, P.L., Petrovich-Mwaniki, L, & Wasson, R. (1992). Curriculum guidelines for the
multicultural art classrooms. Art Education, 45(1), 16-24.
Tomljenovic, Z. (2015). An interactive approach to learning and teaching in visual arts
education. CEPS Journal 5 (2015), 5(3), 73-93.
Troll (1996). How Night came to be: A story from Brazil retold by Janet Palazzo-Craig.

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Appendix A
Interview: Rebecca Davidson
1. What is your job description?
-Manger of School and Educators at Virginia Contemporary Art Museum
Conducts art class seminars for teachers and community. Also, I ensemble all field
trips to Virginia Contemporary Art Museum (MOCA).
2. Explain why you chose this career?
-At first I wanted to be a photographer, but after a while I realized I couldn't support
myself with the pay. I went back to school and decided to become an art teacher, but
there were too many politics involved in teaching. I received my bachelor's degree in
art education and Masters degree in Museum Education. So, working at MOCA
summed up my passion for teaching art and art education.
3. What is your definition of art?
-Art is a visual representation of thoughts; away to communicate
feeling/emotion/ideas.
4. What is your definition of culture?
-A broad spectrum of commonalities that people share.
5. How does culture influence art?
-Because of the commonalities within that culture, it determines the way we view
things.
6. What role does art have in society?
-Goes back to communicating. It's a universal powerful tool to make points other
people may not.

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7. What art do you most identify with?

- I identify with contemporary art because it makes statements about our society and
has more art that makes you think.
8. How does art communicate culture?
- Artist use alternative materials to express ideas and share through technology.
9. Do you believe art education is an important factor in schools?
- Yes, I think that it's important to nurture creativity not only in art fields, but also
businesses want people who can think outside the box. Art also connects to other
subjects and establishes critical thinking skills.
10. What are some examples of ways to implement cultural art in schools?
-Showing examples of the culture being taught before starting art projects or each
month having a culture specific project on the theme of the country.