Rhonda Robinson
Abstract: Educators from four museums collaborated with artists, scholars, educators, and activists to craft socially engaged teacher Professional Development. Activities and resources encouraged the integration of history, culture, and identity through art into the classroom experiences of Chicago students. Museum Educators introduced a variety of visual literacy and critical viewing frameworks, shared a wide variety of artworks and community art projects, provided links to curricular redesign, and explored active engagement of teachers in this themed learning experience. Teachers engaged in arts creation and analysis created a sense of community for themselves and their students, and developed skills in arts integration into their classroom activities. In addition, teachers felt empowered to introduce social justice issues around the idea of space and community and integrated these into classroom projects with their students.
Keywords: arts integration, social/spatial justice, intersectionality critique exchange, visual literacy, professional development
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