Teachable Moment #1

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I had a distinct teaching experience during a grade 12 AVI4M Visual Arts class during my time at an international private school. I still think about it from time to time in regards to taboos and visual arts in a school setting. 

Students' were presenting their Propaganda Self-Portrait assignment during our drawing unit was always a fun one. It asks students to reflect and examine the question 'Who Am I?' through a visual means and can become provocative and quite a personal experience for all involved. Having taught this assignment before, I was not prepared for the reaction of shock and disdain the students would have for a portrait created by their fellow classmates.

In my opinion, the portrait was beautiful; a black and white stenciled portrait of the student-centered within a black frame, a Chinese symbol depicted above the frame as if a title, with a fantastic explosion of colour outside of the frame with what seemed to be watercolor, but in actuality was markers that the student broke, mixed with waters, and blew the liquid mixture until moving on to the next bright color.

So imagine my surprise when the rush whispers in Mandarin and shocked faces from the students, even one exclaiming "I don't want to look at that! I can't believe (student's name) would do work like that!" Upon asking the artist and some concerned students remarks, the artwork represented death. The Chinese symbol meant death. The black and white portrait centered in the black frame was a traditional object seen at Chinese funerals for the respect of the dead. I, as a Canadian-born and of Portuguese descent, was surprise there were symbols of death all over this image.

Eventually, I settled the students down and asked the artist to explain their work, an interesting thing happened. Most of the other students' began to understand the artist's goal, slowly a very provocative discussion was fostered on the impact art can have on individuals. One image, a simple one at first glance with context made a room full of Chinese high school students' gasp. After a bit of time, the same student exclaimed said, "Huh, I still don't agree with this artwork, but the shock factor and the themes make it art. Maybe not my type, but I would say it is for others." Some students thought it was beautiful after learning the process to make the watercolour effect. Although, some people still felt it was too shocking.

As an educator I really began to consider the individuality of these students', including the external factors that may influence the way the perceive the classroom material or the artwork of others. I believe in cases of ideological disruption (I decided I would call it that), it is important to focus and guide the students' to a place of understanding. Whether or no they agree, now that is up to them. Furthermore, I reminded me I must be more active in understanding where my student's come, to be more effective.