Managing the Art Room: Agents for Equity

If you ask a few people to define equity, you may get a variety of definitions based on personal and professional experiences. Regardless of our own definitions, we all want to live in a world where everyone is treated with respect, dignity, and fairness.

Equity, Diversity, and Inclusion continues to be at the forefront of what we address in our art rooms as we introduce our curriculum to a diverse student population. Personally, I strive to be more observant, purposeful in my instruction, and sensitive to how students respond and interact with each other. An art room is not just a classroom where students make art, it’s a community built on trust, mutual support, and empowerment.

Expressive Banners
Signage and banners have become a powerful means of expressing the many voices and views of our communities, both locally and globally. Last year, I introduced the art of creating a banner with my advanced art students. They enjoyed the process of designing their own banner, beginning with an initial concept loosely drawn in their sketchbooks, working through the design, selecting specific colors, and displaying it in a public space.

This year, my Drawing/Painting I students are going through the same process, except their focus is on defining and expressing, in their own words, what equity means to them.

Spaces for Sharing
Talking about equity can be overwhelming because we all experience it in different ways and not everyone feels comfortable sharing. It’s important to create a brave space for students where they can feel that their voice matters. A brave space is a space where participants feel comfortable learning, sharing, and growing. A brave space is inclusive to all races, sexes, genders, abilities, immigration status, and lived experiences. (NASPA, 2017)

Students share their thoughts about equity through class discussions and interactive whiteboard sessions. Listening to students talk about what’s on their minds can be an emotional experience. We pause throughout to reflect and plan our banners.

In Their Own Words
After several discussions, students are introduced to the world of typography through imagery from social media, the internet, magazines, and books. Students use the power of words to communicate their message using an alphabet that they design themselves.

Students are asked to think of a word or phrase that expresses what equity means to them. They can use text alone or incorporate images. As the work evolves, so do our conversations. We talk about copyright and how important it is to use our own ideas to produce original works of art. They use their sketchbooks to come up with a shape for their banner, which can be organic or geometric.

Next, students cut the shape from canvas using scissors, then apply two to three layers of gesso using a foam brush. To complete the project, the banner is sewn by folding it over a wooden dowel. All banners are displayed in the art wing, accompanied by a statement describing what it means to become an agent for equity.