Crystina Castiglione

University of Florida
Exploring Stereotypes through a
Multicultural Curriculum Art Unit
in High School
Rationale and Connections
Embracing diversity

Reducing
discrimination

Art as a mode of
seeing the world
through the eyes of
others
Research Questions
1. How can stereotypes be explored through a
multicultural art curriculum in high school?

2. Which contemporary art/artists should be used to
inform/inspire lessons within the unit?

3. How does visual culture and the mass media
enforce certain racial, gender, ethnic or
socioeconomic stereotypes?

Literature Review Insights
Multicultural
Education
Approaches

Stereotypes in Visual
Culture and the Mass
Media

Contemporary Art
Image taken at the MFA Boston of
Shadi Ghadirians 1998 Qajar Series.
Research Methods
(IRB approval needed)
Curriculum research and
development - (Stuhr,
Delacruz and Darts)

Contemporary Artist
Research (Nick Caves
sound suits at the ICA
Boston below)
Data Collection


Student sketchbooks
processes and reflections
Student led critiques
with student work and
contemporary work
Process and final
product of student
work
Data Analysis
According to Stuhr (1992)
and Delacruz (1996)
After collecting data I will:
-Clarify and challenge
students values
-Make reflective decisions
and
-Take action to implement
their decisions
According to Darts
(2001)
After collecting data I
will
-Allow students to give each
other feedback
-Engage in group discussion
-Implement ideas into art
work
Whats Next?
Lesson planning!
Finding Diverse contemporary artists!
Finding interesting ways to create art
through unit!