At a time when schools across the country are cutting arts education, this city is aiming to make it universal. In the article, Multicultural Art and Visual Cultural Education in a Changing World,” Ballengee-Morris and Sturh begin by stating the importance of teachers understanding culture and cultural diversity, which should include issues of power, history, and self-identity.
Although cultural pluralists in art education argue that Western mainstream art is neither politically nor ideologically innocent, we tend to embrace the art of other cultures as if it were harmless, failing to examine its politics and ideology (Collins & Sandell, 1992, p. 9).
The Minneapolis and Chicago communities, too, are forging partnerships with their vibrant arts and cultural resources to infuse the schools with rich comprehensive, sustainable programs – not add-ons that come and go with this year’s budget or administrator.
MATI is a professional development program for arts education and arts integration teachers, conducted by master teachers, artist educators, and artists recommended by MSAC, held in regional locations for one week during the summer with additional training and networking opportunities conducted throughout the academic year.
Each March, during National Arts Education Month, local schools, school districts, libraries and community arts organizations mount exhibitions, performances and public events, where students have opportunities to share the process through which they have learned new skills, solved problems, taken risks, and persisted through obstacles, in order to bring form to their ideas expressed in works of art.