1/17/19 Critical Reflection

         From my reading of Nicole Packard's 2018 paper: Art for Social Change: Exploring Social Justice Art in the Sixth Grade Classroom, I interpreted the thesis as being the need for a communal effort between students and educators to expand and express a student's views on various social issues. This thesis is then supported by the numerous examples Pickard mentions where the final works of students were often envisioned and created through cooperative efforts and a meaningful discussions. I found this point to be especially poignant for art educators, especially after reading Nicole Tucker's Art Activism Matters: Implementing Social Justice Art Pedagogy, since this reaffirms the need for discussions and opportunities in classrooms for students to express what they are currently feeling about a given subject. On the other hand, my main concern with this reading is the thought of how much of the students work was of their own creation and not totally influenced by their educator.
         I find this thesis to relate to my own works in the sense that some of my best artworks were made with a cooperative understanding by me and my teachers. They would guide me and help hone my intentions which in turn would help me stay motivated and focused. It's this same kind of help that I would like to provide my students instead of taking the reins of their work. Along with this, the item that stood out to me was the fact that the teacher identified their own bias against what the homeless are like in their imagination. This in turn also made me consider my own biases against the homeless as I also believed in a societal view of their appearances.

Class Questions:
What is the first thing that comes to your mind when the word "homeless" comes to mind? What about that thought do you think differs from what actual homelessness looks like?

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