Running Head: Exploring Voice, Culture, Identity, and Representation in Art

Exploring Voice, Culture, Identity, and Representation in Art

By
Jessica Hsueh

Vignette # 1

Jessica Hsueh 2016-7-26 8:24 AM

Comment [1]: Dear Jessica,
This is a well-written and articulate document,
peer editing really works! Well done : )
You engage with the subject and discuss the
role of technology and pedagogy and make
connections to the course readings.

2016S1-2-ETEC532-66A-Technology in the Arts and the Humanities Classroom-66A May 2016

Alexander De Cosson

You discuss the roles and responsibilities of

teacher and students as they negotiate the
visible/tangible and invisible/intangible in an
interesting and varied manner.

University of British Columbia

June 7, 2016

You introduce useful material to back up your

analysis.
An extremely competent piece of writing.
A well earned PASS
Cheers Alex

Exploring Voice, Culture, Identity, and Representation in Art

When I think of how art is able to connect people to culture, identity and relationships the
quote a picture is worth a thousand words comes to mind. It is through works of art that
interpretations, ideas and meaning can be created and dialogues are initiated. As described in the
videos of three art-educators, Sylvia Kind, Stacy Friedman, and Roger Dane, art is an invitation
to engage in conversation and to understand peoples perspective and experiences (Friedman,
n.d.). Similarly, the artist, J.R.s powerful public displays of art demonstrates how art is open to
interpretation and even the simplicity of asking what it is, is sparking a conversation that leads to
the creation of a new meaning and giving people a voice (JR, 2011).
The video, Art education culture: A puppet based exploration of identity, racism, and
responsibility, illustrates how through the creation of art, people are able to connect tangible
objects to abstract concepts like culture and stereotypes. Stacy Friedmans activity of having
students utilized their puppets to share their ancestors story allowed them to examine and voice
the issue of racism through different perspectives in a safe environment that was free of
judgement. The tangible puppets gave the students a voice that they may not have had and
helped them become active participants of thought provoking conversations that built a deeper
understanding beyond the notion that racism is bad (Friedman, n.d.).
In the same regard, technology and the Internet also allow students to express their
thoughts and ideas in an environment where they have anonymity behind a monitor. Students are
able to directly voice their thoughts and opinions to the public by creating their own YouTube
videos, starting a blog and commenting on different websites. They are actively participating and
creating their own understanding and reaction to the information that is available to them.
Tapscott (2008) talked about how growing up digital has encouraged this generation to be
active and demanding inquirersnot passive consumers of media created for a mass audience.

Exploring Voice, Culture, Identity, and Representation in Art

In giving students access to technology and Internet, they are gaining a voice to directly produce
and change their understanding of culture and their own identity. They are learning about others
and themselves as they explore trending social media outlets like Twitter and Instagram. Even
though technology and the Internet broaden the scope of communication, it makes accountability
difficult to address. In addition, having access to Internet and posting behind a computer screen
may provide students with a false sense of security because others will also have the freedom to
criticise or attack what was said.
Based on the videos from and this weeks reading, I believe it is our job as educators to
help students take an active role in creating their voice, and identity through multiple mediums
whether it is through art or technology and to give them opportunities to explore difficult issues
in a safe and accountable environment.

Exploring Voice, Culture, Identity, and Representation in Art

References
Friedman, S. (n.d.). Art education culture: A puppet based exploration of identity, racism,
and responsibility [Adobe Flash video]. Retrieved
from https://connect.ubc.ca/bbcswebdav/courses/SIS.UBC.ETEC.532.66A.2016S12.32386/
Friedman, S. (n.d.). Responsibility and re/presentation: Reflection on digital video and
puppet-based inquiry. Retrieved
from https://connect.ubc.ca/webapps/blackboard/execute/displayLearningUnitco
urse_id=_78785_1&content_id=_3433216_1&framesetWrapped=true
Friedman, S., Kind, S., Dane, R. (n.d.). Art, Culture, Identity and Representation: A
Conversation with Three Art Educators [Video]. Retrieved
from https://connect.ubc.ca/webapps/blackboard/execute/displayLearningUnit?
course_id=_78785_1&content_id=_3433216_1&framesetWrapped=true
JR. (2011, March). My wish: Use art to turn the world inside out. Retrieved from
https://www.youtube.com/watch?v=0PAy1zBtTbw
Tapscott, D. (2008). Net Geners Relate to News in New Ways. Nieman Reports; Winter2008
62(4) 18-19