MRS RAMOS VIRLEY'S ART CLASS
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GLOBAL CITIZENSHIP & INTERCULTURAL LEARNING IN ART

My experience of teaching in culturally diverse school settings has raised my awareness of the importance of art education in supporting diversity, equity, inclusion and anti-racism. 

I have placed an emphasis on developing units of work which provide students with opportunities to create artwork in response to a range of social issues and foster intercultural understanding.

Below are links to examples of art projects and extracurricular art activities which I have developed which aim to support intercultural understanding and promote global citizenship.

Social enterprise art group - extra curricular student led activity 

Members of the Social Enterprise Art Group worked in collaboration to found their own company to manufacture artwork to sell in support of the school's nominated charity, the UWS Gnang Som Toch School in Cambodia. A focus on the UN Sustainable Development Goals promoting quality education and reducing inequalities were an emphasis of this initiative. ​
SOCIAL ENTERPRISE ART GROUP- CLICK HERE
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International school art collaboration projects 

Art can provide students with authentic and meaningful ways to understand and respond to global issues by working with their peers in other countries.  Below is the link to a range of examples of international art collaboration projects which I have led.  
INTERNATIONAL SCHOOL ART COLLABORATION - CLICK HERE
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Identity - drawing project 

This unit of work focused on developing student's expression of personal identity through the use of symbolism. Students researched and developed symbols to express their personal interests, unique personalities and interests in global social issues.

Through this project students used drawing to raise awareness of a wide range of social issues students felt strongly about including LGBTQ+ rights, Black Lives Matter, gender equality, climate change, global inequality and conflict.  Technical skills developed during this project included mark-making drawing processes and experimental pen techniques. ​
IDENTITY DRAWING PROJECT- CLICK HERE
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UN sustainable development goals- sustainability in art 

Reflecting on the importance of bringing student awareness of the UN Sustainable Development Goals and bringing about change, I have been working on incorporating a number of the goals into the art curriculum. 

I have placed an emphasis on providing students with opportunities to create artwork which sends a powerful educational message to the viewer. I also focused on encouraging students to re-use and recycle found materials to create art, thus reducing the impact they have on the environment. 
UN SUSTAINABLE DEVELOPMENT GOALS- CLICK HERE
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Cultural diversity GCSE art project 

Year 10 preparatory studies, research and idea development inspired by the theme of cultural diversity. Students responded to and researched diverse aspects of culture, for example food, textiles, art, craft, religion, personal adornment, ritual, language and symbolism.
CULTURAL DIVERSITY GCSE ART- CLICK HERE
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Identity maps - printmaking, ceramics & drawing project  

Inspired by the practise of contemporary Aboriginal landscape artist Bradley Kickett, students used Google Earth to locate and collect imagery relevant to aspects of their personal identity and connection to place.

Students used personal experiences and connection to place,  for example ancestral land, journeys, memories and their places in the world to create deeply personal and meaningful identity map illustrations. 
IDENTITY MAPS PROJECT- CLICK HERE
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Cultural symbolism- textile art project 

In this unit of work students researched the meanings and uses of symbolism from the wide range of cultures represented by the student cohort.
​
​Students responded to their research to design and create fabric welcome banners using personal and cultural symbolism to bring fortune inspired by the tradition of toran banners in India. Students experimented with tie dye and fabric painting techniques. 

Students were encouraged to bring in their own personal symbols to incorporate into their designs as well as researching and responding to artefacts and symbols from other cultures. 
CULTURAL SYMBOLISM-TEXTILE ART- CLICK HERE
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Peranakan culture- art project 

In this unit students learned about a variety of aspects of the local Peranakan culture through the creation of art.

Peranakan culture was unique to the host school's location and I used art to develop student's understanding of this unique and fascinating culture.

Students of Peranakan origin brought in family cultural items into the classroom and shared these items the class, explaining the meaning, use and significance. Students then conducted further research into the symbolism and motifs used in the decorative arts of Peranakan culture and responded to the traditional motifs using a range of art media. ​
PERANAKAN CULTURE ART PROJECT- CLICK HERE
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  • Home
  • STUDENT ARTWORK
    • A LEVEL FINE ART- AGE 16-18 >
      • DECAY
      • IDENTITY
      • MICROSCOPIC
      • ENVIRONMENT
    • GCSE ART AND DESIGN-AGE 14-16 >
      • YEAR 11 FINAL PIECES
      • YEAR 10 PREPARATORY STUDIES-CULTURAL DIVERSITY
      • YEAR 10 PRINTMAKING-CULTURAL DIVERSITY
    • YEAR 9- AGE 13-14 >
      • ENDANGERED
      • MIXED MEDIA DRAWINGS
      • SUBTRACTIVE SCULPTURE
      • ANIMAL KINGDOM - DRAWING
      • NATURAL FORMS- OBSERVATIONAL DRAWING
      • NATURAL FORMS- DESIGN UNIT
      • LANDSCAPES- DRAWING
      • IDENTITY MAPS-MULTIDISCIPLINARY UNIT
      • OUR CITY TOKYO
    • YEAR 8- AGE 12-13 >
      • SAKURA FUNCTIONAL CERAMICS
      • NOTANS
      • MASKS - CERAMICS
      • IDENTITY DRAWINGS
      • ART SCIENCE- PAINTINGS
      • WIRE SCULPTURE
      • ANATOMICAL HEART DRAWINGS
      • STILL LIFE- COLOUR THEORY
      • CULTURAL SYMBOLISM - TEXTILE ART
      • PORTRAITS- MANGA
      • UNDERWATER - DRAWING
      • FOOD- ILLUSTRATION
      • RELIEF PRINTMAKING
      • GRAPHIC NOVELS
      • ADDITIVE CARD SCULPTURE
    • YEAR 7-AGE 11-12 >
      • LANDSCAPE PAINTING
      • NATURE
      • AUTUMN LEAVES - CERAMICS
      • JAPANESE KIMONO- DESIGN
      • ALICE IN WONDERLAND- ILLUSTRATION
      • BIRDS - CERAMICS
      • FIBRE ART LANDSCAPES
      • DIGITAL COLOUR THEORY ROBOTS
      • CHRISTMAS DRAWING
    • YEAR 6- AGE 10-11 >
      • TRANSFORMATIONS- MULTIDISCIPLINARY UNIT
      • ART-SCIENCE PETRI DISH ART
      • ART-SCIENCE MICROSCOPIC- MULTIDISCIPLINARY UNIT
      • PERANAKAN CULTURE- MULTIDISCIPLINARY UNIT
      • PRINTMAKING-SURFACES
      • ABSTRACT ART - VIEWPOINTS- MULTIDISCIPLINARY UNIT
      • GYOTAKU
      • WATERCOLOUR MONOTYPE- EXPLORING ASIAN ART
    • YEAR 5-AGE 9-10 >
      • PATTERN- MULTIDISCIPLINARY PROJECT
      • LANDSCAPE- MULTIDISCIPLINARY UNIT
      • COLLAGE-UNDER THE SEA
      • OIL PASTEL-UNDER THE SEA
      • COLLABORATIVE SCULPTURE- OUR OCEANS
      • THE FORMAL ELEMENTS CHALLENGE
      • OBSERVING ANIMALS- DRAWING
    • YEAR 4-AGE 8-9 >
      • RESIST PAINTINGS- ORGANIC FORMS
      • BATIK- ORGANIC FORMS
    • YEAR 3- AGE 7 TO 8 >
      • EXPERIMENTAL COLLAGE PAINTING
      • NATURAL PIGMENT PAINTING
      • COLOUR THEORY
      • WEARABLE ART
  • ART ENRICHMENT/CO-CURRICULAR
    • ARTIST COLLABORATIONS
    • ART TRIPS
    • ART CLUBS
    • SOCIAL ENTERPRISE ART GROUP
    • ART EXHIBITIONS
    • SYMPOSIUM
    • CAREERS IN ART
    • ART COMPETITIONS
    • JUNIOR SCHOOL MURAL
    • STUDENT LEADERSHIP
    • THERAPEUTIC AND MINDFUL ART GROUP
    • HOME LEARNING
    • INTERNATIONAL SCHOOL ART COLLABORATION
  • SCHOOL CONTRIBUTIONS
    • TEACHER ART WORKSHOPS
    • TEACHER ART EXHIBITION
    • DESIGNING SCHOOL PROMOTIONAL MATERIALS
    • ART DISPLAY
    • ART DEPARTMENT DEVELOPMENT
    • COMMUNITY OUTREACH WORKSHOPS
    • ARTICLES
    • SUSTAINABILITY IN ART
    • GLOBAL CITIZENSHIP & INTERCULTURAL LEARNING IN ART
    • TECHNOLOGY IN THE ART ROOM
  • About
  • TESTIMONIALS
  • Contact