Are you interested in collaborating with DIA Education Programs Staff to develop curriculum resources for your students? Please call Rebekka Parker at 313.833.6448 or email email@example.com to get the conversation started!
How can adjectives help refine writing and more accurately describe student thinking? This graphic organizer will help students connect descriptive words with works of art and encourage more detailed writing.
How can communities of the past help students understand their own? This graphic organizer is designed to help students draw connections between their own communities and the many different ones on view at the DIA.
Using the five themes of geography to guide their inquiry, students will explore objects from ancient civilizations to understand how human culture has evolved and how those advances affect our lives today.
Through exploration of portraiture and self-portraiture across time and cultures represented in the DIA’s collection, students will understand how artists use pose, symbolism, clothing, facial expression, objects and other details to communicate information about people’s identity in portraits and their place within their culture.
Through classroom and museum experiences students will deepen their understanding of the writing process, specifically in the areas of symbolism, descriptive writing and character development within the genre of fantasy.
These video modules, created
by the Detroit Institute of Arts, feature Metro Detroit high school students
from diverse backgrounds. The videos are designed to support educators in
facilitating conversations about such potentially challenging topics as identity
and race in their classrooms. The modules can be used as a pre- or post-visit
resource or independently of a visit to the museum. Along with the links below
for each video module, there are discussion prompts that may be helpful for
guiding conversations with students. Educators can modify and use these
flexible and open-ended prompts in many different ways to inspire thinking and
discussion among students.
Courageous Conversations: Identities
-Where do you go to escape from external markers of identity? Where’s your “Soundsuit”? Do you have one? -Think about some facets of your own identity—in your family, with your friends, at school. How can you build an understanding of yourself by exploring different facets of your identity? -Think about a time when you’ve tried on different outfits in front of a mirror. What is this about—is it about self-expression, fitting in, something else? How do outward appearances get in the way of authentically seeing ourselves and each other?
Courageous Conversations: America
The artist of this work, Glenn Ligon, says, “How is it that America can be this dark star, death star and also, at the same time, this incredible shining light?” What do you think about what Ligon says?
Courageous Conversations: Perspectives
-How do life experiences shape the way we think or wonder about what we see?
-Why might it be important to try and understand another’s perspective when it differs from our own? How might we go about exploring differences?
Courageous Conversations: Histories
We are constantly being bombarded with information. How often do we question the source and perspective of the information provided? How might we develop our own informed opinions?