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Artful Teaching

Von: Heather Francis Cally Flox
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  • Bringing teachers out of isolation and into conversation, the BYU ARTS Partnership presents the stories of teachers, artists, administrators, and community members who are working to deepen student learning and improve school culture through artful teaching. The views expressed on this podcast do not necessarily reflect the views of Brigham Young University or the BYU Education Society.
    2020 BYU ARTS Partnership
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  • Native American Series 4 | Making Friends with Native Americans

    Native American Series 4 | Making Friends with Native Americans
    Apr 17 2023
    Episode Resources:Utah Department of Culture and Community EngagementNative American Teaching Artist Roster: Utah Division of Arts and MuseumsList of Utah Title VI Coordinators Native American Curriculum Initiative Websitewww.advancingartsleadership.com/naciNative American Lesson Planswww.education.byu.edu/arts/lessonsAbout the BYU ARTS Partnership https://advancingartsleadership.com/node/66Episode Notes:Cally Flox: Welcome to the Artful Teaching podcast. I'm here with co-host Heather Francis. We have two guests with us this morning, Emily Soderborg, project manager of the Native American Curriculum Initiative, and Brenda Beyal, project coordinator of the Native American Curriculum Initiative. Brenda, we've been answering questions from our teachers, and we have a list of questions here that we've been trying to get to. Let’s jump right in. Our listeners want to know: “How do I meet, connect with, and make friends with Native Americans in my community?”You May Already Have Native American FriendsBrenda Beyal: You have already met Native American people. You probably have friends that are Native American. The assumption that there are different communities that we have to walk into, to meet people and make friends, is probably something that we need to do away with. There are Native Americans all over the United States—we're still here. We are contributing members of the community. If you want to make friends or get to know a little bit more about culture, there are many opportunities that you can look for. One is to see if there are any community outreach programs, like in our community, there is the Utah Department of Culture and Community Engagement. Go to their website and you will find a lot of information on different events that may be happening. There are always series or lectures going on; there are museums that you can visit that are maybe hosting an art show done by Native Americans; and, you can also reach out to the Title VI program in your school community. I know that in our community, right now, it's winter. There are storytelling events that are going on up and down the Wasatch Front that you can find out about. It is quite easy to find events that you can go to. But I want to ask Emily, as a non-Native, how would you approach going into an event or, you know, just becoming a part of maybe a celebration?Building Confidence to Participate in Native EventsEmily Soderborg: I think the biggest thing is just observing first, having a really open mind. I will just go and take my family places; oftentimes, I don't know anyone, but I'll just sit and observe and watch and see how other people are interacting. Be open to try new things. People that I follow on social media, I get information. This helps me to know a little bit about what's going on—just a little bit— which helps me to have conversations that feel more comfortable. Oftentimes, if you have absolutely no idea, no background, then you don't know how to start a conversation with someone. Having just a little bit of information, understanding that there are no wrong questions, believing that we can honestly, openly, and sincerely ask questions, then the people that we're interacting with, whatever differences they may have, whatever culture they may be from, they will recognize that and they will respond. I know I've asked questions in the wrong way in the past, and I've learned from that. The people that I was talking to said, “Oh, that's probably not the best way to ask that question. Here's a different way to ask it.” For example, asking the question, “Where do you come from?” isn't the best question. Instead, more appropriate questions are, “Can you tell me about your background?” “Can you tell me where your accent comes from?”“Can you tell me where your language is from?” I've learned from asking questions because I really want to know, and from just doing a little bit of research, so I know what types of questions are appropriate or what things I should ask. Finding the students in your classroom that are Native and connect with their parents. Asking parents questions has been really helpful for me too.Asking Questions Appropriately Helps Build Community Cally Flox: Emily, talking about the students in schools—during Arts Express 2022, we had many Native American artists who were there presenting, and each of them shared their stories as they presented. I was struck by how many of them grew up with their friends and their teachers thinking they were Hispanic rather than Native American. Because of that misunderstanding, they never even had a chance to share what their heritage is, and where their relatives came from, or what they connect with, or associate with. To hear that over and over again: “They thought I was Hispanic.” “They didn't understand what my braids meant.” How simple it is to ask questions! You offered great ideas, Emily, teaching us how to ask authentic and ...
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    18 Min.
  • Native American Series 4 | Fourth-Grade "Utah Indians" Song

    Native American Series 4 | Fourth-Grade "Utah Indians" Song
    Mar 16 2023
    41. Native American Series 4 | Utah 4th-Grade Song “Utah Indians”Episode Keywords:NACI, Native American Curriculum Initiative, teachers asking appropriate questions about Native content, cultural appropriation, addressing Native stereotypes, indigenous pedagogy, Native American lesson plans, authentic voice, Artful Teaching podcast, Native American, classroom, indigenous pedagogy in the classroom, lesson plans, Native American, tribe, NACI authentic experience, teachers, culture keepers, share, curriculum, lessons, indigenous education, culture, Native American cultural arts, sovereign nation, song, Native American song, Northwestern Band of the Shoshone Nation, Shoshone Fish Song, choosing appropriate books, Native American children’s books, decision-based model for Native content, tipi, eight sovereign nations, Utah Educational NetworkEpisode Resources:Decision-Based Model for Selecting Appropriate Native American Content for the ClassroomBlog Post: Answering Teachers’ Questions about the “Utah Indians” SongHow to Choose Native American Children’s Books for the ClassroomUtah Educational Network Resource: Five Tribal Groups, Eight Sovereign NationsI Love the Mountains–Damen Doiya lesson planNorthwestern Shoshone Fish Song lesson planShi Naasha lesson plan: Coming soon! Native American Curriculum Initiative Websitewww.advancingartsleadership.com/naciNative American Lesson Planswww.education.byu.edu/arts/lessonsAbout the BYU ARTS Partnership https://advancingartsleadership.com/node/66Episode Notes:Why “Utah Indians” from Utah’s Popular Fourth-Grade Program is a Song to Set Aside Cally Flox: Welcome to the Artful Teaching podcast. Today we address the next question teachers have asked our Native American Curriculum Initiative experts, Brenda Beyal and Emily Soderborg. In our state, we have a wonderful program that was created in the 1990’s called “This is the Place.” It was written and based on people's understanding and the cultural zeitgeist of the day. Over the years, a sense of awareness emerged that one of the songs on that program, called “Utah Indians” is not ideally suited for representing Native American culture or Native American people. Over and over and over again, we get questions from teachers about this song: “Wow, is this song okay?” “Can I sing this?” Teachers now know to ask the questions, and they are asking intelligent questions, noticing: “This song supports stereotypes.” “This song is saying things that aren't really true.” “This song has that stereotypical beat.” Teachers are learning to ask the right questions. They’re asking, “Can I use this song?” “What do I do?” Brenda Beyal is the Program Coordinator for Native American Curriculum Initiative (NACI), and Emily Soderborg is the NACI Project Manager. They're here to help us answer that question today.Brenda Beyal: Thank you, Cally. We have had this question over and over again. When this song was first created, it was acceptable to people in general. Now, in 2023, we have viewpoints and perspectives that have changed. At this point, this song is probably verging on creating a narrative that is inaccurate for children. We want to do what's best for children. We want them to view their fellow friends and fellow community members in a way that is authentic and accurate. I don't know if this song does that.Cally Flox: This is a song, based on our criteria, that we recommend be set aside.Brenda Beyal: Yes.Cally Flox: Too many inaccuracies exist in the song for a simple explanation for children in the classroom. For example, if we're choosing a children’s book, and there are one or two inaccuracies, we can show those to the children and still use the book with modifications. This song is one that needs too many modifications. It's time to set it aside. “Utah Indians” Song Perpetuates Stereotypes of Native AmericansBrenda Beyal: Right. Perhaps you're a teacher that is on a team that possibly uses the song, or you need to talk to an administrator about the song. Here’s how you can explain why the song “Utah Indians” marginalizes communities. There are a couple of things that we find in the song that are uncomfortable. For example, the very first words of the song—which is supposed to be about Native people—are actually sharing the original perspective that the song comes from.Cally Flox: Will you tell us what it says in the beginning of the song?Brenda Beyal: It's, “When white man came…” This song actually tells you what perspective the song is coming from.Cally Flox: That's an honest point of view. This is a song written from white man's point of view about when white man came to the land. Brenda Beyal: Yes. Cally Flox: We want to move forward to restoring some of those cultural bonds and the sharing of the land and a more respectful point of view. At least the song was honest about the perspective they were sharing.Brenda Beyal: Yes, yes. And ...
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    21 Min.
  • Native American Series 4 | Viewing History from Multiple Perspectives

    Native American Series 4 | Viewing History from Multiple Perspectives
    Mar 8 2023
    Episode Keywords:Indigenous pedagogy, teachers asking questions, Native American voices, amplify Native voices, history, importance of multiple perspectives, transcontinental railroad lesson plans, Native American historical timelines, answering questions, cultural appropriation, reflective listening, asking with genuine intent, honoring the no, listening, listening to amplify Native voicesEpisode Resources:Amplify Native Voices Online Professional Development CourseArtful Teaching Podcast Episode 19Decision-Based Model for Selecting Appropriate Native American Content for the ClassroomNative American Children’s BooksWhy a Hula Hoop is Different than a Native American HoopNative American Round DanceTips for Teaching Native American Art Projects Without Cultural AppropriationReal and Ideal: A Closer Look at Westward Expansion (Transcontinental Railroad) lesson planBear River Massacre Commemoration Women’s History Month: Mae Timbimboo Parry Bring a Native Artist to Your ClassroomJoin our Native American Curriculum Initiative mailing list! Native American Curriculum Initiative Websitewww.advancingartsleadership.com/naciNative American Lesson Planswww.education.byu.edu/arts/lessonsAbout the BYU ARTS Partnership https://advancingartsleadership.com/node/66Episode Notes:Heather Francis: Today I am introducing our content that was previously recorded at the end of 2022, when we filmed Brenda Beyal and some of our NACI team at a recording studio to capture some of the knowledge, experiences, and stories that we have to share with teachers, educators, and interested community members. We are asking questions about the Native American Curriculum Initiative and the principles and practices that have led our work up to this point. In today’s episode, Brenda answers questions about the importance of teachers asking questions with a genuine intent to understand. Then, after asking questions, she describes the importance of being prepared to listen attentively. Asking questions with genuine intent and listening attentively is one of the seven guiding principles that guide our work in the Native American Curriculum Initiative. You can listen to Episode 19, or check out the landing page on our website for NACI to learn more about our guiding principles. This specific guiding principle is really important to us as we work with Native partners and make sure that we're creating educational resources that not only amplify their voices and bring increased representation to the classroom, but also gain approval by their official voices and tribal councils. Listening attentively is really important. That's why we asked Brenda to explain some of her thoughts on this principle. In this podcast, Brenda invites Stephanie West to discuss this topic. Stephanie West is an instructional designer studying instructional psychology and technology at Brigham Young University. She's on our NACI team, and she and I designed the online PD course. Another podcast episode focuses just on the PD course. Since she has been doing a lot of the grading in the online course, she knows a lot of the questions that teachers are asking, like “Why is it important to ask questions with genuine intent and to listen attentively?”Why is it important to ask questions with genuine intent and to listen attentively?Brenda Beyal: One of our guiding principles that has been so important for us as we've done our work with NACI is the idea of asking questions and listening attentively. When a teacher asks me a question, I don't ever think a question is too small or insignificant, especially when it comes to culture. Because when a teacher asks a question, it makes me feel like this teacher really wants to know more, and possibly wants some guidance. That's how I feel when a teacher asks me a question. I want to ask you, Stephanie, since you are the creator of the PD course, what kind of questions do you get from teachers who are taking the PD course?Stephanie West: That's a great question. I think that a lot of teachers really want to know what's appropriate. I think that's the biggest question that we get: “What can I teach? What can I not teach?” Those are the biggest questions. Other questions that they might ask are: “How can I teach this? And do it in a respectful way?” I think those are probably the most frequent questions we get.Brenda Beyal: Sometimes we've gotten questions about very specific parts of the curriculum, whether it's a dance or a song, or or even a book. Teachers want to know: “Is there cultural appropriation with this project I'm going to do or with this story?” Is that what you have found also?Stephanie West: Absolutely. I think those questions that you're talking about are more specific questions, but they still fall under that same umbrella of the more general question: “What is appropriate? What is respectful? Am I appropriating?Brenda Beyal: Yes. As we were creating the timelines, we wanted to make sure that ...
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    16 Min.
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