The recently published fifth edition of VSA’s Teacher Resource Guide provides visual art lessons that challenge students to use their artistic voices to explore how the arts contribute to our understanding of the world, to our relationships with others, and to the betterment of our communities. This publication is a companion for the VSA International Art Program for Children with Disabilities, Yo Soy…Je Suis…I Am…Motivated to Create.
In this interview, author Shannon Hayes offers some insight into the inspiration behind the 2017-2018 Teacher Resource Guide and what she hopes arts educators and students take away from the publication.
VSA and Accessibility: How did you come up with the lessons in the Teacher Resource Guide, and how were you inspired by the principles of Understanding, Harmony, and Change?
Shannon Hayes: When I was first came on board to the project, Jenna Gabriel [Manager, Special Education in the Office of VSA and Accessibility] had mentioned the idea that the lessons might be influenced by the work of composer Leonard Bernstein, so I began researching him. I read some resources available on his eponymous website, writings from his daughter about him, and excerpts from a speech he gave following the assassination of former President John F. Kennedy. His daughter wrote about how she associated her father with the Hebrew phrase “Torah Lishmah,” which she translated as “a raging thirst for knowledge” and talked about how he was a lifelong learner who studied in multiple disciplines and brought what he learned back to music. I think that this idea translated into the interdisciplinary or multiple modality aspect of the project—music, and indeed other artistic modalities, as an inspiration or resource for creating visual art.
In his speech following JFK’s death, Bernstein spoke about the importance of learning and reason as the antidote to ignorance and hatred. When I read that excerpt, I thought about the multiple meanings of the word harmony, meaning a combination of simultaneous notes in music, but also agreement and peace. Out of that research, three central themes emerged—Understanding, Harmony, and Change. Each of the lessons takes one example from the arts and asks students to create their own interpretation of how they contribute to our understanding of the world, to our relationships with others, and to the betterment of our communities.
VSA and Accessibility: What are one or two of your favorite lessons from the guide?
Shannon Hayes: Two of my favorites are Motivated by Music and Portrait of a Leader. Motivated by Music is a lesson that I’ve done numerous times with students in first and second grade and it allows students to create visual representations of how they hear and feel music without any restrictions or specifications of how the end product “should” look. The option for students to work alone or in groups opens up the discussion on the multiple meanings of harmony and allows students to think about their role in a group and reflect on how they work together.
I wrote the lesson Portrait of a Leader prior to artist Kehinde Wiley being commissioned to create President Obama’s official portrait and I was so excited to see the final result of that commission recently! The lesson in this guide challenges students to consider who has been historically identified as a “leader” and how they have been portrayed in traditional Western portraiture through symbols and ornamentation. Using the example artwork of Kehinde Wiley, as well as discussion and reflection, students are asked to determine their own values and definitions of power and leadership and create a portrait of a leader of their choosing in the highly ornamented style of portraiture from which Wiley took his inspiration.
VSA and Accessibility: You provide useful suggestions throughout the guide on supporting students with disabilities. Are there any particular strategies you would encourage educators to consider as they prepare to use the lessons with their students?
Shannon Hayes: I think many educators know their students best, so the suggested strategies are there to give a couple of ideas about tailoring lessons to the students, space, and materials you might have. It’s my hope that all of the lessons can be broken into smaller chunks, extended over longer periods of time, or adapted to match the interest areas and enthusiasm of students.
VSA and Accessibility: What do you hope educators take away from this edition of the VSA Teacher Resource Guide?
Shannon Hayes: In creating these lessons, my intention was to provide educators with a handful of ideas to facilitate students’ exploration of how the arts represent, create, and challenge our perception of the world around us. There is such inherent joy in the process of exploration and creation through the arts, and I hope that these ideas provide opportunities for students to actively participate in the arts as a vehicle for creating understanding, harmony, and change.