Roberto Germán [00:00:01]:
Welcome to Our Classroom. In this space, we talk about education, which is inclusive of but not limited to what happens in schools. Education is taking place whenever and wherever we are willing to learn. I am your host, Roberto Germán, and Our Classroom is officially in session. Welcome back to Our Classroom. Today I am joined by Rebecca Bellingham and Veronica Scott, and we're gonna be talking about art as a pathway to identity and belonging in the classroom. Rebecca Bellingham and Veronica Scott are the authors of the new book the Artful Approach to Exploring Identity and Fostering Belonging. They're both educators, writers, and artists.
Roberto Germán [00:00:55]:
They met leading literacy and belonging work together. Rebecca has led literacy and art space work in schools, universities, and non profits for over 25 years. She is the author of the Artful Read Aloud and playwright of the folk musical the Raft. And Veronica was a fashion designer before she discovered a love for teaching as an ed tech coordinator, K6 teacher, and eventually diversity, equity, inclusion, and belonging practitioner. More recently, she has served as a Teaching Honest history facilitator and member of the ambassador collective for the organization Learning for Justice.
Roberto Germán [00:01:39]:
Welcome, Rebecca and Veronica.
Veronica Scott [00:01:42]:
Thank you, Roberto. It's good to be here.
Rebecca Bellingham [00:01:45]:
Yes. That was such a fun introduction. Thank you.
Roberto Germán [00:01:49]:
Well, you know, art's fun, right? And you have an artful approach. Approach. So this should be fun.
Roberto Germán [00:01:55]:
And learning should be fun.
Roberto Germán [00:01:57]:
And, you know, we're gonna go ahead and. And talk about this artful approach of yours. This is a very unique perspective to.
Roberto Germán [00:02:07]:
Addressing identity and fostering belonging. And.
Roberto Germán [00:02:12]:
And the power of arts in identity exploration is. Is something that you tap into. And then your book, you write that. And art. Artful Approach to Belonging is one that is inspired by the magic of the arts and informed by culturally responsive practices. How can educators practically integrate picture books, poetry, and pop culture into their curriculum to help students explore their identities in meaningful ways?
Veronica Scott [00:02:43]:
Yeah. Okay, I'll get us started. Thank you for that question. I thought we might start by just further unpacking that term artful a little bit. And I think sometimes when people hear artful or the arts, that sort of conjures all these ideas. Is it high art like you see in a museum or improv? And we mean a specific thing when we're saying artful, we actually just mean being a little creative, like being a little creative and creating. And even though we're both artists and we have this background as artists, we really think of artful as more of an everyday, accessible kind of practice. And as we write in the book, it could be anything from opening up the fridge and looking at the leftovers and thinking, like, what am I going to make with these leftovers? And putting together a luscious omelet from leftovers in the fridge.
Veronica Scott [00:03:34]:
Or, you know, Beyonce comes on on the way to work, and you're dancing in the car, like, that's. That's your little artful moment. So it's just about finding ways to be creative and to create throughout the day and also drawing inspiration from the artists that we love and look to as well. And we also think that we should do this because one of the most powerful tools we have for change is the arts.
Roberto Germán [00:04:01]:
Absolutely.
Veronica Scott [00:04:02]:
Yeah. You can look back through history, and you can see this link between movements and music or art and activism. It's the poems of the Harlem Renaissance, the soundtrack to the civil rights movement, the rainbow flag bellowing at pride parades. And on a personal level, too, it opens us up, and it has this real impact on our hearts and on our minds. And when you think about the last time that you were truly moved by something, it likely was a work of art. It was likely a song or a movie or a great line in a book that got you thinking and feeling. And you asked about ways that we can sort of bring this into the classroom. But before we even get into curriculum, we're going to sort of echo the words of Goldie Muhammad, which is to start with self.
Veronica Scott [00:04:49]:
And that's really what we recommend doing. Our first chapter that you sort of outline there for us is learning for self, picture books, poems, and pop culture. And so we're inviting you to do all of those things on your own. First, really looking at the picture books, poems, and pop culture you're consuming with a learning for self growth lens, meaning thinking about how this impacts my own knowledge, and using your own identity lens and cultural lens to examine the pop culture you're consuming. So thinking back to the last few movies or shows that you binge watched and asking yourself questions like, how many of those characters were windows for me? How many of them were mirrors for me? How much of this story kind of reflects my own experience or my own identifiers? And how much of this cultural world feels familiar or feels fresh? Where do I need explanatory commas in these pieces of media that I'm consuming? So questions like that, like getting into the practice of consuming media or pop culture and really reflecting that way, helps us kind of hone in our noticing lens. And we think doing that kind of reflection can also inspire conversations with our colleagues, too. We can learn for self growth in teams, and we can sort of have these conversations around identity and how our identities impact the pop culture we're consuming and perceive the pop culture we're consuming as well. I'm watching White Lotus right now.
Veronica Scott [00:06:23]:
Is anyone else watching White Lotus?
Roberto Germán [00:06:26]:
I've seen the commercials. I'm not watching it because I.
Roberto Germán [00:06:30]:
Well, I have three young kids. You know, I'm always running around.
Roberto Germán [00:06:34]:
We're doing kid activities. There's baseball, there's basketball, there's flag football, there's track. But the trailer for White Lotus has.
Roberto Germán [00:06:41]:
Definitely caught my attention.
Veronica Scott [00:06:43]:
Okay. Okay. Yeah. I mean, I highly recommend it. There's so much drama in that show. It's a great escape and it's full of opportunities for examining the ways that gender, class, and all sort of identifiers show up in our experiences with each other. And if we can sort of think about how we experience certain scenes in a show that's big like that, like White Lotus or Succession or one of these kind of viral shows that impacts so many people, that gives us an opportunity to be in conversation around our unique experiences and the way they inform our perceptions of different scenes or different characters in each of those shows. So we can sort of take advantage of a pop culture moment that way and let it inform our work around identity and in our lens for examining the world.
Veronica Scott [00:07:37]:
And then we can really transfer that to the classroom too. We can think about if my identity and experience really informed the way I was seeing this scene, this character, what was it harder for me to notice that was happening there? What in my identity or experience made it harder for me to notice what I was missing out on? And that's where the conversations with colleagues who have different experiences and different identities from us might really benefit our own learning for self growth. And we can do that, transfer to the classroom as well, apply it to our student body, to our community. What am I going to have to work a little bit harder to notice here in terms of identity? Where do I need explanatory commas in terms of cultures of my students or cultures of folks in my community? So that's just one way you can use pop culture to sort of engage in this learning for self growth, work around identity. And then when you do that, you're suddenly not just like watching binge watching a show for fun, you're doing that, but you're also doing your own PD that's sort of independent and self guided. And as you say in this podcast, learning can happen anywhere. So we think that's especially true when you look closely at the pop culture and art you're consuming.
Roberto Germán [00:08:56]:
Yeah. And as you talk about not just.
Roberto Germán [00:08:58]:
Learning happening everywhere, but transferring this into the classroom space, Rebecca, it makes me.
Roberto Germán [00:09:05]:
Think about creating spaces of true belonging in the classroom. And y'all emphasize that belonging in classrooms go beyond surface level inclusivity and should lift up the voices of people who.
Roberto Germán [00:09:17]:
Have historically been marginalized.
Roberto Germán [00:09:19]:
So what are some key strategies teachers can use to create classroom environments where all students feel truly seen and valued? Because there is a danger to get into these conversations, and because the individuals have not done the self work, then they're not equipped to handle the collective work. So I'm wondering, Rebecca, how it is that we could support educators in ensuring that the space is set up to foster these type of conversations.
Rebecca Bellingham [00:09:52]:
I mean, it's such a good question. And I think we also can use the resources like picture books to do some of that learning for self growth too. Because we use picture books. Yeah. And talk about an artful resource. Right. I mean, picture books are the ultimate artful resource, and we often don't name them as that. But.
Rebecca Bellingham [00:10:12]:
But we can. You. We're using those all the time in Our Classrooms, but we can also use those for ourselves. And I think that's really important. Like, I've done so much learning for my own self growth using picture books myself, and I've been able to dig into some historical contexts that I didn't know about, or historical figures or movements or moments. And so those picture books are a resource for me as well. And certainly when we use picture books in classrooms, we're providing all kinds of window mirror moments and windows and mirrors for kids, but we have to do that self that sort of pausing and noticing for ourselves first. Like, where are some places that I, as a white educator, might need an explanatory comma, where are some places that there are cultural references that I don't have? And how can I use picture books to do a little bit of learning for self growth myself before I then bring them into a classroom and facilitate conversations around them that might bring up all kinds of different experiences.
Rebecca Bellingham [00:11:07]:
So I think that's really important. And, and you know, we talk about, you know, I talk a lot about the artful read aloud as like a really powerful tool for creating belonging in a classroom. And, and that is also a practical and easy way to integrate the artful into your everyday classroom and foster belonging at the same time. So, I mean, I think they're often an untapped resource. Our picture books and our artful resources, our artful read alouds can be just really meaningful Ways to learn for self growth, foster belonging, provide all kinds of windows and mirrors, and facilitate powerful conversations about people, places, and movements.
Roberto Germán [00:11:53]:
Absolutely.
Roberto Germán [00:11:53]:
And let's stay with this practicality piece. Right, because you just said this is a practical way to teach this. And I think it's important for us to continue to offer educators and others practical ways to go about the approach, and particularly as it relates to teaching honest history with an artful approach. In these times, we gotta double down on teaching honest history. And your book discusses how the arts can disrupt historical myths and human eyes. The past. All right, so we're not trying to make people feel bad, but we do want to humanize the past.
Roberto Germán [00:12:36]:
All right.
Roberto Germán [00:12:37]:
We can't ignore the truth, folks. So what are some specific ways teachers can use creative storytelling, theater, or visual arts to teach difficult historical topics in a developmentally appropriate way? Right, because sometimes you're here the argument that, like, oh, no, my, you know, kids are too young to receive this and. Yeah, well, I guess it depends on the approach.
Rebecca Bellingham [00:13:11]:
Yeah. I mean, certainly, again, going back to using beautiful visuals like, I think about the book Freedom Over Me by Ashley Bryan, where he has these beautiful humanizing pictures of enslaved people and their stories and their dreams and their poems. And even just looking at the pictures and really noticing the beauty inside of them is a humanizing way sort of to talk about the past and to talk about hard history in particular. But there's also resources like Renee Watson and Nicole Hannah Jones book Born on the Water, that really tells the story of enslavement in this really humanizing way, using beautiful, beautiful artwork. And we could do a whole. I mean, there's so much. So much beauty and so much power and so much. So many layers inside of just that book alone.
Rebecca Bellingham [00:14:07]:
But I think those resources invite us to ask questions like, what do you. And artful resources invite us to ask questions like, what do you notice? What are you seeing here? Just starting with that is very. You know, it's humanizing. It's sort of asking kids to sort of pay attention to what they're actually seeing. What do you feel? What do you wonder? How does this affect your heart? And I think those reflective questions are not only developmentally appropriate, but they also tap into our heart centers, which is so. Which is so essential. So that's one way I would think about, you know, the sort of artful. An artful approach makes.
Rebecca Bellingham [00:14:50]:
Makes space for that kind of engagement and that kind of invitation.
Veronica Scott [00:14:54]:
And one of the things Renee Watson talks about with Born on the Water in particular. But I think Freedom Over Me has a similar approach, is that writing picture books in the. In the format of poems sort of provides these containers for learning particularly hard history. And so you can sort of pick them up and put them back down and pause and give students time to process and reflect what they're learning, which is part of being developmentally appropriate and supporting students where they're at, because it is hard history. So giving them the proper time to reflect is. Is an important part of using the artful approach, too.
Roberto Germán [00:15:33]:
Yeah, that's good. That's good. And it. It makes me think about my own approach to writing children's books, which. My first book is a poetry book, but I am working on a couple children's books, and. And one of them is in rhyme form. But I. I do think that that approach kind of draws that audience and draws a younger audience in and other audiences to be able to talk about such difficult topics.
Roberto Germán [00:16:02]:
And talking about difficult topics.
Roberto Germán [00:16:04]:
Navigating cultural pushback in schools during these.
Roberto Germán [00:16:09]:
Times is something that I would imagine is even making it challenging for your book to be as present as it can be for. In schools and districts and with many educators that might want to engage in.
Roberto Germán [00:16:27]:
Identity exploration and culturally responsive teaching.
Roberto Germán [00:16:30]:
But fearing the pushback from parents and administration.
Roberto Germán [00:16:34]:
How do you suggest teachers navigate resistance.
Roberto Germán [00:16:37]:
While staying committed to fostering belonging and honest conversations in their classroom?
Veronica Scott [00:16:44]:
Yeah, I mean, I've done this work in several schools and places in New York City, where I'm living now, and in the Deep south, where I'm from. And we know that resistance can show up in a variety of ways, all over. But. But what we're facing now, for me, at least, feels unprecedented. At least it's devastating. And our book, just for Context, came out the day after Inauguration Day.
Roberto Germán [00:17:14]:
No way.
Veronica Scott [00:17:16]:
Yeah. So that was. So we are experiencing the horror of all of this unfolding alongside all of you, speaking to teachers there and anyone engaging in this work in communities. And that's really hard. And I think we're also sort of trying to find moments of hope in this time of uncertainty and see what we can offer. And one thing we can offer is just sort of sharing approaches and work that has helped us navigate resistance when it's come up for us in different communities. And something that has helped me is just thinking about the idea of bridging and what are some approaches we can use that will bridge between, like, where we are and where we want to be, or you might think of it, in certain communities, between those who have already bought into the work and believe in the work and those who are still resisting it or questioning it or pushing back against it. And there are many skills that it seems that a lot of us agree upon that can sort of exist in that bridging work, like learning to notice and pause, like learning how to tell the story of who we are, learning about the world around us and the history that came before us in a way that's.
Veronica Scott [00:18:32]:
That's honest. And learning about accurate terms and thinking about them not just as. And really not as terms to be sensitive, but to be accurate. And learning how to develop a critical lens, too.
Rebecca Bellingham [00:18:47]:
And I think that's really important. The critical lens piece. Veronica, what you're saying, we've talked about this a lot because we're teaching critical thinking no matter what book we're reading. And we're always thinking about inviting kids to think about who is telling the story and what might be important to the author, what might this author want us to think or feel? So you're teaching reading comprehension skills, but you're really teaching critical thinking skills, and you're building a certain kind of muscle, and you're teaching kids that all of us can do the work of interpreting and thinking critically, and that belongs to all of us. And I think we also might be teaching reading comprehension and critical thinking, and. But we also can create spaces and moments of. Of beauty when we do that, which I think is really fortifying for all of us as well. When we kind of wrap our collective hearts and minds around a text and do that work together, it can feel really connective and beautiful, which I think is really fortifying.
Veronica Scott [00:19:46]:
And find community where you can. I mean, even if it's just. Sometimes just listening to a podcast even, actually does feel like community for me, because I'm a little bit far away from my friends and colleagues that I typically would turn to in moments like this and. And listening to resources or listening to other people have conversations who feel like I feel and believe in this work is. Is also kind of a way to get some encouragement and feel a little empowered.
Roberto Germán [00:20:15]:
Yeah, absolutely. And. And let me take a moment to encourage both of y'all to use the word that this could be devastating. You know, what we're experiencing. And. And then y'all haven't published this book right after the inauguration, and yet behind you, you have a sign that says lift every voice and you go back to that song, right? And it's. It's meaning, right? We're talking about the artful approach, and we're talking about how the arts have. Have power, our creativity have power.
Roberto Germán [00:20:46]:
How the arts can be used as a form of resistance. And obviously that song, Lift Every Voice was used as a form of resistance during that time period. Right? Lift every voice and sing till earth and heaven ring Ring with the harmonies of liberty Let our rejoicing rise high as the listening skies Let it resound.
Roberto Germán [00:21:07]:
Loud as the rolling sea Sing a.
Roberto Germán [00:21:11]:
Song full of the faith that the dark past has taught me well we're living in a dark present Sing a song full of the hope that the present has brought us Facing the rising sun of our new day begun Let us march on till victory is won and so in the face of everything, we continue to march on and we're marching towards a victory. And there's this work that needs to be done. And certainly I commend y'all for the work that you put into this book, because here we have a resource for.
Roberto Germán [00:21:49]:
Teachers and it's up to the teachers, right?
Roberto Germán [00:21:52]:
Yeah. Because teachers shouldn't. It'd be nice if you had the support of your school or your district, but at the end of the day, the individuals have to do the work like we have to do our individual work. We have to do our own self reflection. And there's no ban or no law that's going to permit us from showing up in the classroom and creating spaces that are humanizing. Right at the end of the day, as part of what we're trying to do, we're trying to create spaces that are humanizing. We're trying to inform, we're trying to challenge and encourage and develop citizens that are going to make a positive impact for this world. And you talked a bit about this earlier and thinking about the role of educator reflection in anti bias teaching.
Roberto Germán [00:22:38]:
And you highlight the importance of teachers doing their own self reflection and learning for self growth. What are some other ways educators can deepen their own understanding of identity and privilege to ensure they are fostering a truly inclusive and equitable classroom environment?
Veronica Scott [00:22:56]:
I also. We're going to get to that question, but I just want to say thank you for letting us kind of let those words just wash over us and for going through the lyrics of that song. I love that song so much. And it kind of felt good to hear all those words, the. The whole thing. And I. Yeah, it was an artful moment. And I want to share that.
Veronica Scott [00:23:22]:
That song was actually the very first time I was tasked with leading a Black History Month experience. Well, I allowed myself to lead a Black History Month experience. I wasn't quite asked for it, but I took it on. I Used that song, and it was a way to bring the community together. Using a song again, teaching a little bit of the historical context. And we just. A lot of people in the community that I was working in did not know that song. They had never.
Veronica Scott [00:23:50]:
It wasn't something that they grew up singing. I grew up singing that all the time. And so it was like, shocking to me at first. But once I moved past that, we found a way around it. We were like, let's print out lyrics and pass them out. And. And the kids were going around and passing out the lyrics to all the families, and we all gathered and we sang that song together. And it was such a powerful moment.
Veronica Scott [00:24:13]:
So thank you for bringing that up. Reflection. We were supposed to talk about reflection?
Roberto Germán [00:24:19]:
Yes. No, that. I mean, that's it right there. You. You know, you. You hit that on the nail. Even that example that you offered, you know, it. Sometimes we overcomplicate things, and I think it would be beneficial for us to consider.
Roberto Germán [00:24:39]:
To lead with curiosity and consider simple ways in which we can further inform those who may not know something that we know, who may not have experienced something that we've experienced, and to look for opportunities in which we could do it in community. So thank you for that example, Rebecca. I don't know if there's something you want to add to that.
Rebecca Bellingham [00:25:03]:
Yeah, I mean, I'm thinking about, you know, as a white educator, you know, I'm really trying to be intentional about seeking out windows for myself in the media that I consume in the. All kinds of media. You know, whether it's on Netflix or whether it's, like I talked about picture books or. Or. Or, you know, literary books. Like, I'm. I'm intentional about seeking out those windows in order to sort of broaden my lens so that I, you know, because for so much of my life has been reflected back to me as a white person. So it's important for me to take the time to really intentionally seek out windows that help me, you know, broaden my.
Rebecca Bellingham [00:25:49]:
Have. Have no more about, you know, have access to different cultural references and. And. And not need so many explanatory commas. So. Because as. So I often. That way I.
Rebecca Bellingham [00:26:02]:
I can engage in conversation and. And. And sort of cultivate my critical lens because I've intentionally kind of done that work. And also, you know, when I'm thinking about reading or any kind of facilitation, I make sure that I take time before I do that to practice pronunciation, think about what might feel unfamiliar, making sure I do a little bit of research to understand some historical context, like all of that really matters so that I'm not unintentionally sort of stumbling over something and then sending a message that it's, you know, it's inappropriate or it's. Yeah, we hate that word inappropriate. And so that I can facilitate with grace and. And. And kind of.
Rebecca Bellingham [00:26:49]:
And create a moment for kids to really engage meaningfully. I don't want to. I don't want to be in the way of that. I don't want to be the obstacle to that. So I do that work on my own ahead of time.
Veronica Scott [00:27:00]:
And our book opens with learning for self growth, but it closes with artful reflection. And that's because we sort of see those two as really important points in a loop in this ongoing work that we know is iterative. And as we grow and the work continues, we continue to do the same things. We learn for self growth. We might shift our thinking. We apply things in the classroom and in our community. We reflect, and then we learn for self growth, and then we reflect, and then we learn for self growth, and we reflect, and it keeps going even as the world around us and maybe especially as the world around us makes that more difficult.
Roberto Germán [00:27:41]:
Yeah, that's awesome. Awesome. And important.
Roberto Germán [00:27:44]:
As we prepare to wrap up, what's.
Roberto Germán [00:27:46]:
A message of encouragement that you want to offer our audience?
Veronica Scott [00:27:50]:
Okay. We wanted to do an artful twist.
Rebecca Bellingham [00:27:52]:
On this.
Veronica Scott [00:27:55]:
So we decided to close out each chapter in our book with a poem instead of a chapter summary. Sort of an artful twist on the chapter summary. So we thought we might close out our time together with a poem.
Roberto Germán [00:28:07]:
Yes.
Roberto Germán [00:28:07]:
Okay.
Veronica Scott [00:28:08]:
With that. Okay. And we're gonna do it. Yeah, we're gonna do this poem we wrote together called A classroom for all of us. And it's from chapter two, Launching the year artfully. A classroom for all of us. This is a space for all the shades for chocolate and mocha for coffee and cream for freckles and speckles and swirls in between Whatever your flavor Whatever your spice We've got room for all of it here.
Rebecca Bellingham [00:28:42]:
This is a space for all of the styles for buzz cuts and froze braids Twists and bows for frizzy and straight wherever it goes Whatever you've got no hair or lots We've got room for all of it.
Veronica Scott [00:28:56]:
Here this is a space for all of the looks for sneaks and for sandals For a headband or hat for jerseys or dresses in rainbow or black Whatever your fit Whatever your vibe We've got room for all of it here.
Rebecca Bellingham [00:29:12]:
This Is a space for all the shapes for bodies that bolt so fast and so swift for. For bodies like clouds that gracefully drift however you move, however you roll We've got room for all of it here.
Veronica Scott [00:29:29]:
This is a space for all that's inside for slowing it down and taking your time for loving the quiet or wanting to shine however you learn, however you think We've got room for all.
Rebecca Bellingham [00:29:41]:
Of it here this is a space for all that you are for movers and shakers or readers and bakers for dreamers and schem or painters and makers Whatever you love, Whatever's your thing We've got room for everyone here.
Roberto Germán [00:30:02]:
That'S beautiful. That's beaut. That might be a picture book. Y'all saying you heard it here?
Rebecca Bellingham [00:30:09]:
Yeah, we're hoping. I know, right?
Roberto Germán [00:30:14]:
So for. For those that want to hear more.
Roberto Germán [00:30:16]:
Beautiful poetry from you or they want to learn directly from you, or they like to engage with your book, the artful approach to exploring identity and fostering belonging. Where can our audience learn more?
Rebecca Bellingham [00:30:33]:
Well, we're on instagram @artful belongingstudio. Our website is artfulbelongingstudio.com and of course, the book is online at Heineman or Amazon.
Roberto Germán [00:30:50]:
Awesome.
Rebecca Bellingham [00:30:51]:
And other places, too, I think. But yeah.
Roberto Germán [00:30:55]:
Well, thank you very much. I look forward to continuing to dig through this and reading the poem Belonging Feels like at the end of chapter eight. You know, as a poetry guy, I could really appreciate this approach that you took. So I feel very affirmed as a poet, but thank you.
Veronica Scott [00:31:25]:
And that in that poem, belonging feels like that was actually the result of us asking students what belonging feels like to them. So it's a community poem we wrote together. And. And when you're thinking about launching belonging work in yOur Classroom, you might start there. Ask your students, what does belonging feel like to you?
Roberto Germán [00:31:42]:
That's good. That's good. Well, Rebecca and Veronica, it's been a pleasure. Good to learn from you. Thank you for offering your insights and wishing you the best, not just with your book, but the. The work that you're leading in the different spaces in which you dwell, continue to march forward in victory.
Veronica Scott [00:32:02]:
Same to you, Roberto. Thank you for having us. Thank you.
Rebecca Bellingham [00:32:06]:
Thank you.
Roberto Germán [00:32:07]:
As always, your engagement in Our Classroom is greatly appreciated. Be sure to subscribe, rate the show, and write a review. Finally, for resources to help you understand the intersection of race, bias, education, and society, go to multiculturalclassroom.com Peace and love from your host, Roberto Germán.
