Arts Education Through a DEIJ Lens

Making art is courageous. The bravery of a first stroke on a blank page, a first step onto an open stage, a first note when you don’t know how it will sound… Our Arts classrooms can be places where everyone can be brave. But how do we make sure that everyone belongs?

Alina Ianovskaia, Upper School teacher, reinforces that the goal is to have students in the driver’s seats of their journeys, echoing our priority in putting who they are, and their identities, at the heart of the process. Meaningful art is often created when it stems from ideas that are personal, so we must create a safe space for vulnerability. Priming any class with this rule is vital.

Whether it’s structured or student-led, the artistic process always begins with inspiration and brainstorming.

explains Nick Fabin, Middle School teacher. Students at Mulgrave are encouraged to look beyond what they see and to think critically about symbolism and what it may imply beyond the norms and constructs of our society.

Moving away from the most common perspective to teach through and lifting underrepresented voices is the root of anti-oppression education.

Music, dance, and theatre are literacies that are often rooted in tradition and ritual. They have origin stories from all around the world, not just in Western cultures. Therefore, it is important that when we teach performing arts, we explore all of its histories.

Amanda N, G10

Medium: Acrylic and graphite on wooden panel Size: 36”x26”

This work challenges the audience’s emotions and reactions to controversial topics presented through social meda. A combination of contrast, values, and colour accentuate the importance of realisation and the ongoing issues. The artist recognises the impact of social meda presence on her own worldviews and values as well on millions of people with different views.

Western music, theatre, and dance education are based heavily on the creations of white males - think Bach, Shakespeare, and Balanchine. This was a strong impetus for decolonising the performing arts curriculum, even before I arrived at Mulgrave,” shares Sarah Bernstein, Director of Performing Arts. “With Cynthia’s support and through our faculty anti-bias, antiracism course this year, our team has a stronger foundation of understanding to continue moving forward in this process.”

A focal point has been highlighting multiple perspectives and voices within performing arts, from inviting guest teachers who are experts within a music, dance, or theatre tradition from different parts of the world to building relationships with Indigenous creators who can guide our students in learning and creating Indigenous-inspired works.

Maia R, G11 Relevance

Medium: Acrylic on canvas

Size: 122 x122cm adds Sarah. Part of the work is recognising that the line of cultural appropriation is very present. “We continuously educate ourselves on what is appropriate and what is not.”

This piece explores the relevance that people have to one another. It explores the human convention of favoritism and neglect for differing people with different relevance and was initially inspired by governments differing responses to exterior issues. This piece was created with acrylic on canvas. It was first made with a base painting and then an outline. There was a lot of consideration that went into the symmetry of the piece to convey a theme of cohesiveness within the centre piece. The painting was then layered with shading and highlights until complete.

The team has also incorporated more opportunities for student-led performances.

The Senior School Cabaret, which included a series of performances artistically directed by students, as well as the Senior School production of The IT, which gave students the chance to approach and grapple with material that was relatable to them, are great examples of this from the 2022-23 school year.