Ellen S. Goldberg
March 2, 2012
Lessons from the Holocaust: Remembering Yesterday for Tomorrow
and Empowering Our Youth through the Arts in Issues of Social Justice
I was reminded recently how little progress we have made in some issues of social justice when my daughter brought to my attention some Facebook posts (February 27, 2012) made by a current and two former students at the school where I teach, a Jewish Day School in Sarasota, FL. My daughter’s Facebook friend (for whom she used to babysit), now a middle school student, innocently commented that people seem to think she looks like Anne Frank. One former student commented on her status by saying “I can Nazi that…” followed by a post from the other student of our school using swastika signs and some derogatory and violent language. Some other students from our school, both Jewish and non-Jewish, also posted comments, none having anything to do with the conversation that had transpired. They were apparently unaffected, acting as innocent bystanders, if you will. My daughter was the only one who responded about how wrong it was to use these symbols and language. How could one not have noticed these symbols of hate? The swastika is a symbol that has been used for thousands of years with positive and peaceful connotations until Nazi Germany adopted it as their official symbol of the Third Reich. In the Western world it has been identified with the Holocaust, the killing of millions of Jews, gypsies, homosexuals and others deemed undesirable by Hitler and his regime. Europe would also equate this symbol with the same atrocities. After speaking with many people during my travels throughout Germany and Eastern Europe last summer, I learned that it is illegal to speak out against other people, religions or groups there.
While I did not have the students I referred to above in my class, I do remember, however, that they were present at a lecture I gave about my pen pal friendship with Otto and Fritzi Frank, the father of Anne Frank and his second wife. I brought the Facebook issue to the attention of the administrators and some colleagues at my school. One teacher immediately used it as a lesson with her class. These Facebook posts could have easily gone viral as messages of hate. I am concerned about the children who leave our school and show intolerance in the world (in this case the cyber world).
Although the State of Florida has mandated Holocaust education as part of its curriculum (as have several other states in the US), I have found in discussion with several local teachers in public schools that they have very little time to devote to this important subject. At the school in which I teach, a Jewish Day School populated by Jewish and non-Jewish students, the parents are squeamish on the topic of Holocaust and as such we have to tread carefully in our choices of what we show (photographs, books and film) and teach about this horrific event and time in history. As teachers this is somewhat limiting as we do want to groom our students to be defenders of their own religion, to become knowledgeable and tolerant human beings, and we want to strongly discourage the idea of innocent by-standing. We want our students to get involved in the world and issues of social justice. We can’t help but think that these same students are allowed to see violent movies and TV at home with little parental supervision and controls. Swastikas are visual symbols that evoke strong connotations and feelings. Their interpretation in our culture as are other images of our popular culture, may even be stronger than words. The use of the swastika is provocative and is a reminder of everything that can go wrong with the human race.
In another big news item of tolerance this past week, a teen age boy opened fire in a cafeteria in a school; apparently he had been a victim of ongoing bullying. As Jews and others were singled out during World War II with the seeds planted many years and decades before, so too have been many of today’s youth who are seen as “different” in our society and schools. Thus the above reaction was taken in response to the relentless, negative treatment that this teenage boy had experienced over time. Few take time to get to know and understand those who may appear to be “different” than them, all too quickly judging others based upon superficial standards. Across America black and white students have been self -segregating in our high schools for years. In our communities there is much hatred as revealed in Not in Our Town: Light in the Darkness (2011) a documentary of a true story about a senseless killing of a 37 year old Ecuadorian immigrant man in Patchogue, Long Island who was murdered by young people who had gone looking for a Mexican to beat up. The community came together to respond to this anti-immigrant violence and act of injustice of human rights and a hate crime (http:// video.pbs.org/video12) In America, a hate crime is committed every hour.
And also in our public schools another population who is being marginalized and misunderstood are those students who are now homeless. Even more disturbing is the realization, as I have discovered in my own classes, that some students actually think homeless people are in their positions because they did not work hard enough, or are drug and alcohol addicted. Ethnocentrism, as defined by Frostig (2009) is the tendency to look at the world from one’s own cultural viewpoint as being superior and the norm from which to judge others. It is also considered one of the United States’ worst societal problems (Goodman, 2002, as cited in Frostig, 2009). Ethnocentrism leads to dangerous assumptions as this viewpoint of students from economically advantaged backgrounds have expressed. These American children actually think they are better than most because they believe that marginalized people are always responsible for their own circumstances. Westernization and Americanization are forms of ethnocentrism that attempt to wipe out pre-existent cultures by those who hold economic and social power (Frostig, 2009).
Have we actually learned anything from the Holocaust, from the genocides of Cambodia, Bosnia, Rwanda and those that are taking place as this paper is being written? What do we really know about the homeless and how those in this unfortunate position got there?
How can we learn from people like Anne Frank who did not know where her future lay when she was in hiding and writing her diary? Artist Myra Roberts and writer Ella Nayor have produced a project and books about Anne Frank and the subject of tolerance using paintings, quotes by Anne and stories of those in our society who have been treated poorly because of who they are (Roberts & Nayor, 2011). This project, titled Project Tolerance serves to remind viewers and our youth about what can happen when people hate. Included in one book are the photos of paintings of Anne by Myra Roberts and the other book, Faces of Tolerance: Everyone
Counts, a journal by Ella Nayor chronicles Nayor’s interviews with many different types of people who have been discriminated against including those with disabilities, the homeless, Holocaust survivors, gay youth, American Muslims, people of different ethnicities, etc. (Nayor & Roberts, 2011). In the worst of times Anne Frank remained positive as exhibited by her words written in The
Diary of Anne Frank and also in her use of quotations by Gandhi, a peace maker who was active during World War II, who Anne listened to on the radio while in hiding (Roberts, 2011). We continue to remind ourselves “Never Again”a slogan made popular by those who have sought to keep alive the lessons we have learned from the Holocaust and its horrendous acts against humanity. Wanda Knight’s (2008) article, “Never Again: A(k)night with Ben” addresses the histories ignored in art classrooms and how these issues connect with the issues of today and are relevant for art education content.
Art activists are still using the messages of the Holocaust for social change in other issues of justice. Throughout his career, Richard Kamler (http://www.usfca.edu/library/thacher/2012 has kept his strong belief that art can make the world a better place…art is an agent for social change. He and several other San Francisco area artists recently joined in a conversation about four decades of art activism (http://www.usfca.edu/library/thaher/2012).These five artists, scholars and activists’ careers cross several generations and use mediums from photography to plastic to address such social concerns as our penal systems, adults living in poverty to the global impact of plastic pollution in our seas(http://www.usfca.edu/library/thacher/2012). One group of his work displayed in his recent retrospective were selections from “Out of the Holocaust: Drawings and Environments”(1980). In these works he collaborated with individuals and groups(http://www.usfca.edu/library/thacher/2012). Kamler is a recipient of various awards and fellowships including the NEA Visual Arts Fellowship and he has a M. Arch from UC Berkeley and is a professor Emeritus of the Department of Art and Architecture at the University of San Francisco (http://www.usfca.edu/library/thacher/2012).
Another project called The 9/11 Arts Project (http://www.smithcenter.org/about-smith-center/accouncements/911arts.html/2012) is a collaboration of different types of artists, social activists, non-profits and interfaith groups who are using themes of social justice, multiculturalism, religious tolerance, art activism and healing , national trauma and community engagement.
The One Million Bones Project (http://www.onemillionbones.org/the-project/2009) is another large scale social arts project that collects bones(hand-made) from across the US and installs them on the National Mall, as a visual remembrance of the victims and survivors of genocides and atrocities throughout the world in the immediate past and today(http://www.onemilliionbones.org/the-project/2009). It has been noted that many people still only have the vague notions of what genocide is and also do not realize that it is happening in the world now.
Visual imagery on posters and other propaganda was successfully used prior to World War II to infect society in Germany and Europe resulting in the beliefs that certain groups of people were a danger to humanity and as such considered sub-human. Ideas of anti-Semitism had existed in Europe for a long time but in the 1930s, in post-World War I Germany under Hitler, were openly displayed everywhere as the official views of the government (The Holocaust, 1988). People in Germany were desperate for change due to the economic ills at the time. They were easily influenced by the illustrative propaganda that portrayed Jews as aliens, with exaggerated facial characteristics, as octopus clutching at a bleeding world and other visual depictions showing Jews as parasites and those who had no real culture of their own but ones who take over and live off of other cultures (The Holocaust, 1988). There are still many people in the world who insist that the Holocaust never happened. In Europe there are many memorials and museums constructed to dedicate and commemorate those who perished during the Holocaust and to remind people that these horrific acts should never be repeated again.
The internet and other technology are not always used for positive messages. We know that there are still many people in our country who are easily swayed by the very subtle propaganda used in election campaigns and hate campaigns that seem to be allowed within the framework of our society’s right to freedom of speech. And symbols and signs of visual culture may still be the strongest form of communication today as it was during Nazi Germany. The ideas of prejudice and ostracization continue to be promoted in our communities as shown in the events that have transpired recently. And bullying and hate crimes are no strangers to the cyber world either.
Our schools may not be getting these points across. And therefore students may likely meet more success outside of school in after school programs where students can get involved, feel they can make a difference, participate in dialogues of peace, and begin to build bridges. Schools should take note because some of these programs may just be the place where the real learning is happening and connections being made to what is really going on in the world. It is through this involvement of young people that we may be able to reach parents and the community. Needless to say, there are already many young people who do stand out and make a difference in their communities. There is great potential to empower those who have not had these opportunities. Like artist activists, these young people can draw attention to issues of social justice and homelessness and even genocide by working in their own local communities through methods of the arts. If visual imagery was successful in influencing negative attitudes about one group of people among the population in pre-World War II Germany, just think how visual communication could be used to influence people in positive ways . Even one person can make a difference as portrayed by the effect Anne Frank’s words have had on millions of people over many years. And as I have conveyed to students when I share my experience of the pen-pal relationship and friendship with Anne’s father , which has led to some interesting experiences in my life, the best outcome has been the empowerment and motivation of the young people with whom I have shared my story.
I am enthused about community programs that are being formed in areas of our country for kids to get involved with and become empowered. I mention the Yell (Youth Engaged in Leadership and Learning) program in Oakland, California because it has further informed my ideas for youth empowerment (Goldberg, 2012). Though it is not an art program it could easily utilize the arts (Goldberg, 2012). Students choose their own topics of research and train to be mentors for the next group of youth chosen to participate in the program (Anyon & Naughton, 2003 as cited in Goldberg, 2012). Participants sit on boards, receive academic credit in leadership and are paid stipends and given the opportunity to attend after school study groups (Anyon & Naughton , 2003 as cited in Goldberg, 2012). The students involved in this program are from communities where there is low income and high poverty and many youth are getting killed (Anyon & Naughton, 2003, as cited in Goldberg, 2012). These students can be instrumental in assisting their families and communities when they learn to help themselves (Goldberg, 2012).
MMAP (Mural, Music and Arts Program) uses mural art, graffiti, music recording, hip hop and health education through art to empower its teens in this after school program (MMAP, 2009 as cited in Goldberg, 2012). They are involving business and community in Palo Alto, CA to bring youth of different cultures and backgrounds together to address problems that face their communities such as environmental racism and gentrification (MMAP, 2009 as cited in Goldberg, 2012). Because kids are using art to address issues of social justice it is hopeful that from these experiences they will feel motivated to go out into the world and make changes.
It is unfortunate that in our society hate is taught by and learned from parents, classmates, and the media. Wouldn’t it be amazing if our young people could be the link that influences their parents and peers in ideas of social justice and tolerance?
In my own community I would like to see a program that educates kids on these topics and produces an exhibit that identifies issues of social justice with the title – Remembering Yesterday for Tomorrow: Empowering Our Youth in Issues of Social Justice through the Arts. The program and exhibit would show how young people are changing the world while remembering the past and using the visual arts, dance, performance and music to inspire and train other youth to participate and make changes in the world.
The messages of Anne Frank are just as powerful today as they have always been. So are the messages of Gandhi and other great leaders and religious figures in history. In my own journal entry written the day I met the Franks for the first time, I wrote that Mr. Frank showed me copies of the Diary of Anne Frankin in 54 different languages as well as other letters written to him by readers of the Diary, an artwork of Anne by Chagall, poems written about Anne., and even a special type of rose named for Anne. Anne did not know it then, but the ideas that caused the Holocaust did not die with the millions who perished. Issues of tolerance and social justice still persist 60 years later. Her writing has influenced many people all over the world, both young and old, to become citizens of global change and has demonstrated that one person can make a difference in the world. However, it may take 60 more years for these messages to spread throughout our communities and around the entire world. Until we all can become tolerant of others our work is not done. The arts provide the seeds for the messages of change, as technology can provide for its dissemination, as our youth hold the power to influence a world of transformation; with the goal to develop mutual respect amongst all the people of the earth.
References and Links
Anyon, Y. & Naughton, S. (2003). Youth Empowerment: The contributions and challenges of youth-led research in a high poverty, urban community. Retrieved from http://opendev.stanford.edu/sites/default/files/finalYA Issue Brief YouthEmpowerment0203.pdf.
Frostig, K. (2009). Transitional dialogues dealing with Holocaust legacies. Globalization, Art
& Education (pp. 60 – 67). Reston, VA: National Art Education Association.
Goldberg, E. (2012). Reading review: Occupy art education. Retrieved from http://www.ellensgoldberg.weebly.com
Knight, W. (2008). Never again: A (k)night with Ben. Globalization,
Art & Education (pp. 68 – 75). Reston, VA: National Art Education
Association.
MMAP (2009). Mural, music and arts: Teen program in East Palo Alto. Retrieved from http://www.muralmusicarts.org
Nayor, E. (2012). Faces of tolerance: Everyone counts. Cape Coral, FL: Direct Impressions.
Nayor, E. & Roberts, M. (2011). Project Tolerance: The Faces of Anne Frank [Web site]. Retrieved from http://www.projecttolerance.com/
PBS Television (Producer). (9/2011). Not in Our Town: Light in theDarkness . [Video File]. Retrieved from http://video/pbs.org/video12
One Million Bones (2009). [Web Site]. Retrieved from http://www.onemilliionbones.org/the-project/
Roberts, M. (2011). Project tolerance: The faces of Anne
Frank. Sanibel, FL: Island Scene.
The 9/11 Arts Project (2012). [Web Site]. Retrieved from http://www.smithcenter.org/about-smith-center/announcements/911arts.html
Unknown (1988). The anti-semitic mentality. The way we saw it: historical themes in illustration and art .The Holocaust (p 8). Highsmith, Inc.
University of San Francisco, Thatcher Gallery (2012) Four Decades of Activism and Richard Kamler. [Web Site]. Retrieved from http://www.usfca.edu/library/thacher/
March 2, 2012
Lessons from the Holocaust: Remembering Yesterday for Tomorrow
and Empowering Our Youth through the Arts in Issues of Social Justice
I was reminded recently how little progress we have made in some issues of social justice when my daughter brought to my attention some Facebook posts (February 27, 2012) made by a current and two former students at the school where I teach, a Jewish Day School in Sarasota, FL. My daughter’s Facebook friend (for whom she used to babysit), now a middle school student, innocently commented that people seem to think she looks like Anne Frank. One former student commented on her status by saying “I can Nazi that…” followed by a post from the other student of our school using swastika signs and some derogatory and violent language. Some other students from our school, both Jewish and non-Jewish, also posted comments, none having anything to do with the conversation that had transpired. They were apparently unaffected, acting as innocent bystanders, if you will. My daughter was the only one who responded about how wrong it was to use these symbols and language. How could one not have noticed these symbols of hate? The swastika is a symbol that has been used for thousands of years with positive and peaceful connotations until Nazi Germany adopted it as their official symbol of the Third Reich. In the Western world it has been identified with the Holocaust, the killing of millions of Jews, gypsies, homosexuals and others deemed undesirable by Hitler and his regime. Europe would also equate this symbol with the same atrocities. After speaking with many people during my travels throughout Germany and Eastern Europe last summer, I learned that it is illegal to speak out against other people, religions or groups there.
While I did not have the students I referred to above in my class, I do remember, however, that they were present at a lecture I gave about my pen pal friendship with Otto and Fritzi Frank, the father of Anne Frank and his second wife. I brought the Facebook issue to the attention of the administrators and some colleagues at my school. One teacher immediately used it as a lesson with her class. These Facebook posts could have easily gone viral as messages of hate. I am concerned about the children who leave our school and show intolerance in the world (in this case the cyber world).
Although the State of Florida has mandated Holocaust education as part of its curriculum (as have several other states in the US), I have found in discussion with several local teachers in public schools that they have very little time to devote to this important subject. At the school in which I teach, a Jewish Day School populated by Jewish and non-Jewish students, the parents are squeamish on the topic of Holocaust and as such we have to tread carefully in our choices of what we show (photographs, books and film) and teach about this horrific event and time in history. As teachers this is somewhat limiting as we do want to groom our students to be defenders of their own religion, to become knowledgeable and tolerant human beings, and we want to strongly discourage the idea of innocent by-standing. We want our students to get involved in the world and issues of social justice. We can’t help but think that these same students are allowed to see violent movies and TV at home with little parental supervision and controls. Swastikas are visual symbols that evoke strong connotations and feelings. Their interpretation in our culture as are other images of our popular culture, may even be stronger than words. The use of the swastika is provocative and is a reminder of everything that can go wrong with the human race.
In another big news item of tolerance this past week, a teen age boy opened fire in a cafeteria in a school; apparently he had been a victim of ongoing bullying. As Jews and others were singled out during World War II with the seeds planted many years and decades before, so too have been many of today’s youth who are seen as “different” in our society and schools. Thus the above reaction was taken in response to the relentless, negative treatment that this teenage boy had experienced over time. Few take time to get to know and understand those who may appear to be “different” than them, all too quickly judging others based upon superficial standards. Across America black and white students have been self -segregating in our high schools for years. In our communities there is much hatred as revealed in Not in Our Town: Light in the Darkness (2011) a documentary of a true story about a senseless killing of a 37 year old Ecuadorian immigrant man in Patchogue, Long Island who was murdered by young people who had gone looking for a Mexican to beat up. The community came together to respond to this anti-immigrant violence and act of injustice of human rights and a hate crime (http:// video.pbs.org/video12) In America, a hate crime is committed every hour.
And also in our public schools another population who is being marginalized and misunderstood are those students who are now homeless. Even more disturbing is the realization, as I have discovered in my own classes, that some students actually think homeless people are in their positions because they did not work hard enough, or are drug and alcohol addicted. Ethnocentrism, as defined by Frostig (2009) is the tendency to look at the world from one’s own cultural viewpoint as being superior and the norm from which to judge others. It is also considered one of the United States’ worst societal problems (Goodman, 2002, as cited in Frostig, 2009). Ethnocentrism leads to dangerous assumptions as this viewpoint of students from economically advantaged backgrounds have expressed. These American children actually think they are better than most because they believe that marginalized people are always responsible for their own circumstances. Westernization and Americanization are forms of ethnocentrism that attempt to wipe out pre-existent cultures by those who hold economic and social power (Frostig, 2009).
Have we actually learned anything from the Holocaust, from the genocides of Cambodia, Bosnia, Rwanda and those that are taking place as this paper is being written? What do we really know about the homeless and how those in this unfortunate position got there?
How can we learn from people like Anne Frank who did not know where her future lay when she was in hiding and writing her diary? Artist Myra Roberts and writer Ella Nayor have produced a project and books about Anne Frank and the subject of tolerance using paintings, quotes by Anne and stories of those in our society who have been treated poorly because of who they are (Roberts & Nayor, 2011). This project, titled Project Tolerance serves to remind viewers and our youth about what can happen when people hate. Included in one book are the photos of paintings of Anne by Myra Roberts and the other book, Faces of Tolerance: Everyone
Counts, a journal by Ella Nayor chronicles Nayor’s interviews with many different types of people who have been discriminated against including those with disabilities, the homeless, Holocaust survivors, gay youth, American Muslims, people of different ethnicities, etc. (Nayor & Roberts, 2011). In the worst of times Anne Frank remained positive as exhibited by her words written in The
Diary of Anne Frank and also in her use of quotations by Gandhi, a peace maker who was active during World War II, who Anne listened to on the radio while in hiding (Roberts, 2011). We continue to remind ourselves “Never Again”a slogan made popular by those who have sought to keep alive the lessons we have learned from the Holocaust and its horrendous acts against humanity. Wanda Knight’s (2008) article, “Never Again: A(k)night with Ben” addresses the histories ignored in art classrooms and how these issues connect with the issues of today and are relevant for art education content.
Art activists are still using the messages of the Holocaust for social change in other issues of justice. Throughout his career, Richard Kamler (http://www.usfca.edu/library/thacher/2012 has kept his strong belief that art can make the world a better place…art is an agent for social change. He and several other San Francisco area artists recently joined in a conversation about four decades of art activism (http://www.usfca.edu/library/thaher/2012).These five artists, scholars and activists’ careers cross several generations and use mediums from photography to plastic to address such social concerns as our penal systems, adults living in poverty to the global impact of plastic pollution in our seas(http://www.usfca.edu/library/thacher/2012). One group of his work displayed in his recent retrospective were selections from “Out of the Holocaust: Drawings and Environments”(1980). In these works he collaborated with individuals and groups(http://www.usfca.edu/library/thacher/2012). Kamler is a recipient of various awards and fellowships including the NEA Visual Arts Fellowship and he has a M. Arch from UC Berkeley and is a professor Emeritus of the Department of Art and Architecture at the University of San Francisco (http://www.usfca.edu/library/thacher/2012).
Another project called The 9/11 Arts Project (http://www.smithcenter.org/about-smith-center/accouncements/911arts.html/2012) is a collaboration of different types of artists, social activists, non-profits and interfaith groups who are using themes of social justice, multiculturalism, religious tolerance, art activism and healing , national trauma and community engagement.
The One Million Bones Project (http://www.onemillionbones.org/the-project/2009) is another large scale social arts project that collects bones(hand-made) from across the US and installs them on the National Mall, as a visual remembrance of the victims and survivors of genocides and atrocities throughout the world in the immediate past and today(http://www.onemilliionbones.org/the-project/2009). It has been noted that many people still only have the vague notions of what genocide is and also do not realize that it is happening in the world now.
Visual imagery on posters and other propaganda was successfully used prior to World War II to infect society in Germany and Europe resulting in the beliefs that certain groups of people were a danger to humanity and as such considered sub-human. Ideas of anti-Semitism had existed in Europe for a long time but in the 1930s, in post-World War I Germany under Hitler, were openly displayed everywhere as the official views of the government (The Holocaust, 1988). People in Germany were desperate for change due to the economic ills at the time. They were easily influenced by the illustrative propaganda that portrayed Jews as aliens, with exaggerated facial characteristics, as octopus clutching at a bleeding world and other visual depictions showing Jews as parasites and those who had no real culture of their own but ones who take over and live off of other cultures (The Holocaust, 1988). There are still many people in the world who insist that the Holocaust never happened. In Europe there are many memorials and museums constructed to dedicate and commemorate those who perished during the Holocaust and to remind people that these horrific acts should never be repeated again.
The internet and other technology are not always used for positive messages. We know that there are still many people in our country who are easily swayed by the very subtle propaganda used in election campaigns and hate campaigns that seem to be allowed within the framework of our society’s right to freedom of speech. And symbols and signs of visual culture may still be the strongest form of communication today as it was during Nazi Germany. The ideas of prejudice and ostracization continue to be promoted in our communities as shown in the events that have transpired recently. And bullying and hate crimes are no strangers to the cyber world either.
Our schools may not be getting these points across. And therefore students may likely meet more success outside of school in after school programs where students can get involved, feel they can make a difference, participate in dialogues of peace, and begin to build bridges. Schools should take note because some of these programs may just be the place where the real learning is happening and connections being made to what is really going on in the world. It is through this involvement of young people that we may be able to reach parents and the community. Needless to say, there are already many young people who do stand out and make a difference in their communities. There is great potential to empower those who have not had these opportunities. Like artist activists, these young people can draw attention to issues of social justice and homelessness and even genocide by working in their own local communities through methods of the arts. If visual imagery was successful in influencing negative attitudes about one group of people among the population in pre-World War II Germany, just think how visual communication could be used to influence people in positive ways . Even one person can make a difference as portrayed by the effect Anne Frank’s words have had on millions of people over many years. And as I have conveyed to students when I share my experience of the pen-pal relationship and friendship with Anne’s father , which has led to some interesting experiences in my life, the best outcome has been the empowerment and motivation of the young people with whom I have shared my story.
I am enthused about community programs that are being formed in areas of our country for kids to get involved with and become empowered. I mention the Yell (Youth Engaged in Leadership and Learning) program in Oakland, California because it has further informed my ideas for youth empowerment (Goldberg, 2012). Though it is not an art program it could easily utilize the arts (Goldberg, 2012). Students choose their own topics of research and train to be mentors for the next group of youth chosen to participate in the program (Anyon & Naughton, 2003 as cited in Goldberg, 2012). Participants sit on boards, receive academic credit in leadership and are paid stipends and given the opportunity to attend after school study groups (Anyon & Naughton , 2003 as cited in Goldberg, 2012). The students involved in this program are from communities where there is low income and high poverty and many youth are getting killed (Anyon & Naughton, 2003, as cited in Goldberg, 2012). These students can be instrumental in assisting their families and communities when they learn to help themselves (Goldberg, 2012).
MMAP (Mural, Music and Arts Program) uses mural art, graffiti, music recording, hip hop and health education through art to empower its teens in this after school program (MMAP, 2009 as cited in Goldberg, 2012). They are involving business and community in Palo Alto, CA to bring youth of different cultures and backgrounds together to address problems that face their communities such as environmental racism and gentrification (MMAP, 2009 as cited in Goldberg, 2012). Because kids are using art to address issues of social justice it is hopeful that from these experiences they will feel motivated to go out into the world and make changes.
It is unfortunate that in our society hate is taught by and learned from parents, classmates, and the media. Wouldn’t it be amazing if our young people could be the link that influences their parents and peers in ideas of social justice and tolerance?
In my own community I would like to see a program that educates kids on these topics and produces an exhibit that identifies issues of social justice with the title – Remembering Yesterday for Tomorrow: Empowering Our Youth in Issues of Social Justice through the Arts. The program and exhibit would show how young people are changing the world while remembering the past and using the visual arts, dance, performance and music to inspire and train other youth to participate and make changes in the world.
The messages of Anne Frank are just as powerful today as they have always been. So are the messages of Gandhi and other great leaders and religious figures in history. In my own journal entry written the day I met the Franks for the first time, I wrote that Mr. Frank showed me copies of the Diary of Anne Frankin in 54 different languages as well as other letters written to him by readers of the Diary, an artwork of Anne by Chagall, poems written about Anne., and even a special type of rose named for Anne. Anne did not know it then, but the ideas that caused the Holocaust did not die with the millions who perished. Issues of tolerance and social justice still persist 60 years later. Her writing has influenced many people all over the world, both young and old, to become citizens of global change and has demonstrated that one person can make a difference in the world. However, it may take 60 more years for these messages to spread throughout our communities and around the entire world. Until we all can become tolerant of others our work is not done. The arts provide the seeds for the messages of change, as technology can provide for its dissemination, as our youth hold the power to influence a world of transformation; with the goal to develop mutual respect amongst all the people of the earth.
References and Links
Anyon, Y. & Naughton, S. (2003). Youth Empowerment: The contributions and challenges of youth-led research in a high poverty, urban community. Retrieved from http://opendev.stanford.edu/sites/default/files/finalYA Issue Brief YouthEmpowerment0203.pdf.
Frostig, K. (2009). Transitional dialogues dealing with Holocaust legacies. Globalization, Art
& Education (pp. 60 – 67). Reston, VA: National Art Education Association.
Goldberg, E. (2012). Reading review: Occupy art education. Retrieved from http://www.ellensgoldberg.weebly.com
Knight, W. (2008). Never again: A (k)night with Ben. Globalization,
Art & Education (pp. 68 – 75). Reston, VA: National Art Education
Association.
MMAP (2009). Mural, music and arts: Teen program in East Palo Alto. Retrieved from http://www.muralmusicarts.org
Nayor, E. (2012). Faces of tolerance: Everyone counts. Cape Coral, FL: Direct Impressions.
Nayor, E. & Roberts, M. (2011). Project Tolerance: The Faces of Anne Frank [Web site]. Retrieved from http://www.projecttolerance.com/
PBS Television (Producer). (9/2011). Not in Our Town: Light in theDarkness . [Video File]. Retrieved from http://video/pbs.org/video12
One Million Bones (2009). [Web Site]. Retrieved from http://www.onemilliionbones.org/the-project/
Roberts, M. (2011). Project tolerance: The faces of Anne
Frank. Sanibel, FL: Island Scene.
The 9/11 Arts Project (2012). [Web Site]. Retrieved from http://www.smithcenter.org/about-smith-center/announcements/911arts.html
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