 |
Highlighted
Resources
AVAILABLE FOR FREE DOWNLOAD
1. One Family + Picture a Story: An Educational Guide
to Videos made by Refugee Children. Smith, Annie;
Razvi, Raeshman; Pinkston, Dazlynn; Rajkumar, Sumitra; McDermott,
Meghan; Coryat, Diana. New York City, NY: Global Action Project,
2003
Availability: This resource is available free in PDF format
on the Web at: http://www.global-action.org/refugee/GAP_EducationalGuide.pdf
The videos: “One Family” and “Picture a
Story” may be purchased on the Web at: http://www.global-action.org.
To place an order with cash or check, e-mail media@global-action.org
To make a credit card purchase, click on the "Purchase
This Video" link on the specific video page.
The video One Family may be seen free with Real Player at:
http://www.global-action.org/refugee/video/index.html
High-res (7.0 MB) and Low-res (2.3 MB) versions are both available.
This educational guide is a companion piece to the videos
“One Family” (2002) and “Picture a Story”
(2003), which were produced, directed and edited by refugee
youth participants of Global Action Project’s Documentary
Project for Refugee Youth. The Documentary Project was started
by Raeshma Razvi in October 2001 with a core group of twelve
refugees resettling in New York City. The group’s participants
(ages 14-17) originally come from Sierra Leone, Bosnia, Burundi
and Serbia. The Project uses documentary-style art and research
(video, writing, photography, and multi-media) to bring together
displaced youth, artists, and activists to creatively build
community.
2. Stories Waiting to be Told: Refugee Students Find
Their Voices, Harrison, Mary M. Teaching Tolerance.
n.18, p.38-44, 2000 Fall.
Availability: This article is available free online at http://www.tolerance.org.
Search the author's last name in the search box on the home
page.
Describes how refugee students learned to deal with pasts
that were traumatic or significantly different from their
lives in the United States by telling or writing their stories.
Their personal narratives helped those around them accept
cultural diversity and understand why they react as they do
to certain situations. Two sidebars present a consciousness-raising
activity and resources.
3. Voices Wandered: An Anthology of Poetry and Art
by Asian American Youth. Ng, Dianna; Mirani, Nisha; Liu, Karina;
Lee, Helen, Editors. 78 pages. New York City, NY: The Asian
American Writers Workshop, 2006.
Availability: This resource is available free in PDF format
on the Web at: http://www.aaww.org/docs/Voices_Wandered.pdf
(5.6 MB)
Voices Wandered is a collection of poetry and artwork written,
compiled and edited by Asian American youth. The work in this
anthology chronicles the exploration of identity and political
beliefs, childhood memories, the examination of communication,
whimsical musings, and many other enduring qualities of adolescence.
Refugee and Immigrant Arts and their role in Community
Building
4. Brave New World: Nurturing the Arts in New Immigrant
and Refugee Communities. Issues in Folk Arts and Traditional
Culture Working Paper Series, #2. Bye, Carolyn, Austin,
11 pages. Austin, TX: Fund for Folk Culture. 2004.
Availability: This resource is available free in PDF format
on the Web at:
http://www.folkculture.org/pdfs/bye_working_paper_02.pdf
This article dispels four common myths about immigrant and
refugee communities in the United States, suggests strategies
for funding immigrant and refugee artists and communities,
and suggests creative ways to work more closely with cultural
brokers and ethnic-led community based organizations.
5. Cultural Heritage Organizations: Nonprofits that
Support Traditional, Ethnic, Folk, and Noncommercial Popular
Culture. Rosenstein, Carole. 26 pages. Washington,
DC: The Urban Institute, 2006.
Availability: This resource is available free in PDF format
on the Web at:
http://www.urban.org/UploadedPDF/411286_cultural_heritage_orgs.pdf
This monograph provides an overview of nonprofit cultural
heritage organizations in the United States and a snapshot
of their structure, finances and programs. Dr. Rosenstein
confirms that cultural heritage organizations are fundamentally
community oriented, and that their primary intent to preserve
and benefit youth, elders, immigrants, ethnic groups, neighborhoods,
towns, and cities is both explicit and reflected in a broad
programmatic range of activities beyond the arts. She also
finds that cultural heritage organizations are small and lack
financial resources compared with the nonprofit arts, culture
and humanities sub sector. An interesting list of bibliographic
references on arts and culture is provided.
6. Immigrant Participatory Arts: An Insight into
Community-Building in Silicon Valley. Moriarty, Pia.
58 pages. San José, CA: Cultural Initiatives Silicon
Valley, Inquiries into Culture Series, 2004.
Availability: This resource is available free in PDF format
on the Web at: http://www.ci-sv.org/pdf/Immigrant_Arts_LR.pdf
This report details the results of a CI-SV study that examines
participation in the arts by immigrants in Silicon Valley.
Dr. Pia Moriarty finds that the dominant reason for the existence
of amateur arts groups in immigrant communities derives from
a strong desire of parents to maintain the structure, values,
language, and traditions of their families. The study concludes
that the participatory arts serve essential functions for
Silicon Valley's immigrants and refugees in their ability
to help them assimilate (to become civically and socially
engaged) as well as maintain their cultural identity.
7. National Heritage Fellowships 1982-2007. 78 pages.
Washington, DC: National Endowment for the Arts, 2007.
Availability: This resource is available free in PDF format
on the Web at:
http://www.nea.gov/pub/heritage25th.pdf
The printed publication may also be ordered free of charge
from the NEA Web Site at: http://www.nea.gov/pub/pubFolk.php?
Also included is the NEA National Heritage Fellowships DVD-ROM.
To celebrate the 25th anniversary of the award program, this
book includes profiles of National Endowment of the Arts (NEA)
National Heritage Fellowship recipients. In all, 70 Fellows
are profiled, including the eight Bess Lomax Hawes recipients.
A complete listing of all NEA National Heritage Fellowship
recipients is included. A significant number of immigrant
and refugee artists have been recipients of the award since
its inception. Many of these “master artists”
were first inspired as young children, learning their craft
from community elders, and they seek opportunities to pass
on their skills and their deep connection to their cultural
heritage to their children and grandchildren and to future
generations.
8. Report from the Field: A Dialogue on Refugee and
Immigrant Issues.
Marcus, Laura; Westerman, William. Voices: The Membership
Magazine of the New York Folklore Society. Volume 32, Fall-
Winter 2006
Availability: This resource is available free in HTML format
on the Web at:
http://www.nyfolklore.org/pubs/voic32-3-4/refugee.html
This report includes two essays. The Best of Everything:
A Collaborative Approach to Refugee and Immigrant Traditional
Arts describes a number of programs Laura Marcus designed
and managed as the founding coordinator of the Art for New
Immigrants Program at the Immigrant and Refugee Community
Organization (IRCO) in Portland, Oregon. In Global Currents
in Work with Immigrant Artists, William Westerman discusses
the role of economics, memory and healing, and human rights
in the work of immigrant and refugee artists.
9. The Art of Community – Creativity at the
Crossroads of Immigrant Cultures and Social Services Marcus,
Laura R., ed.; Petsod, Daranee, ed.; Skillman, Amy E., ed.
36 pages. Harrisburg, VA: The Institute for Cultural Partnerships;
and Sebastopol, CA: Grantmakers Concerned with Immigrants
and Refugees (a collaborative publication), 2006.
Availability: This resource is available free in PDF format
on the Web at:
http://www.culturalpartnerships.org/Art-of-Community.pdf
A publication of ICP’s Building Cultural Bridges Initiative,
The Art of Community – Creativity at the Crossroads
of Immigrant Cultures and Social Services presents diverse
professional perspectives that illustrate the merging of arts
and culture with social services in support of newcomer communities.
Drawing on personal experiences, the authors present model
projects in Georgia, Illinois, Idaho, California and Pennsylvania
that examine the traditional arts in relationship to such
cultural integration issues as mental health, at-risk youth,
economic development and English language acquisition. This
publication provides tangible examples of the impact of arts
and culture on the resettlement process. Some of the programs
highlighted describe the positive development of refugee youth
through the use of art.
10. The Changing Faces of Tradition: A Report on
the Folk and Traditional Arts in the United States, Research
Division Report # 38. Peterson, Betsy. 96 pages.
Washington, DC: National Endowment for the Arts, 1996.
Availability: This resource is available free in PDF format
on the Web at:
http://www.arts.gov/pub/Report38/FolkChanging.pdf
This report describes the breadth and depth of folk and traditional
arts activity in the U.S. and how it is increasing in both
the variety of cultural worlds involved and the level of activity.
Art Education Programs and Models
11. Critical Links: Learning in the Arts and Student
Academic and Social Development. Deasy, Richard J., Ed. 160
pages. Washington, DC: Arts Education Partnership with support
from the National Endowment for the Arts, 2002.
Availability: This resource is available free in PDF format
on the Web at:
http://www.aep-arts.org/files/publications/CriticalLinks.pdf
To order printed copies, contact CCSSO Publications at (202)
336-7016.
Compendium summarizing and discussing 62 research studies,
which detail the relationship between learning in dance, drama,
music, multiple arts, and visual arts, and the development
of fundamental academic and social skills.
12. Imagine! Introducing Your Child to the Arts.
68 pages. Washington, DC: National Endowment for the Arts,
2004.
Availability: This resource is available free in PDF format
on the Web at:
http://www.nea.gov/pub/imagine.pdf
This reprint of the 1997 NEA publication revises and updates
the previous edition's material on introducing children to
the arts. Made for parents, the publication includes activities
and suggestions in literature, dance, music, theater, visual
arts, folk arts, and media arts aimed specifically at children
ages 3-8 years old. Includes a pull-out guide of arts activities.
13. How the Arts Can Enhance After-School Programs.
24 pages. Washington, DC: National Endowment for the Arts;
and the U.S. Department of Education, 2002.
Availability: This resource is available free in HTML format
on the Web at:
http://www.nea.gov/pub/ArtsAfterSchool/artsedpub.html
To request free printed copies of this report, contact the
National Endowment for the Arts, 1100 Pennsylvania Avenue,
NW; Washington, DC 20506-0001; 202-682-5400.
Focuses on the role of the arts in after-school activities
in neighborhood schools. Summaries of recent research, key
elements of successful programs, and highlights of effective
partnerships between schools and community-based organizations
are also provided.
14. The Art in Peacemaking: A Guide to Integrating
Conflict Resolution Education Into Youth Arts Programs.
Brunson, Russell; Conte, Zephryn; Masar, Shelley. 78 pages.
Springfield, IL: National Center for Conflict Resolution Education.
2002.
Availability: This resource is available free in PDF format
on the Web at:
http://www.nea.gov/pub/ArtinPeacemaking.pdf
This publication is the result of a four-year collaboration
between the National Endowment for the Arts and The Office
of Juvenile Justice and Delinquency Prevention. Designed to
strengthen arts programs directed to underserved youth, the
initiative provided training in conflict resolution skills
to the artists, staff, administrators, and young people participating
in these programs. The National Center for Conflict Resolution
Education developed and provided the training. This publication
provides background on the partnership and the rationale behind
blending the arts with conflict resolution. It details the
nature of conflict and provides arts based activities and
ideas for integrating the conflict resolution principles into
all types of arts programs. The resources section includes
a bibliography and descriptions of how participating programs
incorporated conflict resolution principles into their daily
activities.
15. The YouthARTS Toolkit: Art Programs for Youth
at Risk. Farnum, Marlene; and Schaffer, Rebecca.
Carlson, Kim, Ed. Washington, DC: Americans for the Arts,
1998
Availability: This resource is available free in PDF format
on the Web at:
http://www.artsusa.org/youtharts/pdf/youtharts.pdf
The YouthARTS Tool Kit was produced by the YouthARTS Development
Project, a collaborative effort of the Regional Arts &
Culture Council, Portland, Oregon; the San Antonio Department
of Arts and Cultural Affairs, San Antonio, Texas; the Fulton
County Arts Council, Atlanta, Georgia; and Americans for the
Arts, Washington, D.C. This Toolkit was originally designed
as a print book with a companion video and diskette. This
website was designed to take the kit's information and make
it available to the broadest possible audience.
16. Young Children and the Arts: Making Creative
Connections (1998) A Report of the Task Force on Children’s
Learning and the Arts: Birth to Age Eight. Goldhawk,
Sarah; Bruce, Carol, Ed. Washington, DC: Arts Education Partnership,
1998
Availability: This resource is available free in PDF format
on the Web at:
http://www.aep-arts.org/files/publications/Young%20Children.pdf
The database is available through the Wolf Trap Institute
for Early Learning Through the Arts Web Site at http://www.wolf-trap.org
Produced by The Task Force on Children’s Learning and
the Arts: Birth to Age Eight, this publication provides guiding
principles and recommendations to organizations to support
the development of arts-based early childhood programs and
resources. Examples of arts-based early childhood resources,
research, and programs are available in a companion database
to this report.
17. Coming Up Taller: Arts and Humanities Programs
for Children and Youth At Risk. Weitz, J.H. Washington,
DC: The President’s Committee on the Arts and the Humanities,
1996.
Availability: This resource is available free in PDF format
on the Web at:
http://www.cominguptaller.org/cominguptallerreport.doc
This report documents arts and humanities programs in communities
across America that offer opportunities for children and youth
to learn new skills, expand their horizons and develop a sense
of self, well-being and belonging. The report is structured
in six chapters:
1. A Changed Environment for Children describes the context
in which these programs operate, presenting both disheartening
statistics and the evidence of resiliency that children can
display in the face of seemingly insurmountable odds.
2. Culture Counts reviews the value of the arts and the humanities
for youth. It suggests that arts and humanities programs are
crucial components of any community strategy that seeks to
improve the lives of children and youth.
3. Transforming Lives provides an overview of the highly varied
cultural programs surveyed for this report.
4. A Delicate Balance summarizes the principles, policies
and practices found in promising programs.
5. Looking Ahead recommends continued examination of these
programs and discusses their need for increased technical
and financial support.
6. Two Hundred Plus contains the 218 individual profiles of
arts and humanities programs for children and youth at-risk
18. The YouthARTS Development Project - OJJDP Juvenile
Justice Bulletin. Clawson, H., and Coolbaugh, K.
Washington, DC: Office of Juvenile Justice and Delinquency
Prevention. May 2001.
Availability: This resource is available free in PDF format
on the Web at:
http://www.ncjrs.gov/pdffiles1/ojjdp/186668.pdf
This report describes the evaluation of three YouthARTS programs:
Art-at-Work in Georgia, Youth Arts Public Art in Oregon, and
Urban smARTS in Texas. The report provides a description of
each of the programs describing each program’s first
year of operation, including startup activities, program goals,
youth served, and program activities.
Art Education and Federal Policy
19. No Subject Left Behind: A Guide to Arts Education
Opportunities in the 2001 NCLB (No Child Left Behind) Act,
Arts Education Partnership, American Arts Alliance, American
Association of Museums, American Symphony Orchestra League,
Americans for the Arts, Association of Art Museum Directors,
Association of Performing Arts Presenters, Dance/USA, The
John F. Kennedy Center for the Performing Arts/ Kennedy Center,
Alliance for Arts Education Network, MENC: The National Association
for Music Education, National Assembly of State Arts Agencies,
OPERA America, Theatre Communications Group, VSA arts. 2005
Availability: This resource is available free in PDF format
on the Web at:
http://www.aep-arts.org/files/advocacy/NoSubjectLeftBehind2005.pdf
Information about four major areas of the new law: the new
accountability plans that each state must develop; the law’s
requirement for programs to be based on research; the inclusion
of arts as a core academic subject, reaffirmed in this law
from previously enacted education reforms; and new information
about the law’s definition of highly qualified teachers.
Resources include analyses by national organizations of key
aspects of the No Child Left Behind Act.
For Art Therapists
20. Ethical Principles for Art Therapists,
Alexandria, VA: American Art Therapy Association, 2003
Availability: This resource is available free in PDF format
on the Web at:
http://www.arttherapy.org/pdf/EthicalPrincipals2003.pdf
This document, developed by the AATA and approved by AATA
Board of Directors on March 29, 2003, is intended to provide
principles to cover many situations encountered by art therapists.
Its goals are to safeguard the welfare of the individuals
and groups with whom art therapists work and to promote the
education of members, students, and the public regarding ethical
principles of the art therapy discipline.
Arts Integration
21. Arts Integration Frameworks, Research & Practice:
A Literature Review. Burnaford, Gail; and Brown,
Sally; and Doherty, James; and McLaughlin, H. James. Washington,
DC: Arts Education Partnership, 2007
Availability: This resource is available free in PDF format
on the Web at: http://www.aep-arts.org/files/publications/arts_integration_book_final.pdf
This is a literature review about the research, theories,
methods, and practices of arts integration; in other words,
integrating the arts and art projects into other subjects
such as social studies and language arts. This document covers
what has been written between 1995 and 2007 in the U.S. and
abroad and includes an historical overview, definitions and
theoretical frameworks for arts integration, research and
evaluation studies as well as methods and practices for each
of the art forms.
Funding Youth Art and Voices Programs
22. Learning Through the Arts: A Guide to the National
Endowment for the Arts and Arts Education. 44 pages.
Washington, DC: National Endowment for the Arts, 2002.
Availability: This resource is available free in PDF format
on the Web at:
http://www.nea.gov/pub/ArtsLearning.pdf
A guide to the NEA's Arts Learning initiatives includes brief
descriptions of our arts learning grants, partnerships, and
programs; a thumbnail history of the Endowment's involvement
in arts education research; a section on successful projects
and programs that the NEA has supported; and a list of arts
learning partners and organizations. Altogether, the publication
demonstrates the Endowment's continued commitment to arts
learning for children and youth.
23. The Edge Between Cultures. Brave New World: Artistic
Expression in Immigrant and Refugee Communities.
Seattle, WA: Grant Makers in the Arts, 2003.
Availability: This resource is available free in PDF format
on the Web at:
http://www.giarts.org/usr_doc/BraveNewWorld.pdf
These are the proceedings from a session that focused specifically
on artistic expression in immigrant and refugee communities.
The session was held on October 21, 2003 and was part of a
Grant Makers in the Arts Conference entitled: “Edge”
held on October 19-20, 2003 in Seattle, WA.
24. Why Fund Media? Washington, DC: The
Council on Foundations, 2007.
Availability: This resource is available free in PDF format
on the Web at:
http://www.fundfilm.org/for_grant/for_grant_fund.htm
Every year, the Council on Foundations features the Film
& Video Festival during its conferences. The festival
showcases work funded by foundations and corporate giving
programs. Productions selected for the festival demonstrate
the unique effect media can have in advancing program goals.
This web-based resource supports grant makers in their decision
to fund media projects. Chapter 8, “A Voice of their
Own: Youth Media”, focuses on the importance of funding
programs that offer opportunities to youth to produce their
own media and reach audiences with messages of their own devising.
RESOURCES AVAILABLE FOR PURCHASE
1. In their Own Voices: One Day We Had To Run! Refugee
Children Tell their Stories in Words and Paintings
Wilkes, Sybella. 64 pages. London, UK: Save the Children in
association with UNHCR, revised edition, 2000.
Availability: This publication is available from the publisher:
Save the Children, Education Unit, 17 Grove Lane, London,
SE5 8RD, UK. Phone: +44-20-7703-5400. Fax: +44-20-7708-2508.
Web site: http://www.savethechildren.org.uk.
ISBN: 0237520958.
Records the experiences of a group of young refugees in Kenya,
including the tragedies they witnessed, the dramas they survived,
and the future they envision. In addition to the children's
vivid stories and paintings, the book provides information
about the countries from which the children fled - Ethiopia,
Djibouti, Kenya, Somalia, Sudan, and Uganda - all enduring
civil war, chronic political instability, and unreliable weather
conditions leading to drought, famine, and disease. Prepared
in association with the United Nations High Commissioner for
Refugees (UNHCR) and Save the Children, this book can be used
by teachers to help students explore concepts such as migration,
justice, human rights, safety, environmental protection, economic
development, poverty and wealth, and the experience of being
a newcomer.
2. Kids Like Me: Voices of the Immigrant Experience.
Blohm, Judith M; and Lapinsky, Terri. 296 pages. Boston, MA:
Intercultural Press, 2006
Availability: May be ordered directly from Intercultural Press
at: http://www.interculturalpress.com/store/pc/viewPrd.asp?idcategory=0&idproduct=56
Kids Like Me includes the personal narratives of 26 young
immigrants as they adapt to life in a new and sometimes strange
country and culture. Kids Like Me also includes discussion
questions, self-directed activities and research ideas for
teachers and families that can be used in classrooms, clubs
and community settings.
3. Listen to My Picture: Art as a Survival Tool for
Immigrant and Refugee Student Brunick, Lisa Lefler.
Art Education. v.52, n.4, p.12-17. July 1999.
Availability: This article may be available for free from
your local library or from other sources (free or for a fee).
This article is available for purchase from Bell & Howell,
300 N. Zeeb Rd., Ann Arbor, MI 48106. Phone: 313-761-4700.
Addresses the social, emotional, and psychological needs of
immigrant and refugee students and the use of art forms to
communicate their feelings. Summarizes the identity crisis
that immigrants and refugees experience. Considers art education
as a helpful intervention. Discusses the characteristics of
children's artwork and the art teacher's role.
4. Newcomer Arts: A Strategy for Successful Integration:
A Manual for Refugee and Immigrant Service Workers and Newcomer
Artists. Modic, Kate; Kirby, Ron. Revised edition:
Marcus, Laura; and Skillman, Amy. Harrisburg, PA Institute
for Cultural Partnerships, revised and updated 2007.
Availability: The book may be ordered by downloading an order
form in PDF format at the Institute for Cultural Partnerships
Web Site at:
http://www.culturalpartnerships.org/productspubs/form1.pdf
Table of contents and selected chapter summaries may be found
at: http://www.culturalpartnerships.org/productspubs/refugeemanualcontents.asp
The purpose of this manual is to provide guidance and practical
information to refugee and immigrant service providers and
others in order to help them identify newcomers with artistic
or traditional skills and talents, and then direct them to
the proper resources. The authors state that early recognition
by resettlement agency workers, church sponsors, service providers
and others of the creative talents and the cultural heritage
of refugees has a very positive impact on the resettlement
process. They believe that arts and culture plays an important
role in refugee resettlement and attention to this area benefits
the individual refugee, the family, and the refugee community
through increased self-esteem and confidence, strengthened
community development, and hastened employment and self-sufficiency.
This ten-year anniversary edition includes the following additions:
1) Color photo pages with examples of traditional art forms;
2) A Sample Artist Information Form, to assist social service
workers in assessing arts activities with their clients; 3)
Making the Connection, a new resource to share with local
funding agencies and arts organizations about the value of
supporting these collaborative initiatives; 4) A resource
list of refugee and immigrant service organizations to facilitate
awareness with arts organizations/professionals; and 5) An
evaluation form for the Newcomer Arts Manual.
5. Remix: Conversations with Immigrant Teenagers.
Budhos, Marina Tamar, NY: Henry Holt, 1999.
Availability: This book is available (used) at Amazon.com
and Barnes and Noble.com. For further information, you may
contact the author at http://www.marinabudhos.com
Presents profiles of fourteen teenagers from countries around
the world, revealing their struggles to fit into American
society and their personal triumphs.
6. The Creative Community Builder’s Handbook:
How to Transform Communities Using Local Assets, Arts and
Culture. Borrup, Tom; and Partners for Livable Communities.
280 pages. St. Paul, MN: Fieldstone Alliance, 2006.
Availability: This resource may be purchased from the Fieldstone
Alliance Web Site:
http://www.fieldstonealliance.org/productdetails.cfm?PC=63
Part 1 of this guide distills research and emerging ideas
behind culturally driven community development and explains
the key underlying principles. Part 2 provides ten concrete
strategies for building on the unique qualities of your own
community. Each strategy is illustrated by two case studies
taken from a variety of cities, small towns, and neighborhoods
across the United States. The case studies describe how people
from all walks of life used culture and creativity as a glue
to bind together people, ideas, enterprises, and institutions
to make places more balanced and healthy. Part 3 includes
six steps to assessing, planning, and implementing creative
community building projects.
7. Teenage Refugees Speak Out (The Series) various
authors. 64 pages. New York, NY: Rosen Publishing, 1995 and
1997
Availability: The series or the individual books can be purchased
from the publisher's Web site http://www.rosenpublishing.com.
Rosen Publishing Group, 29 East 21st St., New York, NY 10010.
Phone: 1-800-237-9932 toll free. Email: customerservice@rosenpub.com.
ISBN: 0-8239-9331-0.
Teenage Refugees Speak Out educates teens about the lives
of their peers from other countries. American teens of all
ethnic backgrounds can gain insight and understanding into
the lives of teenagers who live around the world, as they
examine their own lives as Americans.
8. Tou Ger Xiong: Multicultural, Multilingual, Multicool.
Xiong, Tou Ger. Roseville, MN: Multicultural Multicool,
1999.
Availability: Multicultural Multicool, 1769 Lexington Ave.
North, #104, Roseville, MN 55113. Phone: 612-714-5356; Fax:
612-603-8399. Email:txiong@rnc.net
Educates and entertains a multigenerational, multicultural
audience about the challenges facing immigrants and refugees
living in the United States. Blending humor, folklore, hip-hop
performance, rap music, and self-parody, this 53-minute color
videotape, self-produced by the Hmong comedian Tou Ger Xiong,
intersperses visual and verbal images of traditional Hmong
culture with comedic storytelling that deals with culture
shock, cultural misperceptions, and cultural bias. Born in
1973 in Laos, Xiong fled with his family to the U.S. via a
refugee camp in Thailand. Shuttling back and forth between
the Hmong language and English, Xiong tells vignettes about
his life, which illustrates the gap between the Hmong's 5,000-year-old
tradition and the American culture of fast cars, tall buildings,
and technological marvels. Those Hmong children who encounter
racism and bias run the risk of rejecting their former culture.
The "secret weapon," according to Xiong, is to find
the proper balance to enable one to have a foot in each culture.
This video is not only useful to social workers, educators,
and others working with new arrivals but also appeals to a
general audience.
9. Transitions: Stories of our Journeys.
Houminer, Talia, Ed.. 108 pages. Bloomington, IN: 1st Books
Library, 2002
Availability: The book is available at Amazon.com or Barnes
and Noble.com or may be purchased from Georgia Mutual Assistance
Association Consortium (GMAAC), 901 Rowland St., Clarkston
, GA 30021, (404) 299-6646 ($10 donation requested)
For a free preview: http://www.authorhouse.com/BookStore/ItemDetail~bookid~11893.aspx
Transitions: Stories of our Journeys is a collection of stories
written by refugee youth from around the world compiled by
the Georgia Mutual Assistance Association Consortium (GMAAC).
These first person accounts offer a unique perspective of
the refugee experience.
10. Voices of the Teenage Diasporas Gunderson,
Lee. Journal of Adolescent and Adult Literacy. v.43, n.8,
p.692-706. May 2000.
Availability: This article is available for purchase from
Ingenta at http://www.ingentaconnect.com
or call Ingenta, Inc., 44 Brattle St., 4th Floor Cambridge,
MA 02138, 1-800-296-2221 toll free or 617-395-4000, Fax: 617-395-4099,
Email: ushelp@ingenta.com . It may also be available for free
from your local library or from other sources (free or for
a fee).
Gunderson argues that secondary teachers should take an interest
in students' languages and cultures in English as a Second
Language (ESL) classrooms because culture is part of identity;
identity relates to students' performance in school and in
society. Different concepts of teaching and learning, racism,
the importance of practicing English with native speakers,
being a refugee, and first language loss are also examined.
Magazines
11. Arts & Activities®. Skokie,
IL: Publishers Development Corporation, 1932- , 10 issues
per year (September – June).
Availability: Order a subscription at the Arts and Activities
Web Site at: http://www.artsandactivities.com/
This magazine is a valuable aid to anyone who teaches art
and addresses all grade levels—from pre-K through high
school. It is also used as a text in teacher-education programs
at colleges and universities nationwide. Each issue is filled
with art activities, creative ideas, information about materials
and supplies, techniques and methods that encourage students
to explore and experiment with visual art and crafts. Arts
& Activities® is there to help teachers guide student
growth and learning in art with well-illustrated projects,
material ideas and examples of a wide range of creative applications
and also addresses studio art, art history, art criticism
and aesthetics.
12. ChildArt, Washington, DC: International
Child Art Foundation. 1998- , 4 issues per year.
Availability: Order a subscription at the Stone Soup web site
(www.icaf.org).
A free issue on the 2007 World Art Children’s Festival
may be downloaded for free in RDF format on the Web at: http://www.icaf.org/resources/magazine/issues/ChildArt%200607%20-%20Aprl-June%202007.pdf
ChildArt is intended for children (8-12) and focuses on the
arts, creative development, and global education.
13. Stone Soup, Santa Cruz, CA: Stone Soup.
1973- , 6 issues per year.
Availability: This publication may be purchased at many independent
booksellers and book chains. Order a subscription at the Stone
Soup web site (www.stonesoup.com)
A sample issue may be downloaded for free in PDF format on
the Web at: http://www.stonesoup.com/pdfs/stone_soup.pdf
Download audio clips of several young authors reading their
stories: http://www.stonesoup.com/listen/
A collection of nearly 500 stories, poems, and book reviews
by children may be seen on the Web at: http://www.stonesoup.com/writing-by-children/
A collection of 1300 art works by children from 36 different
countries may also be seen on the Web at: http://www.stonesoup.com/art/.
Stone Soup is a magazine made up entirely of the creative
work of children. Young people ages 8 to 13 contribute their
stories, poems, book reviews, and artwork. Although it is
only published in English, work is accepted from all over
the world. All contributors whose work is accepted for publication
receive a certificate, two complimentary copies of the magazine,
and discounts on other purchases. In addition, contributors
of stories, poems, book reviews, and illustrators are paid
for each pub
|
|
