1. The Effect of Art History on the Cultural Awareness of Rural Minnesota Middle School
Students
Melissa Birkholz
Submitted in partial fulfillment of
the requirements for the degree of
Master of Arts from Prescott College
in Humanities: Art History
June 2009
Camille Smith, M.A.
Graduate Advisor
Don Sherman, M.F.A.
Second Reader
Priscilla Stuckey, Ph.D.
Third Reader

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3. Copyright © 2009 by Melissa A. Birkholz.
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4. Abstract
This study investigated the effect of art history lessons on the cultural awareness
of a group of middle school students in rural Minnesota. The data from eleven seventh
grade students was collected based on their enrollment in the art class, their assent, and
their parents’ consent. The students took a pre-assessment that gathered both quantitative
and qualitative data on their cultural awareness of Iraq and Syria, participated in a lesson
and art project about the art of the ancient Near East, and then took a post-assessment.
The same procedure was followed for a lesson and art project about the Sioux of the
North American Great Plains during the 1800s. Data from pre-assessments and postassessments were compared and analyzed to determine if art history lessons affected their
cultural awareness, and if so then how much. Changes in qualitative student responses
were also examined. Results indicated that the art history lessons raised the cultural
awareness of the students.

5. Table of Contents
I. Introduction and Discussion of the Issue……………………………..………………..1
II. Review of the Literature…………………………………………..…...……………...5
III. Discussion of the Methodologies and Methods Used…………………….………...14
IV. Discussion of the Research Results…………………………….…………………..22
V. Conclusion………………………………………………………...…………....……41
Appendix A……………………………………………………………………..………45
Appendix B……………………………………………………………………..………48

6. 1
I. Introduction and Discussion of the Issue
Art history is sometimes included in K-12 art curricula as a way to teach students
about art periods and artists. The author, who teaches art for grades 7 - 12 in a public
school, wondered if teaching art history impacts the cultural awareness of her middle
school students. The school district that she teaches in is located in a predominantly
White rural farming area in west-central Minnesota. While foreign exchange students
have attended the high school, and an exchange student from Germany is currently
enrolled in the 10th grade, most of the students’ daily face-to-face interactions with others
in the area are with people from their own cultural background. The author hypothesized
that when she teaches art history in her classes, it raises the cultural awareness of the
students, and she wanted to find out in what way and how much.
There are three principal towns in the school district. The middle school and high
school building is located in one of the towns, and the elementary building is located in
another. The author teaches in the middle school and high school building, which
currently serves one-hundred-eighty-five students enrolled in grades 7 – 12. The high
school portion consists of one-hundred-thirty-three students in grades 9 – 12. Ethnically,
98.5% of the high school students are White and 1.5% are American Indian. The middle
school consists of fifty-two students in grades 7 - 8, 100% of whom are White (L.
Mischke, personal communication, March 2009). The middle school and high school
building is located in a town which had a population of 605 persons recorded for the 2000
census. At that time, the population of the town was 99.7% White, .2% American Indian
or Alaska Native, .2% Asian, and .2% Hispanic or Latino. The elementary building,

7. 2
Figure 1 – Data from the United States 2000 Census
Town with
middle
school and
high school
building
99.7%
0%
Town with
elementary
building
Other
principal
town
County
that the
school
district is
in
98.4%
0.2%
United
States as a
whole
White
98%
100%
77%
Black or
0%
0%
12.6%
African
American
American
0.2%
1.1%
0%
0.5%
0.9%
Indian or
Alaska
Native
Asian
0.2%
0.9%
0%
0.4%
3.7%
Native
0%
0%
0%
0%
0.1%
Hawaiian or
Other Pacific
Islander
Hispanic or
0.2%
0%
1.1%
0.3%
12.9%
Latino (of
any race)
Other
0%
0%
0%
0.4%
5.6%
Note: Percentages may not add up to 100% due to rounding, and because Hispanics may
be of any race and are therefore counted under more than one category.
which includes grades K – 6, is in a town which had a population of 453 persons recorded
for the 2000 census. The population of that town was recorded as 98% White, 1.1%
American Indian or Alaska Native, and .9% Asian. The other principal town in the school
district had a population of 262 persons recorded for the 2000 census. The population of
that town was recorded as 100% White and 1.1% Hispanic or Latino (of any race). The
county that the school district is located in had a population of 5,820 persons recorded for
the 2000 census. At that time, the population of the county was 98.4% White, .5%
American Indian or Alaska Native, .4% Asian, and .3% Hispanic or Latino. The
percentages for the United States as a whole during that time were 77% White, .9%

8. 3
American Indian or Alaska Native, 3.7% Asian, and 12.9% Hispanic or Latino (of any
race) (Figure 1) (Buttle & Tuttle Ltd., 2008; Hometown USA, 2009; Minnesota Home
Town Locator, 2009).
The author has a background in art education and art history. She has been
teaching art for seven years, all of which have been in the same school. Art history and
the art of various cultures have been important elements of her teaching since her student
teaching days. For the past year and a half, she has been taking art history courses in
preparation for her Master of Humanities (with an emphasis in art history) through
Prescott College. Social and ecological literacy was included in her studies as she
explored the art history of various cultures. Ethnically, she is 90.6% White and 9.4%
American Indian. While the majority of her life has been spent in predominantly White
communities, she has spent a combined total of thirteen years interacting with American
Indian people and communities, including living on a reservation, attending classes at
two tribal colleges, student teaching at a reservation school, and tutoring American Indian
students. She plans to use the results of her thesis to improve the art program in her
school by adjusting her lessons based on the results. She believes the results will be
valuable to other art educators and art historians who wish to study the effects of
including art history in school curricula.
A study like this one has not been done in the school or surrounding communities.
The author has not seen any previous studies done expressly to ascertain the effect of art
history lessons on the cultural awareness of middle school students. She has seen studies
that come close, such as an article by Ortuno (1994), from the publication Hispania
(published by the American Association of Teachers of Spanish and Portuguese), which

9. 4
pointed out that reproductions of Spanish paintings from the sixteenth- to twentiethcenturies can be used to promote language and cultural learning in a variety of age
groups. The study of how art history raises cultural awareness in middle school children
provides an opportunity for further research.

10. 5
II. Review of the Literature
Cultural awareness is defined as understanding and appreciating customs, values
and beliefs of various cultures, and being able to incorporate that understanding and
appreciation into interactions with others from different cultures (Yavapai County
Government, 2009). It includes developing awareness of a person’s own culture as well
as of others’ cultures. Respect and dignity for all individuals is essential, remembering
that differences are not labeled good or bad, just different. Fostering cultural awareness
can include learning about traditional beliefs, and the meanings of words, phrases, foods,
gestures, symbols, customs, significant days, activities and rituals. Globalization, military
conflicts, and immigration have brought the importance of cultural awareness to the
attention of business people, health care providers, child advocators, educators, adult
learners, the military, and many other organizations and individuals. They are seeing that
cultural awareness enhances communication and fosters positive interaction between
peoples of all ages. For example, the positive or negative response of educators to
students from different cultural backgrounds can effect the self-esteem and academic
success of those students (Brown, 2007; Canadian Executive Service Organization, 2008;
Day & Eisner, 2004; Defense Language Institute Foreign Language Center, 1999;
Dupree, 2002; Fenner, 2000; Kauppinen, 1991; National Court Appointed Special
Advocate Association, n.d.; Oshun, 2008; Rhode Island Department of Health, 2009;
Yavapai County Government, 2009).
Children progress through stages of cultural and racial awareness as their
cognitive development, experiences with their bodies, and experiences with social

11. 6
environments intermingle. As toddlers, they begin to mimic adult behavior, begin to
recognize physical differences, and learn the names of colors including skin color. When
they are three and four years old, they become more aware of differences as they learn to
classify and sort based on criteria such as color and size. They ask and comment about
skin color and hair texture, and want to know how people got their different traits. Their
thinking is limited and inconsistent, so it is easy for them to believe stereotypes and form
prejudices. They also begin to develop a preference for one race. While they are five and
six, they continue to ask about physical differences as they begin to understand the
explanations for those differences. They can make distinctions between members of
different racial or cultural groups, and enjoy exploring the cultures of their friends. By
age six, most children understand the concept of fair and unfair, and often use them as
they deal with others. When they are seven and eight, children can consider multiple
attributes at once, understanding how a person can be a member of several different
groups (such as how a person can be a part of a family, a class, and a culture all at one
time). They can also understand feelings of shame and pride and are aware of racism
against their own group. They are able to empathize and are interested in learning about
the world. Ages seven and eight years of age are prime years to give children accurate
information about race and culture so they grow and mature out of “preschool” ways of
thinking. After a child reaches nine years of age, their cultural and racial attitude tends to
stay the same unless they have an experience that substantially touches their lives
(Aboud, 1988; Derman-Sparks, 1989; York, 1991).
Middle school students go through a period of early adolescent development and
change. These changes, and the experiences they have during this developmental period,

12. 7
can have a significant impact on the adults they become. This period includes changes in
intellectual development, with a shift from concrete to abstract operations and an increase
in reasoning and decision-making abilities. Research shows that their information
processing may be enhanced because a reorganization of synaptic connections occurs
during this period. Development of self-concept (their beliefs about their characteristics,
abilities, and relationships), self-esteem (their sense of overall worth), and identity (their
general sense of themselves and their psychological reality) become important during this
time. Positive self-concept and identity formation includes successfully negotiating social
relations with others and exploring a variety of activities and roles. Self-esteem is highest
in adolescents when they believe they are capable of doing things that are important to
them, and when their social relations are positive. This period of intellectual, personal,
and social development presents further opportunity for parents and educators to have an
impact on whether or not middle school children become culturally aware adults (Greene
& Walker, 1986; Laurel, 2005; Skelton, 1991; University of Oregon, 2003; Wagner,
2005).
The promotion of cultural awareness is a natural fit within the inclusive spirit of
multicultural education, which tends to challenge stereotypes and misconceptions about
people based on their ethnic backgrounds and other aspects of their humanity.
Multicultural education has a history that reaches back to the 1800s. Support for it is
growing even though it is criticized by people who seek social justice as well as by those
who want to uphold traditional Western philosophies.
Scholars who came of age during the civil rights movement motivated the current
multicultural education movement. Ethnic studies developed during the late 1800s and

13. 8
first half of the 1900s through the work of scholars such as the African American Civil
War veteran George Washington Williams (1849-1891), the sociologist and historian
W.E.B. DuBois (1868 – 1963), and the educator and writer Horace Mann Bond (1905 –
1972). Ethnic studies continued to develop and expand as the publications of those early
scholars helped to influence a new generation of scholars who emerged during the civil
rights movement of 1960s and 1970s. That new generation of scholars includes current
proponents of multicultural education, such as the author James A. Banks, historian and
anthropologist Geneva Gay, author Christine Bennett, educator and speaker Carlos
Cortés, and educator and author Philip Chinn. As various scholars and educators involved
in ethnic studies came together, they formed the opinion that the best way for students
from diverse racial and ethnic groups to experience equality was multicultural education.
Multicultural education gained momentum and schools began to respond to the needs of
students from marginalized groups, including students of color, female students, and
students with disabilities (Banks, 1996; Bothton, 1997; McLaren & Sleeter, 1995).
Multicultural education is challenged by critics from both the right and the left.
Critics from the right claim that historically the United States has been sociologically
united, and that multicultural education promotes divisiveness and ethnic polarization.
Critics from the left claim that multicultural education fails to challenge the current social
structure that oppresses marginalized groups including the poor, ethnic minorities, and
women. In spite of those criticisms, grass-roots support for multiculturalism among
teachers, students, school administrators, parents, and ethnic communities is growing.
People who support multicultural education want to be agents of social change by
overcoming inequality and working toward a just and humane society. They believe that

14. 9
if students are to function effectively in the decades to come, they must have the
knowledge, attitudes, and skills needed to function in a diverse world (Banks, 1996;
Darling-Hammond, French & Garcia-Lopez, 2002; Day & Eisner, 2004; Kauppinen,
1991; McLaren & Sleeter, 1995; Webb, 1990).
Multicultural education and art education are natural partners because art’s
universal nature spans the human experience throughout times, places, and peoples. This
universal nature enables art to be a multicultural subject as it embraces the past and
present artistic expressions of people and cultures around the world. The study of past
artistic expressions, in the form of art history, is one of the key components of art
education. The iconographic and contextual approaches to art history lend themselves
well to reconstructing a culture’s roots, traditions and legacy. In that way, the art history
component of art education is a natural partner with multicultural education. Art
education’s natural connection with multicultural education also enables art to be a
vehicle for promoting cultural awareness, social justice, and peace (Day & Eisner, 2004;
Harris, 2001; Kauppinen, 1991).
When teaching cultural awareness to middle school students, the goal should be to
increase their knowledge of cultures and minority groups, and minimize their prejudice
toward others who are different. When teachers incorporate cultural awareness into the
curriculum, those efforts should include an interdisciplinary approach, interesting
materials, and development of critical thinking. It should include activities that take into
account early adolescent cognitive skills while being authentic, multidimensional, and
devoid of stereotyping (Eldridge, 2008; Kader, 2007; Skelton, 1991). For art teachers
who wish to promote cultural awareness through their programs, there are many

15. 10
resources offering art projects that reflect the art of various periods and cultures. The
“trick” is in knowing how to go beyond simply doing a multicultural project by building
an art lesson that effectively promotes cultural awareness. Kader (2005) offers a list of
what an effective multicultural art lesson should include:
1. The geographical location of the culture that the art is from
2. Local vocabulary to authenticate concepts
3. History of the art, culture, and people whose work is being studied
4. The role of art makers, men or women, in the production process
5. Symbols that pertain to the artwork
6. Socio-economic conditions during the time the art was made
7. How the art was viewed when it was made compared to how the art is viewed
at the present time
An art history lesson that is aimed at promoting cultural awareness can
incorporate those seven elements. When the author built the art history lessons to use for
this study, she chose to do one on the art of the ancient Near East and another on the art
of the Sioux of the Great Plains during the 1800s. She included Kader’s suggested
elements in each lesson. For the lesson on ancient Near Eastern art, she included a map
that showed Iraq, Syria, Iran, and surrounding countries. She punctuated the lesson with
Mesopotamian and Arabic vocabulary, including “lamassu” (a divine, protective being
revered by Assyrians), “genie” (Arabic for “spirit”), and “marhaba” (Arabic for “hello”).
Visuals of art that tied in to historical figures and events were used, such as the “Head of

16. 11
Hammurabi” (currently located at the Louvre) and the “Warka Mask” (which was
returned to Iraq’s National Museum in September 2003 after being stolen during the
anarchy that accompanied the fall of Saddam Hussein's regime). A visual of a relief
sculpture of a Mesopotamian woman making thread was used to lead in to the role of art
makers. Symbolism found in various art works, the socio-economic conditions, and how
the art was viewed then compared to how it is viewed now were also included. The
corresponding art project was a lamassu relief sculpture made from earthenware clay
(1001and1, n.d.; Arab American and Chaldean Council, 2006; BBC, n.d; Black & Green,
1995; Chrisp, 2004; CNN, 2003; Frankfort, 1996; Kader, 2007; Louvre, n.d.; Roaf, 2004;
The Sydney Morning Herald, 2003).
For the lesson on Sioux art, she included a map of the northern Great Plains
including North Dakota, South Dakota, Nebraska, and Minnesota. She included Sioux
vocabulary, such as “wanbli” (Lakota Sioux for “eagle”), “hau” (Sioux for “hello”), and
“atanikili” (Lakota Sioux for “you’re awesome”). Visuals that connected to historical
figures and events were used, such as a war shirt worn by Red Cloud and beadwork done
with pony beads (so-named because White traders brought them on horseback). Visuals
of quillwork and beadwork (which were considered to be a sacred art made by women),
and pictographs (painted by men to show their dreams or brave deeds) were used to
discuss the role of art makers. Symbolism found in various works, the socio-economic
conditions, and how their art was viewed then compared to how it is viewed now were
also included in the lesson. The corresponding project was the students’ choice of either a
choker or a necklace made from a variety of beads, imitation animal teeth and claws, and
imitation sinew (Akta Lakota Museum, n.d.; Buechel & Manhart, 2002; Dubin, 1999;

17. 12
Eldridge, 2008; Jennys, 2004; Her Many Horses, 2007; Hook & Hook, 1985; Horse
Capture & Horse Capture, 2001; Lyford, 1990; Monture, 1993; Taylor, 1993).
When the author searched for studies and projects that have been done on the
effects of art history on the cultural awareness of middle school students, she found some
studies that came close, in that they included art within the scope of their study. However,
none of them was focused specifically on art history and cultural awareness. The
researcher also did not find any opposing views or study results to counter, probably
because of the lack of research on the topic.
The published studies and projects that approximated the author’s study were
ones by Marian Ortuno (1994), Christopher Bernier (1995), Carol Butler and William
Egnatoff (2002), and Jane Graziano (2004). Ortuno’s report stated that a crossdisciplinary approach combining language, literature, history, and art was an effective
method to achieve positive results on language learning and formation of cultural
attitudes. Bernier published a dissertation about how a population of middle school
students experienced an increase in their cultural awareness and a decrease in their
prejudice through the formation of a cultural awareness group and the introduction of a
multicultural curriculum. Butler and Egnatoff published an article about an arts program
for middle school students that addressed bias, specifically prejudices towards Canadian
First Nations people. The success of the program was attributed to its focus on the arts,
which brought people together. Graziano’s article related her experience teaching a class
of middle school students a lesson on Aboriginal painting. The lesson was described as
being successful in fostering the students’ appreciation of another culture through

18. 13
teaching them about Aboriginal beliefs and exploring how they made use of available
resources in their art making.
Colleges and universities state that art history courses are beneficial for their
students. When art history is placed in the wider context of world history, religion,
aesthetics, politics, and language, it becomes a diverse and intellectually stimulating
subject area for them. The study and analysis of art and architecture is intended to extend
their visual backgrounds and cultural awareness. Art history students develop a number
of skills and qualities including appreciation of aesthetics, critical thinking, seeking out
alternative perspectives, cultural awareness, flexibility and openness to new ideas,
objectivity, and advocacy. It is the author’s observation that art history can also be
beneficial in developing cultural awareness in middle school students (Georgetown
University, n.d., Southern Methodist University, 2004; University of Utah, 2008).

19. 14
III. Discussion of the Methodologies and Methods Used
The author used two specific art history lessons with her seventh grade students
during the Spring 2009 semester to ascertain if art history has an effect on their cultural
awareness. Each lesson included a corresponding art project. The seventh graders are the
only middle school students who take art classes during the spring semester. There are
two sections of seventh grade students, one section taking the art class during the first
nine weeks of the semester, and the other section taking the art class during the second
nine weeks of the semester. For this study, the section that took the art class during the
first nine weeks is labeled “Section 1” and the section that took the art class during the
second nine weeks is labeled “Section 2.” The two specific art lessons for the study were
taught to both sections of seventh graders, which numbered twenty-eight students total.
One lesson dealt with the art of the ancient Near East, specifically of ancient Iraq and
Syria. The other lesson dealt with the art of the Sioux of the North American Great Plains
during the 1800s. A pre-assessment and a post-assessment were given before and after
each lesson. The pre-assessment and post-assessment results for a specific lesson were
compared to show if the lesson had an effect on the cultural awareness of the students.
The overall results from each lesson were also examined and compared to determine the
overall effect, if any, and to explore the possibilities of further research on the topic.
Before the study began, assent was obtained from the middle school students who
wished to participate, and consent was obtained from the parents and guardians. When
the author told her students about her thesis study, she compared it to their science fair
projects, in which they form hypotheses, do projects to test them, and then present the

20. 15
results. She explained the assent forms to them and gave them three days to think about
it, talk to their parents, and sign and return them if they wanted to participate. Consent
forms were mailed to the parents and guardians, along with self-addressed stamped
envelopes, with a seven day time frame figured in to make sure they had time to talk to
the students and return the forms if they gave their consent. Follow-up phone calls were
made to the parents and guardians to answer any questions and thank them for their help
in carrying out the study. Parents and guardians who were not interested were not
pressured about their choice. All twenty-eight of the seventh graders returned their assent
forms. Twenty-two of the parents and guardians returned their consent forms. All
students participated in the lesson and activities so that none were singled out as “nonparticipants,” but only the ones who gave and had permission for the use of their data
were included in the data analysis.
The first lesson that was presented was on the art of the ancient Near East, namely
Mesopotamia or the area currently known as the countries of Iraq and Syria. Many
different peoples have influenced the art of that region. Therefore, the focus of the lesson
was narrowed to the Sumerians, Assyrians, and Babylonians, and how the art of the
region changed with the Islamic Empire. Before the lesson was presented, the students
were given a pre-assessment to measure their cultural awareness of Iraq and Syria.
The author designed her own cultural awareness assessments for her middle
school students, modified from assessments aimed at adults, because she did not find any
assessments or surveys meant to be taken by middle school students to measure their
cultural awareness. The assessments were created to gather both qualitative and
quantitative data. Some of the questions she included in the survey were closed-ended

21. 16
while others were open-ended. The closed-ended questions consisted mainly of multiplechoice questions on facts about the region’s geography, culture and artistic symbolism,
and student knowledge of the Arabic language. A five-level Likert scale to ascertain
student interest in a cultural celebration was also included. Using the scale, the students
chose which of the five levels of interest best matched their own. A response of, “Yes, a
lot,” on the scale indicated the highest level of interest while a response of, “No,
absolutely not,” indicated the lowest level of interest (Appendix A). In the Near Eastern
assessment, the Likert scale measured student interest in attending a cultural celebration
known as Eid al-Adha, which is an Islamic celebration of Abraham’s obedience to Allah
that includes a feast, gift giving, and donations to others who are less fortunate. Openended questions were also used in the assessments to enable students to express their own
thoughts and opinions on cultural facts and the cultural celebration (American Academy
of Family Physicians, 2000; American Speech-Language-Hearing Association, 2008;
BBC, 2009; Czarra, 2003; Goode, 2004; I-CANS, n.d.; Literacy.net, n.d.; Rose, 2007;
San Diego State University. n.d.; University of Kansas, 2003).
The Near Eastern lesson and project lasted a combined total of seven class days.
For each of those days, the author greeted the students with “marhaba” (an Arabic word
for “hello”) at the beginning of each class. The presentation and discussion of the art of
ancient Mesopotamia lasted for two class periods. The presentation included the
multicultural content suggested by Kader (2005), incorporating geography, vocabulary,
history, the role of art makers, artistic symbolism, socio-economic conditions, and how
the art was viewed when it was made compared to how it is currently viewed. Then the
students worked with clay for another three class periods while they used the slab

22. 17
technique with additive and subtractive decoration to create their own lamassu relief
sculptures. Lamassu were protective deities that had the body of a bull, the head of a
human, and often the wings of a bird. The Assyrians used huge sculptures of them as
gateway guardians at the entrances of royal palaces (Black, 1995; Frankfort, 1996;
Oriental Institute, 2008). While the students worked on their relief sculptures, they
listened to traditional Near Eastern music from the music CD Silan by Yair Dalal and the
Al Ol Ensemble (1998). After the relief sculptures were built, one class period was spent
on a “wrap-up” summary, which included watching the video Mesopotamia (Ancient
Civilizations for Kids, 1998). The post-assessment, which contained the same questions
as the pre-assessment, was given to the students the following class day. After the
projects were dried and fired, the students had another two class days to paint their
lamassu sculptures (see Figure 2, Figure 3).
Figure 2 – Lamassu by a 7th Grader
Figure 3 – Lamassu by a 7th Grader

23. 18
The other lesson presented was on art made by the Sioux of the North American
Great Plains during the 1800s. Before the lesson was presented, the students were given a
pre-assessment to measure their cultural awareness of the Sioux people. It was an
assessment the author designed, as she did with the Near Eastern one. Some of the
questions were closed-ended while others were open-ended. The closed-ended questions
consisted mainly of multiple-choice questions on facts about the related geography,
culture and artistic symbolism, and student knowledge of Sioux language. A five-level
Likert scale was included to ascertain student interest in a pow-wow, an event in which
indigenous people join together in dancing and singing to celebrate their heritage, honor
war veterans, and socialize. Open-ended questions enabled students to give their own
thoughts and opinions on cultural facts and the pow-wow (Appendix B) (American
Academy of Family Physicians, 2000; American Speech-Language-Hearing Association,
2008; Czarra, 2003; Gedeon, 2001; I-CANS, n.d.; Literacy.net, n.d.; Rose, 2007; San
Diego State University. n.d.; Sioux YMCA, 2002).
The Sioux lesson and project lasted a total of seven class days. For each of those
days, the author greeted the students with “hau” (the Sioux word for “hello”) at the
beginning of each class. She also randomly used the expression “atanikili” (Lakota for
“you are awesome”) throughout the lesson and project days. The presentation and
discussion on Sioux art, which included the multicultural points suggested by Kader
(2005), lasted two class periods. Then the students worked with imitation sinew and a
variety of beads (including imitation bear claws, eagle claws, and elk teeth) for another
three class periods while they designed and made their choice of either a necklace or a
choker. Most students had time to make an additional necklace or a bracelet. While they

24. 19
worked, they listened to Lakota Sioux stories from the CD The Lakota Way by Joseph M.
Marshall III (2002), and Dakota Sioux flute music from the CD Eagle Dreams by Brian
Akipa (2001). After the projects were finished, two class periods were spent on a “wrapup” summary, which included watching the DVD Sitting Bull: Chief of the Lakota Nation
(Biography, 2005). The post-assessment, which contained the same questions as the preassessment, was given to the students the next class day (see Figure 4, Figure 5).
Figure 4 – Necklace by a 7th Grader
Figure 5 – Choker by a 7th Grader

25. 20
For both lessons, when the lesson and post-assessment were completed, the author
compared the responses from the pre-assessments and post-assessments. She also shared
the overall results of each lesson with the students, while keeping specific identities
confidential. The overall results of each lesson were organized into the numbers of
students who did and did not score better on the post-assessment than on the preassessment, the numbers of students who did or did not learn new words from the
languages, and the numbers of students whose interest in attending the cultural
celebrations increased, stayed the same, or decreased. In this way, the students could
further share in the study they were participating in and see the effects that the lessons
had on them as a group.
Some of the limitations of this study include the limited population selection, the
length of time that the students were engaged in lessons, vicarious experience versus
direct experience, and possible researcher bias. There were only twenty-two participants
in the study, and each of those were seventh graders enrolled in one small school district
in west-central Minnesota. Therefore, the population selected cannot represent all middle
school students throughout the United States. Each of the lessons used for this study
involved the students in an art history topic and a corresponding art project for seven
school days. It is possible that the length of time that the students are engaged in a lesson
could have an effect on its success in fostering cultural awareness. There were no actual
Eid al-Adha celebrations, or pow-wows, or similar cultural events being held nearby for
the students to attend to have direct experiences with each culture. Their experiences
were vicarious, and direct experience may have provided a better measure of practical

26. 21
application. The ethnicity of the researcher is 90.6% White and the majority of her life
has been spent in predominantly White communities. She is 9.4% American Indian, and
has spent a combined total of thirteen years interacting with American Indian people and
communities, including living on a reservation and attending pow-wows. She has no
direct experience with Near Eastern culture or celebrations. Therefore, the researcher’s
background may affect lesson construction and delivery.
Since the lessons were done with two different sections of seventh graders, there
are variables involved including the different personality make up of each section and an
interruption for standardized testing. Each class, or section of a grade, has its own
“personality” based on the unique mix of experiences, perspectives, abilities, and
personality traits of the different students in each group. The Sioux art history lesson for
Section 2 was interrupted by two days of standardized testing. The students in Section 1
did not experience any similar interruptions.

27. 22
IV. Discussion of the Research Results
The cultural assessment data of twenty-two students was used for the Iraq and
Syria portion of the study (eleven students from Section 1 and eleven students from
Section 2). When their pre-assessment and post-assessment results were compared, 100%
of the students increased in factual knowledge about Iraq and Syria. On average, the
students’ factual knowledge increased by 46.19 percentage points. Before the lesson,
4.55% of the students responded as knowing one or more Arabic words. After the lesson,
95.45% of the students responded as knowing one or more Arabic words. After the
lesson, 68.18% of the students showed an increase in interest in attending the Islamic
celebration of Eid al-Adha, 9.09% showed a decrease in interest, and 22.73% showed no
change in interest. On average, the students’ interest in attending Eid al-Adha increased
by .87 of a level on the five-level Likert scale that was used (Figure 12 and Figure 13).
The students wrote their reasons for their level of interest in attending Eid alAdha on both the pre-assessment and the post-assessment. Before the lesson, eight
students showed a neutral level of interest, the most common reasons given being “I
don’t know,” or “I don’t know what it is,” types of answers. Eight students showed a
positive (yes) level of interest, with the reason given typically being that it might be
“cool” or “fun.” Six students showed a negative (no) level of interest, with the most
common reasons given being “I don’t know much about it,” or “I don’t know what it
means,” types of answers (see Figure 6, Figure 7).
After the lesson, one student wrote, “I don’t know,” as their reason for their level
of interest in attending Eid al-Adha, while another student wrote, “I don’t know about
them,” and another student left the reason blank. Some students gave reasons that

28. 23
expressed specific knowledge about the celebration, such as “Food and presents sound
fun,” “Because Abraham is in the Bible,” and “They give presents to each other, help
poor people, and eat food.” In Section 1, the tone of Student 1’s reason changed from an
indefinite “could be cool” before the lesson to a more certain “would be fun” after the
lesson. The tone of Student 9’s answer showed a similar change. One student’s interest
level decreased from a neutral level to a negative (no) level. The reason the student gave
for her or his neutral answer before the lesson was, “I don’t know.” The student’s reason
when she or he gave a negative answer after the lesson was, “They might worship
something weird.” The student’s post-assessment reason shows that she or he gained the
understanding that the celebration has a religious connection, although their knowledge
of the religion may still be incomplete. The student’s use of the word “might” shows that
the interest level or reason could change if she or he had more information or experience
on the topic. In Section 2, Student 5 decreased in interest, their pre-lesson reason being,
“It could be kind of fun,” and their post-lesson reason being, “I don’t know.” The
student’s factual knowledge increased by 53.83 percentage points, so her or his postlesson reason could be more from indecision than lack of knowledge. Student 4, who
increased in both factual knowledge and interest, gave a post-lesson reason of, “Don’t
know about them” (see Figure 6, Figure 7, Figure 8, Figure 9).
According to the results, all of the students who participated in the Iraq and Syria
portion of the study increased in factual knowledge about the Near East. The percentage
of students who reported knowing one or more Arabic words increased by 90.9
percentage points. A majority of students showed an increase in interest in attending the
cultural celebration. Students who showed no change in their level of interest or a

29. 24
decrease in their level of interest gave reasons that showed an overall increase in
awareness of the cultural celebration. Based on the students’ increase in factual
knowledge about the culture, their increase in learning one or more Arabic words, and
their increase in an understanding of Eid al-Adha, the students experienced an increase in
their awareness of Near Eastern culture. Although a percentage of the students showed a
decrease in interest in attending a cultural event, over seven times as many students
showed an increase in interest than showed a decrease in interest. Therefore, the lesson
had a greater positive effect than a negative effect on student interest in attending a
celebration observed in Near Eastern culture (see Figure 6, Figure 7, Figure 8, Figure 9,
Figure 10, Figure 11, Figure 12, and Figure 13, Figure 22, Figure 23).
Figure 6 - Iraq and Syria Pre-assessment Results for Section 1
Know one or
more Arabic
words
Interest in
attending Eid alAdha
Reason given for level of
interest in attending Eid
al-Adha
Student 1
Student 2
Student 3
% of fact
questions
answered
correctly
46.14%
53.85%
30.77%
no
no
no
It could be cool.
It might be fun.
I don’t know.
Student 4
30.77%
no
Student 5
Student 6
11.11%
53.85%
no
no
a-Yes, a lot
b-Yes, sort of
c-It wouldn’t
matter either way
c-It wouldn’t
matter either way
a-Yes, a lot
b-Yes, sort of
Student 7
46.14%
no
Student 8
38.46%
no
Student 9
Student 10
23.08%
53.85%
no
no
Student 11
23.08%
no
c-It wouldn’t
matter either way
c-It wouldn’t
matter either way
b-Yes, sort of
b-Yes, sort of
c-It wouldn’t
matter either way
I don’t know what it is.
To do something new.
It might fun to learn
something new.
I don’t know.
Don’t know what it is.
It might be fun to try it.
It would be fun to do
something new.
I don’t know.

30. 25
Figure 7 - Iraq and Syria Pre-assessment Results for Section 2
Know one
or more
Arabic
words
no
Interest in
attending
Eid al-Adha
Reason given for level
of interest in attending
Eid al-Adha
Student 1
% of fact
questions
answered
correctly
38.46%
c-It wouldn’t
matter either
way
Student 2
23.08%
no
b-Yes, sort of
Student 3
23.08%
yes
Student 4
7.69%
no
Student 5
Student 6
7.69%
38.46%
no
no
Student 7
46.14%
no
Student 8
38.46%
no
d-No, not
much
d-No, not
much
b-Yes, sort of
e-No,
absolutely not
c-It wouldn’t
matter either
way
d-No, not
much
It may be good trying
something new and
learning about someone
elses culture.
I want to learn another
peoples culture
I don’t know much about
it.
Cuz Im not Iraqui
Student 9
53.85%
no
c-It wouldn’t
matter either
way
Student 10
38.46%
no
Student 11
30.77%
no
e-No,
absolutely not
d-No, not
much
It could be kind of fun
I don’t know what it is.
I don’t know much about
the country.
I wouldn’t know what to
do and it might go
against my religion.
It would be fun learning
a new holiday but I
would feel akward not
knowing how to
celebrate.
I don’t know
I don’t know what it
means.

31. 26
Figure 8 - Iraq and Syria Post-assessment Results for Section 1
Student 1
Student 2
% of fact
questions
answered
correctly
100%
77.78%
Know one
or more
Arabic
words
yes
yes
Student 3
Student 4
88.89%
88.89%
yes
yes
Student 5
23.08%
no
Student 6
100%
yes
Student 7
88.89%
yes
Student 8
Student 9
Student 10
88.89%
100%
55.56%
yes
yes
yes
Student 11
100%
yes
Interest in
attending
Eid al-Adha
Reason given for level of
interest in attending Eid
al-Adha
a-Yes, a lot
I think it would be fun.
b-Yes, sort of Food and presents sound
fun.
b-Yes, sort of It might be fun.
c-It wouldn’t It doesn’t matter.
matter either
way
a-Yes, a lot
It sounds fun to do
something new.
a-Yes, a lot
Because Abraham is in the
Bible.
c-It wouldn’t I would be OK either way.
matter either
way
b-Yes, sort of It would be fun.
a-Yes, a lot
It sounds gangster.
a-Yes, a lot
It would be fun to learn
about a new culture.
e-No,
They might worship
absolutely
something weird.
not

32. 27
Figure 9 - Iraq and Syria Post-assessment Results for Section 2
Know one
or more
Arabic
words
yes
Interest in
attending
Eid al-Adha
Reason given for level of
interest in attending Eid
al-Adha
Student 1
% of fact
questions
answered
correctly
92.31%
a-Yes, a lot
Student 2
Student 3
69.23%
76.92%
yes
yes
Student 4
84.62%
yes
Student 5
61.52%
yes
Student 6
92.31%
yes
Student 7
69.23%
yes
a-Yes, a lot
c-It wouldn’t
matter either
way
c-It wouldn’t
matter either
way
c-It wouldn’t
matter either
way
d-No, not
much
b-Yes, sort of
Yes, to try something new
and learn about it… food.
I love food
I have never been to one.
Student 8
100%
yes
Student 9
84.62%
yes
Student 10
76.92%
yes
Student 11
53.85%
no
Don’t know about them
I don’t know
I am not a Muslim.
Because theres cool
artwork
b-Yes, sort of They give presents to each
other, help poor people,
and eat food.
b-Yes, sort of I would like to learn about
their culture and what
their celebration is like.
d-No, not
much
b-Yes, sort of Because it would probably
be a good experience and
be interesting.

33. 28
Figure 10 – Comparison of Iraq and Syria Pre- and Post-assessments, Section 1
% of
students
whose
knowledge
of facts
score
increased
% of
students
whose
knowledge
of facts
score
decreased
% of
students
whose
knowledge
of facts
score
stayed the
same
% of
% of
students students
who
who
knew
knew
one or
one or
more
more
Arabic
Arabic
words
words
before
after
100%
0%
0%
0%
90.91%
Note: Percentages may not add up to 100% due to rounding.
% of
students
whose
interest in
attending
Eid alAdha
increased
% of
students
whose
interest in
Eid alAdha
decreased
% of
students
whose
interest
in Eid
al-Adha
stayed
the same
45.45%
9.09%
45.45%
Figure 11 – Comparison of Iraq and Syria Pre- and Post-assessments, Section 2
% of
students
whose
knowledge
of facts
score
increased
% of
students
whose
knowledge
of facts
score
decreased
% of
students
whose
knowledge
of facts
score
stayed the
same
% of
% of
students students
who
who
knew
knew
one or
one or
more
more
Arabic
Arabic
words
words
before
after
100%
0%
0%
9.09%
90.91%
Note: Percentages may not add up to 100% due to rounding.
% of
students
whose
interest in
attending
Eid alAdha
increased
% of
students
whose
interest in
Eid alAdha
decreased
% of
students
whose
interest
in Eid
al-Adha
stayed
the same
90.91%
9.09%
0%
Figure 12 – Comparison of Iraq and Syria Pre- and Post-assessments, All Students
% of
students
whose
knowledge
of facts
score
increased
% of
students
whose
knowledge
of facts
score
decreased
% of
students
whose
knowledge
of facts
score
stayed the
same
% of
% of
students students
who
who
knew
knew
one or
one or
more
more
Arabic
Arabic
words
words
before
after
100%
0%
0%
4.55%
95.45%
Note: Percentages may not add up to 100% due to rounding.
% of
students
whose
interest in
attending
Eid alAdha
increased
% of
students
whose
interest in
Eid alAdha
decreased
% of
students
whose
interest
in Eid
al-Adha
stayed
the same
68.18%
9.09%
22.73%

34. 29
Figure 13 – Change in Iraq and Syria Factual Knowledge and Interest Level,
All Students
Change in
percentage points
of fact questions
answered
correctly
SECTION 1
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Average of Section 1
SECTION 2
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Average of Section 2
AVERAGE OF ALL STUDENTS
Change in interest
level in attending Eid
al-Adha (on a Likert
scale)
+53.86
+23.93
+58.12
+58.12
+11.97
+46.15
+42.75
+50.43
+76.92
+1.71
+76.92
+45.53
0
0
+1
0
0
+1
0
+1
+1
+1
-2
+.64
+53.85
+46.15
+53.84
+76.93
+53.83
+53.85
+23.09
+61.54
+30.77
+38.46
+23.08
+46.85
+2
+1
+1
+1
-1
+1
+1
+2
+1
+1
+2
+1.09
+46.19
+.87

35. 30
Cultural assessment data from the same twenty-two students was used for the
Sioux portion of the study. When their pre-assessment and post-assessment results were
compared, 95.45% of the students increased in factual knowledge of the Sioux while
4.55% showed no change in factual knowledge. On average, the students’ factual
knowledge increased by 43.44 percentage points. Before the lesson, 9.09% of the
students reported knowing one or more Sioux words. After the lesson, 100% of the
students responded as knowing one or more Sioux words. After the lesson, 54.55% of the
students showed an increase in their interest in attending a pow-wow, 9.09% showed a
decrease in interest, and 36.36% showed no change in interest. On average, the students’
interest in attending a pow-wow increased by .82 of a level on the five-level Likert scale
that was used (see Figure 20, Figure 21).
The students expressed a variety of reasons for their level of interest in attending a
pow-wow, both before and after the lesson. Before the lesson, nine students showed a
neutral level of interest, the most common reasons being, “I don’t know,” or “I don’t
know what it is,” types of answers. One student left the reason blank. Four students
showed a negative (no) level of interest before the lesson. The reasons given were, “It’s
annoying,” “Cause I would not fit in cause it is a different culture,” and “Don’t know
what it is,” while one student left the space blank. The other students showed a positive
(yes) level of interest, writing a variety of reasons including, “Like to try new things,” “It
would be a good experience,” and, “For fun.” In Section 1, it appears that Students 6 and
9 already knew something about pow-wows, because one wrote that they had already
attended one, and the other wrote about the “gangster dancing” (“gangster” currently
being used as a positive slang term, similar to the slang term “cool”). In Section 2, it

36. 31
appears that Student 9 knew something about pow-wows because she or he wrote that
they like listening to the music and watching the dances (see Figure 14, Figure 15).
After the lesson, none of the students used an “I don’t know” type of reason for
their level of interest in attending a pow-wow. In Section 1, Student 2 wrote, “I don’t
know,” on the pre-assessment then left the reason blank on the post-assessment. Student
11, who’s interest level changed from the lowest negative to the highest positive,
changed her or his reason from, “Don’t know what it is,” to, “It would be fun to see the
dancing,” showing an increase in knowledge that had a high impact on interest level.
Student 5’s interest level also increased dramatically, while her or his response changed
from, “Cause I would not fit in cause it is a different culture,” to, “Because I would like
to learn new things about different cultures.” Student 3’s responses showed a similarly
high impact on interest level, changing their reason from, “It’s annoying,” to, “It sounds
cool.” Student 8’s responses showed an increase in interest, with their reason changing
from a “no answer” response to, “Because it would seem like a cool experience.” One
student’s interest declined from a positive (yes) answer to a negative (no) answer. Before
the lesson, the student’s reason for a positive level of interest was, “It would be a good
experience.” After the lesson, the reason for the student’s negative level of interest was,
“I probably wouldn’t like it.” The student’s responses show a change from viewing it as
an experience to viewing it in terms of an opinion of whether or not she or he would like
to attend. Such a change, viewed with the student’s percentage increase in factual
knowledge, may indicate an opinion formed based on new knowledge of the culture. The
use of the word “probably” shows that there is still room for the student to change his or
her mind, or to develop a firmer opinion, if they had more information or more

37. 32
experience with the topic. In Section 2, it appears that Student 9 already knew something
about pow-wows before the lesson. However, Student 9’s interest level decreased one
level, although her or his interest levels and reasons remained positive. It is possible that
the lesson triggered a more accurate remembrance of the celebration and the student’s
thoughts and feelings about it. Student 10’s interest level increased one level, although
her or his before and after interest levels were both negative. Before the lesson, the
student left the reason blank. After the lesson, the student wrote, “It would not be fun for
me.” It is possible the student’s new knowledge increased their interest while helping
them decide whether or not the celebration would be “fun” for them (see Figure 14,
Figure 15, Figure 16, Figure 17).
According to the results, 95.45% of the students who participated in the Sioux
portion of the study increased in factual knowledge about the Sioux. The percentage of
students who reported knowing one or more Sioux words increased by 90.91 percentage
points. A majority of students showed an increase in interest in attending the cultural
celebration. The reasons written by some of the students show they gained an increase in
understanding what a pow-wow is, or a more positive attitude toward experiencing one.
The interest of two students in attending the cultural celebration decreased after the
lesson. The reason that one of those students gave with their decrease in interest, along
with her or his other data, shows an opinion may have been formed based on new
knowledge. Based on the students’ increase in factual knowledge, their increase in
learning one or more Sioux words, and their changes in responses about attending a powwow, the students experienced an increase in their awareness of Sioux culture. While a
percentage of the students showed a decrease in interest in attending a cultural event, six

38. 33
times as many students showed an increase in interest than showed a decrease in interest.
Therefore, the lesson had a greater positive effect than a negative effect on student
interest in attending a celebration observed in Sioux culture (Figure 14, Figure 15, Figure
16, Figure 17, Figure 18, Figure 19, Figure 20, Figure 21, Figure 22, Figure 23).
Figure 14 - Sioux Pre-assessment Results for Section 1
Student 1
Student 2
% of fact
questions
answered
correctly
44.44%
44.44%
Know one
or more
Sioux
words
no
no
Student 3
22.22%
no
Student 4
44.44%
no
Student 5
11.11%
no
Student 6
66.67%
no
b-Yes, sort of
Student 7
55.56%
no
Student 8
55.56%
no
Student 9
Student 10
33.33%
44.44%
no
no
c-It wouldn’t
matter either
way
c-It wouldn’t
matter either
way
a-Yes, a lot
b-Yes, sort of
Student 11
0%
no
Interest in
attending a
pow-wow
Reason given for level
of interest in attending
pow-wow
a-Yes, a lot
c-It wouldn’t
matter either
way
e-No,
absolutely not
c-It wouldn’t
matter either
way
e-No,
absolutely not
Like to try new things
I don’t know
e-No,
absolutely not
It’s annoying
I don’t know what a
pow-wow is so it
wouldn’t matter
Cause I would not fit in
cause it is a different
culture
It would be cool. I’ve
already been to a little
one.
It doesn’t matter to me
Gangster Indian dancing
It would be a good
experience
Don’t know what it is

39. 34
Figure 15 - Sioux Pre-assessment Results for Section 2
Know one
or more
Sioux
words
no
Interest in
attending a
pow-wow
Reason given for level
of interest in attending
pow-wow
Student 1
% of fact
questions
answered
correctly
33.33%
a-Yes, a lot
Student 2
55.56%
yes
b-Yes, sort of
Student 3
11.11%
no
Student 4
44.44%
no
Student 5
22.22%
no
Student 6
55.56%
no
Student 7
Student 8
Student 9
55.56%
66.67%
44.44%
no
no
no
c-It wouldn’t
matter either
way
c-It wouldn’t
matter either
way
c-It wouldn’t
matter either
way
c-It wouldn’t
matter either
way
b-Yes, sort of
b-Yes, sort of
a-Yes, sort of
I like learning about
Indians.
I want to learn about
other cultures
I don’t know what it is
Student 10
66.67%
no
Student 11
77.78%
yes
e-No,
absolutely not
c-It wouldn’t
matter either
way
Don’t know about them
I don’t know what it is
It might be fun, it might
not.
For fun
To see what it is about
I like listening to the
music and watching the
interesting dances
I don’t know

40. 35
Figure 16 - Sioux Post-assessment Results for Section 1
Know one
or more
Sioux
words
yes
Interest in
attending a
pow-wow
Reason given for level
of interest in attending
pow-wow
Student 1
% of fact
questions
answered
correctly
100%
a-Yes, a lot
It would be fun to try
new things
Student 2
77.78%
yes
Student 3
Student 4
88.89%
88.89%
yes
yes
Student 5
11.11%
yes
Student 6
Student 7
Student 8
100%
88.89%
88.89%
yes
yes
yes
Student 9
100%
yes
Student 10
55.56%
yes
Student 11
100%
yes
c-It wouldn’t
matter either
way
b-Yes, sort of It sounds cool
b-Yes, sort of It would be fun to try
something new.
a-Yes, a lot
Because I would like to
learn new things about
different cultures
a-Yes, a lot
They’re cool
b-Yes, sort of It would be cool
b-Yes, sort of Because it would seem
like a cool experience
a-Yes, a lot
Fun to see Indians
dancing
d-No, not
I probably wouldn’t like
much
it
a-Yes, a lot
It would be fun to see the
dancing

41. 36
Figure 17 - Sioux Post-assessment Results for Section 2
Know one
or more
Sioux
words
yes
Interest in
attending a
pow-wow
Reason given for level
of interest in attending
pow-wow
Student 1
% of fact
questions
answered
correctly
88.89%
a-Yes, a lot
Student 2
100%
yes
b-Yes, sort of
Student 3
Student 4
Student 5
100%
100%
66.67%
yes
yes
yes
b-Yes, sort of
b-Yes, sort of
a-Yes, a lot
Student 6
88.89%
yes
Student 7
Student 8
77.78%
100%
yes
yes
c-It wouldn’t
matter either
way
a-Yes, a lot
b-Yes, sort of
Student 9
100%
yes
b-Yes, sort of
Student 10
88.89%
yes
Student 11
100%
yes
d-No, not
much
c-It wouldn’t
matter either
way
It would be fun to do
something new and see
the dancing.
I would like to see how
they dance.
It sounds like fun.
Sounds cool
Because I would like to
learn new things about
different cultures
It could be fun, but
maybe I don’t have the
same beliefs
It would be awesome
It would be cool to see
what they all did and the
type of food they ate
It is fun to see what goes
on in different cultures
and who they have fun
It would not be fun for
me
I don’t care it’s a party

42. 37
Figure 18 – Comparison of Sioux Pre- and Post-assessments, Section 1
% of
students
whose
knowledge
of facts
score
increased
% of
students
whose
knowledge
of facts
score
decreased
% of
students
whose
knowledge
of facts
score
stayed the
same
% of
% of
students students
who
who
knew
knew
one or
one or
more
more
Lakota
Lakota
words
words
before
after
90.91%
0%
9.09%
0%
100%
Note: Percentages may not add up to 100% due to rounding.
% of
students
whose
interest in
attending
a powwow
increased
% of
students
whose
interest in
a powwow
decreased
63.63%
9.09%
% of
students
whose
interest
in a
powwow
stayed
the same
27.27%
Figure 19 – Comparison of Sioux Pre- and Post-assessments, Section 2
% of
students
whose
knowledge
of facts
score
increased
% of
students
whose
knowledge
of facts
score
decreased
% of
students
whose
knowledge
of facts
score
stayed the
same
% of
% of
students students
who
who
knew
knew
one or
one or
more
more
Lakota
Lakota
words
words
before
after
100%
0%
0%
18.18%
100%
Note: Percentages may not add up to 100% due to rounding.
% of
students
whose
interest in
attending
a powwow
increased
% of
students
whose
interest in
a powwow
decreased
45.45%
9.09%
% of
students
whose
interest
in a
powwow
stayed
the same
45.45%
Figure 20 – Comparison of Sioux Pre- and Post-assessments, All Students
% of
students
whose
knowledge
of facts
score
increased
% of
students
whose
knowledge
of facts
score
decreased
% of
students
whose
knowledge
of facts
score
stayed the
same
% of
% of
students students
who
who
knew
knew
one or
one or
more
more
Lakota
Lakota
words
words
before
after
95.45%
0%
4.55%
9.09%
100%
Note: Percentages may not add up to 100% due to rounding.
% of
students
whose
interest in
attending
a powwow
increased
% of
students
whose
interest in
a powwow
decreased
54.55%
9.09%
% of
students
whose
interest
in a
powwow
stayed
the same
36.36%

43. 38
Figure 21 – Change in Sioux factual knowledge and interest level
Change in
percentage points
of fact questions
answered
correctly
SECTION 1
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Average of Section 1
SECTION 2
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Average of Section 2
AVERAGE OF ALL STUDENTS
Change in interest
level in attending
pow-wow (on a
Likert scale)
+55.56
+33.34
+66.67
+44.45
0
+33.33
+33.33
+33.33
+66.67
+11.12
+100
+43.44
0
0
+3
+1
+4
+1
+1
+1
0
-2
+4
+1.18
+55.56
+44.44
+88.89
+55.56
+44.45
+33.33
+22.22
+33.33
+55.56
+22.22
+22.22
+43.43
0
0
+1
+1
+2
0
+1
0
-1
+1
0
+.45
+43.44
+.82
According to the results of the Near Eastern and Sioux art history lessons, both
increased the cultural awareness of the seventh grade students. Both lessons resulted in an
increase in factual knowledge about another culture, with an average increase of 44.82

44. 39
percentage points from both lessons combined. Both lessons resulted in an increase in
knowledge of the language of another culture, with the percentage of students reporting
knowing one or more words from a different culture increasing by 90.91 percentage
points. Both lessons also resulted in an increase in the students’ awareness of celebrations
practiced in both cultures with an overall positive effect on student interest in attending a
celebration from another culture. On average, the students’ interest in attending a
celebration from another culture increased by .85 of a level on the Likert scale that was
used. The results of both lessons show that when the author teaches art history to her
seventh graders, it raises their cultural awareness (see Figure 22, Figure 23).
Figure 22 – Fact and Language Percentages Averaged from Both Lessons,
All Students
% of
students
whose
knowledge
of facts
score
increased
% of
students
whose
knowledge
of facts
score
decreased
Near East
art history
lesson
Sioux art
history
lesson
100%
Average of
both lessons
% of students
who knew
one or more
words from
the culture
before
% of students
who knew
one or more
words from
the culture
after
0%
% of
students
whose
knowledge
of facts
score
stayed the
same
0%
4.55%
95.45%
95.45%
0%
4.55%
9.09%
100%
97.73%
0%
2.27%
6.82%
97.73%

45. 40
Figure 23 – Interest Percentages Averaged from Both Lessons, All Students
% of students
whose interest in
attending a
cultural
celebration
increased
68.18%
% of students whose
interest in a cultural
celebration stayed
the same
9.09%
22.73%
54.55%
Near East art
history lesson
Sioux art history
lesson
% of students
whose interest in
a cultural
celebration
decreased
9.09%
36.36%
61.37%
9.09
Average of both
lessons
Note: Percentages may not add up to 100% due to rounding.
29.55%
Figure 24 – Average from both lessons combined
Change in
percentage points
of fact questions
answered correctly
After Near East art
history lesson
After Sioux art history
lesson
+46.19
Change in
percentage
points of
students who
learned one or
more words used
in another
culture
+90.9
+43.44
+90.91
+.82
Average of both
lessons
+44.82
+90.91
+.85
Change in
interest level
in attending
a cultural
event (on a
Likert scale)
+.87

46. 41
V. Conclusion
The author hypothesized that when she teaches art history in her middle school art
classes, it raises the cultural awareness of the students. She wanted to find out in what
way and how much. She teaches in a predominantly White rural farming area in westcentral Minnesota, and art history and the art of various cultures have been important
elements of her teaching since her student teaching days. Through this study, she learned
that art history lessons raise the cultural awareness of her middle school students. It
increases their knowledge and understanding of art, language, traditions, and celebrations
of different cultures. It also has a positive effect on student openness to other cultures,
increasing their interest in attending celebrations observed by them.
Cultural awareness has become an important topic for many organizations and
individuals due to events happening in our society and around the world, as they see that
cultural awareness enhances communications and promotes positive interaction between
peoples. Children progress through stages of cultural awareness, and their attitudes
become more difficult to change after they are nine-years-old. However, middle-school
students are in a significant period of development for learning about other cultures and
peoples. The experiences they have during that period can have a notable impact on the
adults they become, presenting further opportunity for parents and educators to help them
towards becoming culturally aware adults.
Promoting cultural awareness fits naturally within the inclusive spirit of
multicultural education, which is gaining support from a variety of people who want to
overcome inequality and work toward a just and humane society. Multicultural education

47. 42
and art education are logical partners because of art's universal nature that spans the
human experience throughout times, places, and peoples. The art history component of
art education, with its iconographic and contextual approaches that reconstruct a culture's
roots, traditions, and legacy, also becomes a natural partner with multicultural education.
Art teachers who wish to promote cultural awareness in their programs have access to
many resources that offer art projects that reflect the art of various periods and cultures.
However, it is important to know how to go beyond simply doing a multicultural project
and build an art lesson that effectively promotes cultural awareness. Kader (2005) listed
seven elements that should be included in an effective multicultural art lesson. The author
used Kader's list as a guide when she developed the art history lessons she uses with her
students, including the lessons she used for this study. The results of both art history
lessons show that teaching art history raises the cultural awareness of middle school
students and has a positive effect on their openness to other cultures.
It is important to note that the art history lessons used for this study incorporated
the elements of an effective multicultural art lesson as suggested by Kader (2005). It can
be assumed that different teaching methods or strategies have an effect on the
effectiveness of a lesson. For example, the points Kader suggests incorporating include
the geography, history, vocabulary, and socio-economic conditions of the culture whose
art is being studied. It can be hypothesized that an art history lesson that includes those
points has a greater impact on student cultural awareness than an art history lesson that
does not. Therefore, using Kader’s list as a guide for developing the art history lessons
may have contributed to their success in raising cultural awareness. This study has shown
that art history lessons have an impact on the cultural awareness of middle school

48. 43
students in either positive or negative ways. How the content of an art history lesson, or
various teaching methods and strategies, or a combination of either of those, effects its
success in fostering cultural awareness in students is a potential topic for further study.
There are several other avenues for further exploration. For example, engaging a
group of students in an art history lesson and project for a shorter or longer time may
produce different results. It would be advantageous to find how time impacts the success,
and the positive and negative effects, of an art history lesson on cultural awareness. It
would also be advantageous to learn how direct experience with the culture being studied
may impact the results of an art history lesson. Gaining a broader view by gathering data
from larger student populations, and from students in different areas of the country, is a
possibility for further study. Another avenue for further exploration is to see how art
history affects other age groups. For example, art history lessons could result in a greater
or lesser rise in cultural awareness for elementary students, or for high school students.
There may be an age group that art history has the most significant impact on, which
would affect how educators approach art education and cultural awareness.
Art history lessons raise the cultural awareness of middle school students and are
assets to an art program. They increase student awareness of the richness and value of
other cultures around the world. When the cultural awareness of students increases, the
cultural awareness of the community increases also as the students interact with others
and grow into adulthood. Schools can increase the cultural awareness of their students by
including art history as an integral part of a multicultural curriculum. Art history is also
an important ingredient for museum education programs aimed at widening the global
perspectives of adolescents. The effect of art history on students, and the construction of

49. 44
art history lessons that promote cultural awareness, are pertinent topics for colleges and
universities to present to pre-service art educators. They are also relevant topics for
current art educators. Art history lessons build bridges between cultures. They create
positive change in the world and help pave the way for an equitable, socially conscious
future.

50. 45
Appendix A
Your three initials here: ________
Iraq and Syria
For questions 1 – 7, circle your answer. For questions 8 – 9, write your answer. Questions
10 is mixed.
1) What continent are Iraq and Syria located on?
South America
Asia
Africa
I don’t know
2) What other cultures and peoples have influenced the art and history of Iraq and Syria?
Mongols
Aztecs
Babylonians
Sumerians
Assyrians
The Islamic Empire
3) Who spun thread and wove cloth in ancient Iraq and Syria?
Anyone who was skilled at it
The men did
The women did
I don’t know
4) In Iraq and Syria today, who makes thread and weaves cloth?
Anyone who is skilled at it
The men do
The women do
I don’t know
5) In ancient Iraq and Syria, was it OK to make artwork showing gods and goddesses?
Yes
I don’t know
No

51. 46
6) In Iraq and Syria today, is it OK to make artwork showing gods and goddesses?
Yes
No
I don’t know
7) Do you know any Iraqi or Syrian words?
Yes, I know one or more Iraqi or Syrian words.
No, I don’t know any Iraqi or Syrian words.
8) Look at picture at right. It shows a type of art that has
been popular in Iraq and Syria for hundreds of years.
What is it called?
By Hashim Albaghdadi
ca. 1950
http://calligraphyislamic.com/
9) Look at the picture at right that shows the
Mesopotamian sculpture. Notice the crown, head,
body, and wings. What does the sculpture mean?
What was it used for?
Lamassu
ca. 870 B.C.E
http://www.metmuseum.org/

52. 47
10) Pretend that a new family has moved to town. They lived in Iraq before moving to
the United States. They have a daughter that is in your class. She is friendly and
fun to talk to. One day she tells you that her family will be celebrating Eid al-Adha
next week. She invites you to come over to her house for their Eid al-Adha
celebration.
a. What is a Eid al-Adha celebration? (Write your answer below.)
b. Would you be interested in going to an Eid al-Adha celebration? (Circle your
answer.)
a. Yes, a lot.
b. Yes, sort of
c. It wouldn’t matter either way.
d. No, not much
e. No, absolutely not
c. Please explain why or why not. (Write your answer below.)

53. 48
Appendix B
Your three initials here: ________
The Sioux (Lakota, Dakota and Nakota)
For questions 1 – 7, circle your answer. For questions 8 – 9, write your answer. Question
10 is mixed.
1) Where did the Sioux peoples live during the 1800s?
a. Toward the eastern United States, including Ohio, West Virginia, and Kentucky
b. In the central United States, including South Dakota, Minnesota, and Nebraska
c. Toward the western United States, including Idaho, Utah, and Nevada
d. I don’t know where they lived during the 1800s.
2) Where do Sioux people live today?
a. Toward the eastern United States, including Ohio, West Virginia, and Kentucky
b. In the central United States, including South Dakota, Minnesota, and Nebraska
c. Toward the western United States, including Idaho, Utah, and Nevada
d. Mostly in the United States, but some live in other countries around the world.
3) In Sioux culture during the 1800s, who made the beadwork on clothing, moccasins,
bags, etc.
Anyone who was skilled at it
The men did
The women did
I don’t know
4) In Sioux culture today, who makes the beadwork?
Anyone who is skilled at it
The men do
The women do
I don’t know

54. 49
5) In Sioux culture during the 1800s, who painted pictures and symbols on clothing and
teepees?
Anyone who was skilled at it
Usually just the men
Usually just the women
I don’t know
6) In Sioux culture today, who paints pictures and symbols?
Anyone who is skilled at it
Usually just the men
Usually just the women
I don’t know
7) Do you know any Lakota, Dakota, or Nakota words? (Circle your answer.)
Yes, I know one or more Lakota, Dakota, or Nakota words.
No, I don’t know any Lakota, Dakota, or Nakota words.
8) Why did Sioux people decorate their clothing and other items with animal parts like
feathers, claws and tails?
9) Pretend you are visiting in a town where a lot of Dakota
live. You see a Dakota girl wearing a turtle necklace,
like the one in the picture. What special meaning does
it probably have for her, in her Native culture?
Beaded turtle necklace
Date unknown
http://www.aktalakota.org/

55. 50
10) Pretend that you heard there is going to be a big pow-wow near Lake Traverse.
a. What is a pow-wow? (Write your answer below.)
b. Would you be interested in going to the pow-wow? (Circle your answer.)
a) Yes, a lot.
b) Yes, sort of
c) It wouldn’t matter either way.
d) No, not much
e) No, absolutely not
c. Please explain why or why not. (Write your answer below.)

56. 51
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