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Standards & Guidelines

Teaching Diversity in the Classroom: Instructors’ Lesson Plans, Syllabi, and Recommended Practices

This section presents syllabi developed by CAA members whose teaching methods incorporate and expand on issues of diversity. It also represents teachers who specialize in the arts and cultures of broadly diverse groups.

Syllabi and Suggested Learning Plans

Contemporary Art and Critical Pedagogy
Zoya Kocur, Middlesex University

Ancient Studies

Middle Eastern and Islamic Arts

African and African American Art

Caribbean Art

Native American, Pacific Islander, and Indigenous Peoples Art

Asian Art

Latin American, Caribbean, Puerto Rican, and Chicano/Latino

Women’s and Feminist Arts




Classroom Activities, Assignments, and Presentations

Ice Breaker Quiz

Beliefs and Myths

Ice Breaker Bingo

Questions for Consciousness Raising (women and art)

Statements for Consciousness Raising (Marxism)

McIntosh Questions for White Privilege and Male Privilege

Feminist Art Films

Womanhouse (1972)
A documentary on the historic Womanhouse exhibition that took place in Hollywood in 1972, in which a mansion was turned into a feminized space that spoke of women’s experiences and lives. Includes works and appearances by famous 2nd wave feminist artists, such as Judy Chicago and Faith Wilding.

If 6 was 9 (1995)
A short film by Finnish art Eija-Liisa Ahtila that explores young women’s sexualities

W.A.R.: !Women, Art, Revolution (2011)
A documentary by Lynn Hershmann tracing the developments of 2nd Wave and several 3rd Wave Feminist artists and their major contributions to contemporary art

Women without Men (2011)
A film by Iranian-American artist Shirin Neshat who creatively interprets Shahrnush Parsipur’s novel of the same title. The story is an allegory of modern Iran through the lives of four women in 1953


The committee welcomes syllabi addressing issues and topics related to diversity and art. We hope to significantly expand this section, which promises to be a valuable resource for anyone seeking up-to-date models for inclusive curricula.

Suggestions related to any of the other areas are welcome and will be added as appropriate. Materials included in their entirety must be in the public domain, contributed by the authors or copyright owners who have given permission to publish on the CAA website, and/or otherwise publicly available. Contributions should be relevant, applicable, and up to date. Older material will be selected based on its continuing relevance. Please send your syllabus as a Word file and remove any references to the specific details of the class (dates, names of institutions, office hours, location, etc.). Professors retain the copyright for their work.