Giving Compass' Take:

· Writing for Americans for the Arts, Kayleigh Bryant-Greenwell explains her ideas for a new art history curriculum centered around building critical thinking skills in students rather than memorization.

· How do arts and arts history build students' skills? How is Bryant-Greenwell's approach different from traditional art history experiences?

· Here's more on engaging students with art history. 

In the rise of a socially-conscious zeitgeist, a spectrum of practices across the vast catalog of art institutions and programming have come into question, specifically around the issues of representation and equity. From hiring policies to curation, art audiences are demanding more inclusive narratives.

Often our digital platforms provide the unfortunate circumstance of sustaining a highly contentious environment around these conversations. A common response across many institutions has been to remain steadfast and inflexible in questionable practice, as opposed to considering the validity of such cultural objections.

But some institutions have found a way to respond to the current state of cultural criticism in more productive ways. One such educational institution is Trinity Washington University of Washington, D.C. I was honored and initially surprised when the Dean of the College of Arts and Sciences, Sita Ramamurti, reached out to me on LinkedIn seeking a meeting. I was even more surprised by what she asked me to do for them.

Read the full article about art history curriculum by Kayleigh Bryant-Greenwell at Americans for the Arts.