Intersecting Ojibwe Cultures and Art into k-12 Curricula
Project Intersect has been funded since 2006 by the U.S. Department of Education, Office of Innovation and Improvement, Arts in Education Model Demonstration and Dissemination Programs. Project Intersect is a comprehensive and collaborative model designed and facilitated by the University of Minnesota's Institute for Community Integration and Department of Curriculum and Instruction Art Education Program, for American Indian and non-American Indian students in grades K-8 to enhance their interest, understanding, enthusiasm, and performance in standards-based subjects.
Dr. Hrenko worked as a reserach assistant for this project while at the University of Minnesota (2006-2010) and continues to provide contractual professional development and curricula assistance to the project staff and University of Minnesota research team. Project Intersect continues to influence much of the culture-based art education work Dr. Hrenko now does in Maine.
For more information and to access a plethora of great teaching resources go to:
For recent culture-based curricula work in Maine go to:
Core Principles of the Intersecting Art Curriculum
- The belief that American Indian youth and communities contribute greatly to classrooms and to learning.
- The value of arts education in all classrooms, particularly when thinking and working with diverse communities and cultures.
- The importance of fully integrating American Indian art and culture into classroom curricula as part of all content areas, rather than as an 'add-on' at the end of the year.
- The strength of community relationships in classrooms as a way to reinforce collaboration, welcome a diversity of ideas, and bridge home and school.
- The power of continuously working toward culture-based arts integration as a holistic way of teaching, rather than as a one-time event or special project.
- The significance of contemporary American Indian materials and curriculum resources in all classrooms and schools.
- The need for rethinking, rewriting, and responding to how American Indian cultures, communities, and ideas have been/are represented in many schools.
- The awareness of myths, stereotypes, and misinformation about American Indian traditions, ideals, and communities.
- The conviction that culture-based arts integrations can improve the learning of all students in all content areas.