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A version of the Bauhaus model of foundations education became ubiquitous in American institutions beginning in start of the 20^th century. Still in practice today, art foundations curricula emphasizes universal principals of design derived from the Bauhaus model. Does this notion of a universal set of rules set our curriculum up to be bias? This historic curriculum is almost 100 years old and built out of the Western canon, with its masculinist, Eurocentric focus and construction of the singular artist-genius paradigm. Are the concepts we teach truly universal?

What does it mean to deemphasize hand-skill and deep material/technical knowledge in favor of composition and concept development? Do material and process choices hold bias? The Western canon has excluded media and methods of making and therefore artists, because of a media’s association with a gender or ethnicity. Does this exclude a history and set of role models for our students? By bringing those marginalized media and makers to a central place in our classroom (rather than an art historic addendum to the Western canon) we can provide space for alternative narratives and role models?

In collaboration with College Art Association Education Committee, this panel seeks papers from individuals interested in discussing how diverse and inclusive practices can strengthen art foundations curricula.