Bringing Museums/Cities/Society into the Asian Art History Classroom

Why should American students take Asian Art History or any humanities courses today? How are these classes relevant to their daily lives, especially in the age of AI and increasing nationalism and political polarization? As an instructor in Chicago, I draw on the city’s rich local resources to make Asian art history accessible and engaging. I design activities that encourage direct engagement with artworks and collaboration among students. For example, I take students to campus and local museums to examine artworks in person. Students also work in groups to “curate an exhibition” using artworks from local collections or sites across Chicago. Through

these activities, students learn to analyze visual materials, contextualize artworks, and see how Asian art connects to their everyday environment. These are irreplaceable experiences that AI cannot replicate. In addition, I ensure that my curriculum does not reproduce established hegemonies by incorporating diverse voices in teaching Asian art history. Students examine materials that have traditionally been marginalized in art historical narratives, such as works by artists with disabilities, and critically explore themes of gender, ethnicity, religion, and globalization. In this way, the Asian Art History class is more than teaching about the past: it situates and responds to the present. The classroom thus becomes a space for fostering equality and justice, which is crucial in today’s climate where the values of diversity, equity, and inclusion are under threat.