presented by Natalia Marakhovsk (Mariupol State University, Ukraine)
Sunday March 1, 2026 | 9:00am – 12:00pm MST
This virtual workshop presents an arts-based framework that uses Slow Looking and the Reception, Expression and Symbolism (RES) poetry model to develop intercultural competence and EDI awareness. Participants will engage with art and poetry through a multi-layered process of observation, analysis, and reflection, empowering them to connect artistic expression to broader societal issues.
Abstract:
The arts possess the unique power to foster understanding across cultural divides, creating more inclusive communities. This workshop proposes an art- and poetry-based framework that leverages the transformative potential of visual art and the practice of Slow Looking – a method of learning through deliberate observation (Clothier, 2012; Tishman, 2017) – as well as poetry and the tripartite model Reception, Expression and Symbolism (RES) (Mazza, 2021) to develop intercultural competence and promote equity, diversity and inclusion (EDI). By transcending traditional art-viewing and poetry-reading experiences and mediating the relationship between creative expression and critical reflection, the workshop will demonstrate how to transform intercultural learning and empower participants to engage with artistic messages, linking them to broader societal issues and overcoming intersectional stereotypes.
Guided by Slow Looking and the RES model, workshop participants will delve into the artworks and poems through a multi-layered process: sensory descriptions to establish a foundation for observation and further exploration; deeper examination and critical analysis to move beyond initial impressions and examine the composition and historical context; unveiling hidden meanings to interpret the message and underlying symbolism; and relating to personal and global stories to connect artistic representations to cultural narratives and social realities and to reflect on shared human experiences. A series of specifically designed activities, such as “Individual Voices, Collective Tapestry,” “Through a Different Lens,” “Step In, Step Out,” “Poetic Compass,” etc. will encourage participants to practice learning through observation, poetic inquiry, and self-discovery, and create narratives that complement and extend the artworks and poems’ meaning.
The workshop is designed for educators of world languages and other disciplines, curriculum developers, and professional development specialists interested in promoting global citizenship and sustainability. Through the immersive engagement with art and poetry, participants will:
- Identify and understand manifestations of EDI and intersectionality in art and poetry.
- Develop an appreciation and respect for other cultures and their representatives.
- Cultivate a tolerance for ambiguity and embrace the complexity of human experience.
- Improve skills to observe, interpret, relate to, empathize with and communicate through dialogue and perspective-taking.
- Participate in discussions on socially significant topics, stimulating open-mindedness and acceptance of diverse viewpoints.
References Cited
Clothier, P. (2012). Slow Looking: The Art of Looking at Art. Toad Rampant Books.
Mazza, N. F. (2021). Poetry Therapy: Theory and Practice (3rd ed.). Routledge. https://doi.org/10.4324/9781003022640
Tishman, S. (2017). Slow Looking: The Art and Practice of Learning Through Observation. Routledge. https://doi.org/10.4324/9781315283814
For full workshop details and link to register please visit: https://icc.cercll.arizona.edu/workshops/
You can also register for the workshop(s) alone, if you don’t want to attend the rest of the conference.
Participants can request a certificate of attendance for 3 hours of Continuing Education for this workshop.
➣➣Visit the ICC website for full details:
ICC 2026 is hosted by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) and co-sponsored by the College of Humanities at The University of Arizona, Second Language Acquisition and Teaching (SLAT) Program, College of Social and Behavioral Sciences , Arizona International, UArizona Center for East Asian Studies, Center for Latin American Studies, and Center for Middle Eastern Studies, all at The University of Arizona; and by CALPER-Center for Advanced Language Proficiency Education and Research at Pennsylvania State University, the Center for Advanced Research on Language (CARLA) at the University of Minnesota, Center for Applied Second Language Studies (CASLS) at the University of Oregon, and the National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa.