Art is "A Global Pursuit"

The word "global" should scare you if you know anything about the agendas of the Marxists. We will look at the textbook used for the "Middle School Art 1" class. It is titled A Global Pursuit and was published by Davis Publications in 2013. It is on the list of adopted materials published by the Texas Education Agency.

We will examine how this textbook attempts to indoctrinate students in the most common agendas of the Marxists which are.....

1. Downplaying America and its cultures while emphasizing and admiring other countries and cultures.

Notice how in the first paragraph at the top left, it mentions how the flag stands for American ideals such as democracy, freedom, responsibility, and loyalty. This also covers the authors who can insist that they DO include the United States and its ideals in their textbook. Yet, notice in the second paragraph at the top right how more description is used when describing the Chinese ideals. We are told how the emperor wore a dragon robe and what the patterns on the robe represent to the Chinese. Yet, we are not told what the stars and stripes represent. We are told that "United States citizens understand" that the flag represents their country, which sounds rather unemotional. Also, we are told about the history of the dragon robe. Why not tell about the history of our flag? Read both paragraphs and see what one sounds more admiring and descriptive to you.

2. Admire and mention other religions, but Christianity should not be mentioned because people should be ashamed of being Christian.

On this page, we get to meet an artist, Shahzia Sikander (read inside the blue rectangle box on the page). Notice that the very first thing, the most important thing perhaps, that we are told about her is that she is a Muslim. However, I looked in the entire textbook, and never was it mentioned that a featured artist was a Christian. Does one's religion influence their artistic talent in some way? If not, then why mention it? And why not mention the religions of every other artist featured in the textbook?

On these pages, we get an extended description of Buddhism and, indeed, Buddha himself. We are told how followers can "reach their own state of enlightenment through meditation", how stupas honor the Buddha and are "places for prayer and meditation", how Hinduism and Buddhism teach their followers important lessons, about Vishnu who was an important Hindu god associated with love and forgiveness, how the Buddha was shown in art to represent his teachings, his hand gestures and what they are called and an example of what one of the gestures looks like and means. How does this detailed explanation of these religions that goes on for two pages help students create art? What is the purpose of this? This is art class, not a class on World Religions.

They do mention Christianity in the textbook in one place.....sort of. On these pages below, they mention that during the Renaissance, the church was the major patron of the arts (caption under the picture of the Pieta sculpture). In the first paragraph on the page, we are told how Michelangelo studied anatomy and how this statue reveals his knowledge of anatomy under the folds of cloth. It is not yet mentioned that this sculpture is very important in the Catholic religion and why.

On the next page, we get a description of the sculpture. We are told in the second paragraph in the blue shaded box that Michelangelo "filled his figures from the Bible with deep human emotion." A few sentences later it says, "You can sense Mary's sadness as she holds her dead son." Yes, the Catholic religion is mentioned, but notice that the church wanted to show its importance as a political and spiritual leader. Why not mention that Catholics and Christians believe that this sculpture shows the moments after Jesus Christ died for our sins? Notice that Mary's name is mentioned in the textbook, but Jesus is only mentioned as "her dead son". They can write Buddha's name and give us examples of what his followers believed about him, but they can't write the name of Jesus and tell what Christians believe about Him.

3. We should believe that "climate change" is real and adopt the Marxist religion of environmentalism.

Notice how they work this into the Social Studies Connection at the bottom of the page by telling us that "The environment is important to Native peoples, who traditionally hold the land and its creatures in great respect." They could have just told how Native American art reflected the nature and animals that were around them. Likewise, artists today use what they see and experience around them to create art. But, they couldn't waste an opportunity to inject their environmentalist agenda into the subject. We should infer, I suppose, that the environment should be important to us as well so we can vote for their environmentalist agenda.

As Matt Walsh said to the Marxists, "None of you would want to actually live in the primitive cultures you idolize. None of you." LOL!!

4. The Marxists have had an LGBTQ/ feminism agenda for a long time. They also try to divide people by races, cultures, etc.

Notice how this is put into our textbook on the following page. We get to meet another artist, Alison Saar. We are also told that "Saar's art explores different aspects of identity, including race, gender, and culture." And what would those different aspects be, I wonder? What in the world does that have to do with creating art? Do middle school art students really need to know this? Of course, this would be a great opportunity for a Marxist teacher to discuss his or her own viewpoints on the matter. Then, in the bottom right corner in the purple section titled "For Your Sketchbook", students are encouraged to list their own words about identity.

The Marxists use these agendas to further their own money and power. But, this only works if they can get people to buy into their agendas. This is why they are infiltrating our schools. They know the earlier they can get to children, the more of the left's agendas our children will believe....even in art class.