Art Education Commons^™

Walking Self-Portraits: Scores For Creative Exploration Of Space, Jody Stokes-Casey, Catalina Hernandez-Cabal, Ahu Yolaç

Feminist Pedagogy

In this original teaching activity, participants work from a set of movement and mark-making scores to explore three dimensions of experience—memory, intervention, and collectivity—in dialogue with art, museum space, and one another.

Building A Pedagogy Of Idea Generation And Embodied Inquiry, Kate Joranson

Art History Pedagogy & Practice

What futures become possible when we center questions, inquiry, and affective responses in research processes? What does it mean to support encounters with new ideas? In this article, I explore non-extractive models of teaching and learning, sharing ways of making space for idea generation, an under-described part of research and creative practice. The coming-up-with-ideas part of creative and scholarly work can be challenging to articulate, share, and teach. What if we paused and stretched this part out, making it more visible? By browsing physical collections of books in community with one another, during “curated browsing” experiences, we give ourselves — …

Kole, Isaiah Aladejobi

Masters Theses

This project focuses on the development of building blocks influenced by the architecture and design styles of Yoruba culture and Washington DC. These building blocks aim to provide an educational and culturally enriching experience for individuals of all ages, with a particular focus on youth.

By combining the traditional design elements of Yoruba architecture with the modern urban aesthetic of Washington DC, the building blocks offer a unique blend of cultural influences for children and adults to explore. Through hands-on building activities, users can engage with the cultural heritage of these two regions, while also developing important skills such as …

The Border Crosser's Pocketbook: A Guide To Engaged Pedagogy In After School Arts, Britney Coppick

Masters Theses

The questions that sparked this research were developed after spending time working internationally and locally with youth in after school arts programs. These inquiries aim to critically examine the way after school arts programs are run in relation to the culturally and racially diverse communities they serve, discuss how these methods engage with the field of arts education as a whole, and ultimately provide practical approaches, strategies, and tools that educators can implement in these programs. Written from the perspective of a white, female educator who works in racially diverse learning spaces, this project is aimed at enabling educators in …

Design: A Path To Agency, Design Thinking: An Educational Imperative, Seva Simone

Masters Theses

Design(ing) and Design Thinking are valuable frameworks that should be used to drive agency: This thesis explores what design and design thinking are and builds a case for incorporating design into art education.

Design isn’t a mainstream subject of study in public school curricula. Design offers a unique body of knowledge that is highly relevant to the inner-workings of our world: knowledge imperative to teach if we want to succeed in solving wicked problems like global warming and mitigating global injustices. Studying design allows students to connect academic learning to the world outside the ivy, bridging the gap between the …

Explorations And Reflections: Gendered Experiences In Teaching And Learning, Francesca Matarese

Masters Theses

This thesis explores the history of women's access to education and the issues of gender disparity in education. I focus on single-gendered schools as I write from personal experience to describe the benefits for individuals in single-gender educational systems. I cite conflicting research on how men and women learn regarding biological, cognitive, and developmental differences. I illuminate some of the benefits of single-gendered education through research, experience, and personal communications. I write about the controversies and disparities regarding education and single-gender schools. I document research on the issues women face in education and the politics of women’s bodies and minds …

Impact Of Art Educators: Artistic Practices, Political Advocacy And Pedagogy Of Frida Kahlo And Faith Ringgold, Gabriela P. Cantu

Masters Theses

Throughout the accomplished careers of Frida Kahlo (1907-1954) and Faith Ringgold (b. 1930), both women produced intimate autobiographical art that was exhibited in major institutions such as The Museum of Modern Art, The Whitney Museum of Modern Art, and The Louvre. Beyond their art, I present an analysis of their commitments to work as political activists and arts educators which reveals their prioritization of the social, political, and economic advancement of their respective communities. I argue that their pedagogy, as a culmination of personal and cultural interrogation and celebration, produced measurable success in impacting future generations of diverse artists and …

Kala In My Moholla - Art In My Neighborhood, Priyata Bosamia

Masters Theses

The l question that I am trying to answer through this thesis is “How do we build safe spaces for free creative expression?” The project "Kala in my Moholla", which means "Art in my neighborhood," looks at art as a force and intends to create space for free creative expression by inserting a network of hyper-local, easy-to-build spaces for making, creating, and sharing that are designed to be accessible, participatory, and democratic. A modular design consists of basic forms and a catalog of materials that can be used for its construction. Designed to be malleable, transformable, and customizable, it can …

Making Then Meaning, Ben Denzer

Masters Theses

This is an artist talk contained within a book. It is 816 pages and 49 minutes long. Closed captions run across the spreads. A video of this talk can be watched on bendenzer.com/making-then-meaning

At RISD, I’ve been prompted to expand the scope and tools of my practice and to reflect on questions of meaning in my work.

I spend my days making things, but I’ve never really had good answers to questions of why I make the things I make, or what their meaning is. I don’t think there are simple answers to these questions.

I think meaning comes from …

Knot, Just Craft It, Qingxian Xu

Masters Theses

The thesis aims to explore the intersection of traditional crafts and modern design by modernizing traditional Chinese crafts like knitting and knotting. The objective is to preserve the aesthetic, cultural, and utility values embedded in these crafts while creating a series of home-scaled furnishing designs that offer a self-making experience.

By applying traditional crafts to modern daily life, the thesis seeks to give new life to the essence of traditional crafts and create new life experiences that are accessible to more consumers. The focus will be on creating modern designs that incorporate traditional knotting and knitting techniques, while also offering …

Mini Makers: Designing Curriculum For Community-Based Arts Education, Hayden Goldberg

Masters Theses

This work serves as documentation of my experience planning and teaching classes for a Rhode Island based after school visual arts pro- gram. Through arts-based action research, I explore methods of documentation and material exploration in order to create an adaptive, emergent curriculum that is responsive to a community-oriented arts education setting.

Talking Back To The Elpac: Resilient Resistance And (Re)Imagining Through Ypart, Zulema Reynoso

Dissertations

Policies that label and track students based on language and race dismiss the voices and lived experiences of English learners (ELs) through forced fits and ideologies that devalue multiple languaging and ways of knowing. This qualitative study explores how an educator and 20 seventh-grade bi/multilingual Latinx students labeled long-term English learners (LTELs) reimagined how language is perceived, taught, and assessed across traditional schooling contexts and language policy landscapes. Drawing from LatCrit theory, Latina/Chicana feminisms, and dimensions of youth participatory action research (YPAR), this study centered both LTELs as jóvenes educados (dignified youth) and a conceptualized taller (studio space) to affirm …

Ambigú Trashumante Barra De Café Ambulante Ambigú Trashumante Barra De Café Ambulante, Augusto Martin Rivero

Master's Projects and Capstones

Ambigú Trashumante Barra de Café Ambulante is an applied research project which took shape over the course of a calendar year from May 2022-2023. A six-person team evolved including the personified project itself, united as one communal entity in collaboration. The project entailed creation of a bicicargo, or cargo bike–useful art becoming a mobile coffee bar and literal vehicle embodying justice through coffee offered freely in México, as facilitated through decolonized ethnography and Mesoamerican Community-Based Participatory Action Research (CBPAR). The project’s theoretical framework centers on Bruguera’s (2012) arte útil conceptualization. Five core patterns emerged, including the right to thrive in …

Our Magnitude And Bond: An Ethics Of Care For Art Museum Education, Dana Carlisle Kletchka

Journal of Social Theory in Art Education

This work responds to contemporary concerns about the future of art museum education and public practice and art museums more broadly in the wake of a global pandemic that has, at present, killed more than a million people in the United States and sickened millions more. I respond to questions posed by the board of the Journal of Social Theory in Art Education in relation to the theme of Inclusion Invasion, expand upon the relations between art museums and communities posited by a post-critical, socially responsive museological framework, and explore the potential for a feminist philosophical Ethics of Care …

Who Belongs In The Future?: Afrofuturism, Art Education And Alternative Narratives, Emily Hogrefe-Ribeiro

Journal of Social Theory in Art Education

This paper describes an art and Afrofuturism art experience that took place during the summer of 2020. Led by an art museum educator, the virtual experience was held over Zoom with a group of ten White adults. The art experience focused on alternative narratives and introduced participants to Afrofuturism as contemporary artistic practice and pedagogical approach. A critical multiculturalism theoretical framework informed the experience, and participants analyzed Afrofuturist art and representations in mass media to interrogate the ways that Whiteness influences conceptions of the future in Western culture and their own lives. Participants built on what they learned to create …

Whose Art Museum? Immersive Gaming As Irruption, Jason M. Cox, Lillian Lewis

Journal of Social Theory in Art Education

This paper introduces Mantles in the Museum, an immersive game that helps ameliorate student discomfort in art museums and to support discourse in, through, and around art museums. Within the game the students take on the roles of critics who use one of five interpretive frameworks, often differing from the student’s own, to select works from a real museum to go to an international exhibition. Assuming these roles empowers students to be in the museum and to assess the works, students are given leave to engage in a vigorous critique process and to examine the art-world from a new perspective.

Pórtate Bien Con La Maestra And Early Childhood Maker Education: How The Border Questions Quality, Heather G. Kaplan, Diane E. Golding

Journal of Social Theory in Art Education

This paper troubles and retells the story of quality art education in a STEAM makerspace in an elementary school along the U.S.-Mexico border. Through questioning quality, we embrace the multivalent nature of belonging and the complexity of teaching art and researching with, among, and about others. Boundaries, borders, and belonging are explored through sites of conflicting quality. We consider the Mexican colloquialism ‘Pórtate bien con la maestra” along with progressive art education as antagonistic notions of quality that produce contrasting educational technologies and complicated notions of belonging, invasion, and settlement.

Monumental Impact – Honoring The Life & Legacy Of Dr. Melanie Buffington, Caitlin M. Black

Journal of Social Theory in Art Education

The article honors the impactful work of the late Dr. Melanie Buffington. The author discusses their experience recognizing the overlap between Dr. Buffington’s work and the work of Monument Lab, a public art and history studio based in Philadelphia. Honoring Dr. Buffington’s legacy, the author recommends Monument Lab’s field trip guide as a tool for engaging students in critical thinking and meaningful conversations considering and reimagining public art and public spaces.

Jstae V42 Front Matter, Manisha Sharma

Journal of Social Theory in Art Education

No abstract provided.

Editorial: Inclusion Invasion, Manisha Sharma

Journal of Social Theory in Art Education

No abstract provided.