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2361 full-text articles. Page 44 of 50.

Defending And De-Fencing: Approaches For Understanding The Social Functions Of Public Monuments And Memorials, Melanie L. Buffington, Erin E. Waldner 2012 Virginia Commonwealth University

Defending And De-Fencing: Approaches For Understanding The Social Functions Of Public Monuments And Memorials, Melanie L. Buffington, Erin E. Waldner

Journal of Social Theory in Art Education

This article explores two possible meanings of de(fence) as related to historical monuments and memorials. By interpreting this term as both defense (defending and idealizing the past) and de-fence (taking down fences and opening narratives about the past), we develop ways to understand potential social functions of monuments. Through the specific examples of the Lee Monument in Richmond, Virginia and Shoes on the Danube Bank in Budapest, Hungary, we describe how the ideas of defense and de-fence function. Further, this article also touches upon temporary interventions to monuments including graffiti and yarn bombing.


Reasserting Humanity Through The Liberatory Gaze, Melissa Crum 2012 Ohio State University

Reasserting Humanity Through The Liberatory Gaze, Melissa Crum

Journal of Social Theory in Art Education

The act of critically looking can be a method used to consider alternative ways of conceptualizing marginalized cultures and ethnicities. By engaging in a series of inquiries about the subject of an image, the spectator can form a more comprehensive representation of the subject, thus preparing post-secondary students to discuss and interpret visual culture. From the perspective of an African-American female artist and educator’s travels to Brazil, this work proposes that a self-reflective educator’s personal narratives and insight can assist in creating an arts-based critically-thinking learning atmosphere. Such an atmosphere encourages students to move beyond the realms of ...


Commentary: Both/And: A Response To De(Fence)/Defense, Jonathan Lee, Laurel Lampela 2012 University of New Mexico

Commentary: Both/And: A Response To De(Fence)/Defense, Jonathan Lee, Laurel Lampela

Journal of Social Theory in Art Education

In this paper we introduce non-dualism and begin by answering the questions posed by the editors of this journal. We address the theme of de(fence) and propose a paradigmatic shift. For many years, art teachers have advocated tirelessly in defense of the field, fighting for funding and legitimacy in an educational landscape that prioritizes other subjects. While the reaction to fight is appropriate, art reveals another way. It aids us in our task of living in the liminal, and it gives us the chance to suspend our judgments and forego meaning in favor of experience. Art can help us ...


2 X 20: Works By 20 Of Kentucky's Finest Working Folk Artists, Minnie Adkins, Barbara Burton, Jo Ann Butts, Brent Collinsworth, Joan Dance, Tad DeSanto, Marvin Francis, Tim Lewis, Jance Miller, Lonnie Money, Twyla Money, Robert Morgan, Bruce New, Janice Harding Owens, Jim Gary Phillips, Thaddeus Pinkney, Monica Pipia, Willie Rascoe, Eileen Stockham, Donny Tolson, LaVon Van Williams, Kentucky Folk Art Center 2012 Morehead State University

2 X 20: Works By 20 Of Kentucky's Finest Working Folk Artists, Minnie Adkins, Barbara Burton, Jo Ann Butts, Brent Collinsworth, Joan Dance, Tad Desanto, Marvin Francis, Tim Lewis, Jance Miller, Lonnie Money, Twyla Money, Robert Morgan, Bruce New, Janice Harding Owens, Jim Gary Phillips, Thaddeus Pinkney, Monica Pipia, Willie Rascoe, Eileen Stockham, Donny Tolson, Lavon Van Williams, Kentucky Folk Art Center

Kentucky Folk Art Center Exhibition Catalogs

2012 Kentucky Folk Art Center exhibition catalog of the twenty finest working folk artists.


Linvel Barker: Works From The Collection Of Rita Biesiot, Linvel Barker, Rita Biesiot, Kentucky Folk Art Center 2012 Morehead State University

Linvel Barker: Works From The Collection Of Rita Biesiot, Linvel Barker, Rita Biesiot, Kentucky Folk Art Center

Kentucky Folk Art Center Exhibition Catalogs

2012 Kentucky Folk Art Center exhibition catalog of artist Linvel Barker.


Elements Of Art (Ages 8-11), Stephanie Rodriguez 2012 California State University, San Bernardino

Elements Of Art (Ages 8-11), Stephanie Rodriguez

Curricula

No abstract provided.


New Perspectives (Pre-K Through Teens), Natalie Skeith 2012 Art 496

New Perspectives (Pre-K Through Teens), Natalie Skeith

Curricula

No abstract provided.


Middle School Students' Empathy With The Environment Throughout A Critical Place-Based Art Program, Joy G. Bertling 2012 The University of Georgia

Middle School Students' Empathy With The Environment Throughout A Critical Place-Based Art Program, Joy G. Bertling

Marilyn Zurmuehlen Working Papers in Art Education

The ecological imagination calls for a new mode of education: education that embraces the arts as a way to conceive of new ecological perspectives, other ways of being in relation to the earth, better ecological alternatives, and new dialogues about our role in the world. Through a critical place-based art pedagogy, education can become a means of awakening the ecological imagination—opening the world to new possibilities, new critiques, and, most importantly, new acts. Empathy is especially appropriate to study as an outcome of a critical place-based art program because of its ability to facilitate connections and its close ties ...


Humanitarian Visual Culture Curriculum: An Action Research Study Summary Report, Kim-ping Yim 2012 The Ohio State University

Humanitarian Visual Culture Curriculum: An Action Research Study Summary Report, Kim-Ping Yim

Marilyn Zurmuehlen Working Papers in Art Education

This dissertation aims to find the most intellectually responsible way to address the idea of humanitarianism in/through art education. I argue for creating a reverential condition in which to study atrocious images. I suggest that art education can have a unique role to address spectatorship of suffering in order to open humanitarian space in an educational setting. The key implications are: 1) art education can be an important site for social justice, civic engagement, and world peace and 2) art educators can take the initiative to coalesce around pressing global issues through an integrated curriculum. In this report, I ...


Exhibition September 21–November 20, 2012, Wriston Art Center Galleries 2012 Lawrence University

Exhibition September 21–November 20, 2012, Wriston Art Center Galleries

Exhibition Materials

Leech and Hoffmaster Galleries: German Expressionism

Kohler Gallery: Andrew Rogers: Rhythms of Life


Performance And Form: New Pedagogical Approaches To Designing The Building Envelope As An Adaptive Interface, Ulrike Passe, Robert Demel 2012 Iowa State University

Performance And Form: New Pedagogical Approaches To Designing The Building Envelope As An Adaptive Interface, Ulrike Passe, Robert Demel

Architecture Conference Proceedings and Presentations

Architecture pedagogy plays a significant role in building a sustainable world. Sustainable design requires a thorough understanding of building energy performance, while the urging issue of a changing climate demands for higher energy efficiency and improved energy conservation. This demand challenges conventional ways to program buildings as well as purely formal approaches to the design of their envelope and spatial composition. It is no longer the question to build for one climate instead with the lifespan of a building, design concepts might need to integrate the ability to adapt to at least two climate conditions: current and future. The question ...


A Collaged Reflection On My Art Teaching: A Visual Autoethnography, Laurie Eldridge 2012 Arizona State University

A Collaged Reflection On My Art Teaching: A Visual Autoethnography, Laurie Eldridge

Journal of Social Theory in Art Education

In this article I begin to unravel some of the complexities of being a visual art educator who teaches in a public elementary school: while dealing with an increasing high-stakes testing environment, I write in defense of teaching that is based on social justice and visual culture theory. I take the theme of this issue, de(fence), literally as a need to defend. To do this I use visual autoethnography, where I create a collaged work of art, then use that collage as a prompt for my reflection on my curriculum and teaching practice. My reflection is woven into the ...


Fenced In/Out In West Texas: Notes On Defending My Queer Body, Ed Check 2012 Texas Tech University

Fenced In/Out In West Texas: Notes On Defending My Queer Body, Ed Check

Journal of Social Theory in Art Education

In this article, I utilize autoethnography to describe and reflect upon my experiences as a queer artist, associate professor, and activist living in West Texas (1996-2012). To date, I believe there exist too few testimonies in art education that document how queer educators/artists manage myriad social, political, and everyday issues in their lives and workplaces. Such stories are necessary if I am going to equip present and future art teachers with anti-homophobia classroom strategies. I believe such stories are also necessary to counter cultural homophobia and violence and let queer students and teachers know they do not stand alone ...


(De)Fending Art Education Through The Pedagogical Turn, Nadine M. Kalin 2012 University of North Texas

(De)Fending Art Education Through The Pedagogical Turn, Nadine M. Kalin

Journal of Social Theory in Art Education

This article reviews the current state of higher education in light of the pedagogical turn in contemporary art. It starts with an overview of higher education and its current struggles, followed by an outline of some of the features of the pedagogical turn in art, which is both critical of institutionalism and symptomatic of the current state of higher education. These ideas are discussed within the context of an art education graduate seminar. Finally, the argument is made for possible critical practices that take place inside the institution and that are inspired by priorities inherent in education as art projects ...


(De)Fencing The Cultural Commons Through A (De)Constructive Media Art Curriculum, Steven Ciampaglia 2012 Northern Illinois University

(De)Fencing The Cultural Commons Through A (De)Constructive Media Art Curriculum, Steven Ciampaglia

Journal of Social Theory in Art Education

Rampant consolidation in the media industry has led to an ever-increasing push to extend the breadth and scope of copyright law. A deliberate and systematic effort to restrict access to cultural texts that were previously accessible has led to a creative climate that is increasingly intimidating to young artists. The personal computer provides students the ability to re-open these texts and reclaim their right to fairly use the cultural artifacts of their surroundings as building blocks of expression. The personal computer can deconstruct closed media texts into malleable parts of visual language that students can reconstruct into new texts. These ...


“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles 2012 Ohio State University

“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles

Journal of Social Theory in Art Education

As an educator who is committed to social justice, I bring certain values and political commitments to the classroom. The counter-hegemonic voices that I bring into the classroom in the form of constructs, readings, assignments, discussions, and visual culture challenge more often than confirm students’ world-views and assumptions. The question that arises for me is whether I am silencing students’ voices through my teaching practices. Does my support of dialogic articulations and interests constitute privileging one “truth” or discourse over another? If so, am I using dialogue as a rhetorical device to persuade or to indoctrinate my students according to ...


Graffiti Walls: Migrant Students And The Art Of Communicative Languages, Fernando Rodríguez-Valls, Sandra Kofford, Elena Morales 2012 San Diego State University-IV Campus

Graffiti Walls: Migrant Students And The Art Of Communicative Languages, Fernando Rodríguez-Valls, Sandra Kofford, Elena Morales

Journal of Social Theory in Art Education

Visual Arts help to create communicative actions between teachers and students. In this article, we explain the interdisciplinary methodology –Visual Arts and Language Arts– utilized by three teachers and one faculty member at San Diego State University. The purpose of the project was to create a common ground and a shared agreement based on linguistic codes utilized in the classroom. For four weeks, forty-five high-school sophomore migrant students and the teaching team discussed and analyzed poetry, short stories, graphic novels, and movies. They later created visual expressions –Cultural Tags and Graffiti Walls –that reflected students’ views about their cultural identities ...


An Investigation Of The Influence Of Fixed-Do And Movable-Do Solfège Systems On Sight-Singing Pitch Accuracy For Various Levels Of Diatonic And Chromatic Complexity, Jou-Lu Hung 2012 The University of San Francisco

An Investigation Of The Influence Of Fixed-Do And Movable-Do Solfège Systems On Sight-Singing Pitch Accuracy For Various Levels Of Diatonic And Chromatic Complexity, Jou-Lu Hung

Doctoral Dissertations

Sight-singing, recognized as an essential music skill, remains one of the weakest components in music education. Past studies investigating the most effective of the two most common sight-singing systems--the fixed-do and movable-do solfège systems--provide inconclusive results for music with medium to high levels of diatonic and chromatic complexity.

The purpose of this quantitative, ex post facto study was to investigate the influence of diatonic and chromatic complexity on sight-singing pitch accuracy for college music major students in a Northern California urban area who have trained in either the fixed-do or movable-do solfège systems, and who had piano experience before or ...


"This Is A Public Record": Teaching Human Rights Through The Performing Arts, Andrea McEvoy Spero 2012 The University of San Francisco

"This Is A Public Record": Teaching Human Rights Through The Performing Arts, Andrea Mcevoy Spero

Doctoral Dissertations

Urban youth in the United States often experience daily human rights violations such as racism and violence. Therefore, Human Rights Education (HRE) can strengthen their understanding of these issues and unleash their power to act toward positive change. This qualitative study attempted to gain a deeper understanding of the use of performance arts to teach human rights in an urban high school setting.

The following meta-question guided this research: "Is it possible for HRE which integrates the performing arts as a pedagogical tool to provide a transformative educational experience for students?" To address this question, the study explored: 1) how ...


Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration In Public Elementary Schools, Lisa Edsall Giglio 2012 The University of San Francisco

Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration In Public Elementary Schools, Lisa Edsall Giglio

Doctoral Dissertations

During the 2011-12 school year, a fifth grade class in a diverse San Francisco public elementary school collaborated with the Arts Resources In Action (ARIA) program of the San Francisco Opera's Education Department to create a teacher-guided opera. The students wrote the story, music and lyrics as well as designed and built the sets, props and costumes based on the American Revolution. The classroom teacher chose the topic of the American Revolution, and the students researched this historic event using literary, historical, visual, musical and theatrical methods of exploration and data gathering. Through the medium of opera, the program ...


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