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Full-Text Articles in Education
Dr. Nancy R. Johnson, Karen A. Hamblen
Dr. Nancy R. Johnson, Karen A. Hamblen
Journal of Social Theory in Art Education
Dr. Nancy R. Johnson served as the Coordinator of the Caucus from 1983 to 1987. In that sense, she is a factual part of the history of the Caucus, and she needs to be mentioned in any discussion of how the Caucus was founded and how it developed. I believe, however, that Nancy's career and her association with the Caucus are more significant than the facts of the matter or even what she accomplished as Coordinator; rather, her career and what she valued are paradigmatic in many ways of why the Caucus was formed and why it continued to include …
Dbae And Clae, Nancy Johnson
Dbae And Clae, Nancy Johnson
Journal of Social Theory in Art Education
The foundations upon which knowledge is organized and presented in both discipline-based and cultural literacy approaches to art education are addressed. It is argued that the foundations for these two approaches are a result of conflicting views on the standardization of curricula and the perceived need for achievement oriented evaluation; these in turn are reflective of a fundamental difference in beliefs and assumptions as to the nature of education.
The Reality Construction Of Technocratic Rationality Through Dbae, Karen A. Hamblen
The Reality Construction Of Technocratic Rationality Through Dbae, Karen A. Hamblen
Journal of Social Theory in Art Education
The importance of differentiating between a discipline-based approach to art education and the prescribed DBAE curricular structure and goals presented by the Getty Center for Education in the Arts is developed. It is proposed that the Getty’s reliance on the characteristics of contemporary general education for the theoretical foundations of DBAE is restrictive and contributes to technocratic rationalism in art education, and disallows the development of cultural literacy.
Cultural Literacy As Social Empowerment, Laurie Hicks
Cultural Literacy As Social Empowerment, Laurie Hicks
Journal of Social Theory in Art Education
The concept of cultural literacy as a process of becoming socially empowered is developed. A comparison is made between “Getty-ized DBAE” with an approach to art education informed by the development of cultural literacy. How these approaches differ, not only in their design but in the fundamental goals which motivate and guide them is illustrated. An outline is presented of a pedagogical structure around which a cultural literacy approach to art education can be organized and implemented.
Culture Change: The Work Of C.A. Bowers In Educational Policy, Nancy R. Johnson
Culture Change: The Work Of C.A. Bowers In Educational Policy, Nancy R. Johnson
Journal of Social Theory in Art Education
C.A. Bowers has proposed a perspective on educational theory and practice involving cultural literacy and communicative competence. Bowers' proposal addresses culture change through a critical examination of activities in the school curriculum. An overview of this perspective and its possible use in art education is presented.
The Pervasiveness Of Culture: Significance For Art Education, Barbara A. Boyer
The Pervasiveness Of Culture: Significance For Art Education, Barbara A. Boyer
Journal of Social Theory in Art Education
Much of what we learn, we are not aware of -- it is at a taken-for-granted level. This learning is so embedded in our thinking and behavior that even as educators we are often unable to work with or examine these cultural beliefs and assumptions in our teaching and social interactions. In this paper, it is proposed that art educators identify the pervasiveness of culture particularly within educational settings and how cultural attitudes related to art are internalized with in society and affect the teaching/learning process.