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Articles 1 - 14 of 14
Full-Text Articles in Education
Scanscape I, Bob Sweeny
Scanscape I, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape I, 2014, Mixed Media.
An Arts-Based Classroom Confronts Educations Metanarratives: Grand Narratives, Local Stories And A Classroom Teacher's Story, David Rufo
Journal of Social Theory in Art Education
This paper examines and deconstructs how a 4th/5th grade independent school teacher and his teaching partner were assessed based on their classroom management and teaching styles. The school administrator’s perspective and critique of this teaching team is expressed through a six-page performance evaluation report. As a member of the teaching team, the author presents an alternate perspective; advocating for self-initiated, interdisciplinary and creative approaches to learning. He viewed his practices as a site for a critical pedagogical discourse, ongoing analysis, reflection and revision. Here the author reflects on how two conflicting teaching paradigms perceive and evaluate the management style of …
Inoperative Art Education, Nadine M. Kalin, Daniel T. Barney
Inoperative Art Education, Nadine M. Kalin, Daniel T. Barney
Journal of Social Theory in Art Education
Increasingly, assessment has encroached on art education, inextricably linking visual arts learning to standardized performances wherein, art educators are becoming technicians accountable to the neoliberal state of education. Under these circumstances, the authors’ hearts and minds are understandably heavy for a postponement of art education as usual, proposing the question: Given the permission to escape art education’s current workings, what might art educators abandon, and how might they undertake this? IN order to delve into this provocation, the authors propose a limbo space of deferral in relation to art education that might inspire any predetermined usages inoperable. From this paradoxical …
Cover
Journal of Social Theory in Art Education
Front Cover for The Journal of Social Theory in Art Education, 2014, Number Thirty-Four.
Editorial: Growth, Learning, Assessment, And Assessination, Sharif Bey
Editorial: Growth, Learning, Assessment, And Assessination, Sharif Bey
Journal of Social Theory in Art Education
Assessment is not just a hot topic, it is gaining momentum, and is arguably dictating the culture of many of our institutions. Therefore, it was no great surprise when the benefits and detriments of assessment in art education emerged as one of the top journal theme options during The Caucus on Social Theory and Art Education’s annual meeting at the National Art Education Association’s convention last spring. Certainly our chosen theme is timely, and the voices in this volume provide a diversity of perspectives and lenses for examining and deconstructing assessment on multiple fronts.
Scanscapes I-V, Bob Sweeny
Scanscapes I-V, Bob Sweeny
Journal of Social Theory in Art Education
The similarities between utopian architectural forms and standardized testing are many. Both set forth a behavioral model that is designed to elicit a prescribed set of actions, which are then measured, codified, and folded back into the dynamic relationship set in motion. These models also involve rhetorical strategies, employing terms such as ‘efficiency’ and ‘progress’ that reassure the user that they will benefit from the process.
The Journal Of Social Theory In Art Education
The Journal Of Social Theory In Art Education
Journal of Social Theory in Art Education
No abstract provided.
The Creatures We “Assessinate”: Mental Testing As Science Fiction In Chicago Public High Schools In 1909, Clayton Funk
The Creatures We “Assessinate”: Mental Testing As Science Fiction In Chicago Public High Schools In 1909, Clayton Funk
Journal of Social Theory in Art Education
This article tracks the development of what educators and psychologists, in 1909, termed “mental testing” in relation to art education in Chicago Public Schools (CPS). According to CPS Superintendent Edwin G. Cooley (1857-1923) American civilization was in trouble due to the influx of Southern and Eastern European immigrants in Chicago. He and other educators sought to ward off the social collapse they feared with the efficiency of science. As part of what Sol Cohen termed the “medicalization of education,” Chicago’s Department of Child Study tested students for mental capacity and those considered less intelligence were placed in technical classes, while …
Scanscape Ii, Bob Sweeny
Scanscape Ii, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape II, 2014, Mixed Media.
Scanscape Iii, Bob Sweeny
Scanscape Iii, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape III, 2014, Mixed Media.
Caught With Our Pants Down: Art Teacher Assessment, Jill Elaine Palumbo
Caught With Our Pants Down: Art Teacher Assessment, Jill Elaine Palumbo
Journal of Social Theory in Art Education
Teacher assessment is a hot topic in today’s high-stakes, test-drive, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades (NTSG), are assess in their classroom teaching practices in the United States, Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack content knowledge in the arts, by methods that are subjective, and with criteria that are inflexible. This article addresses the need to develop open forums that include educators’ voices in order …
Scanscape Iv, Bob Sweeny
Scanscape Iv, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape IV, 2014, Mixed Media.
Scanscape V, Bob Sweeny
Scanscape V, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape V, 2014, Mixed Media.
(Un)Charted Cartographies: Networked Avatars And Augmented Reality, Matthew Sutherlin
(Un)Charted Cartographies: Networked Avatars And Augmented Reality, Matthew Sutherlin
Journal of Social Theory in Art Education
(Un)Charted engages assessment by redefining and expanding the boundaries of the chart or checklist to the charting of a networked path through de-territorialization/re-terriotorialization. This article discusses cartography as the creation of learning maps of a networked territory by the performance of networked avatars. The term avatar is expanded beyond the concept of the digital avatar and into the realm of any incarnation of the virtual in visualized/tangible form. Through analysis of video reflections as student avatars, the learning map reveals growth over time. Specific examples of student and teacher avatars are analyzed as a way of engaging in the process …