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Articles 1 - 13 of 13
Full-Text Articles in Education
Table Of Contents
Journal of Social Theory in Art Education
Table of contents for The Journal of Social Theory in Art Education, 1993, Number Thirteen.
Editorial, Michael J. Emme, Elizabeth Garber, Charles Wieder
Editorial, Michael J. Emme, Elizabeth Garber, Charles Wieder
Journal of Social Theory in Art Education
When trying to express to students some of the challenges I experience when working with collage as an art form, I suggest that each element or bit torn out of a magazine has a voice. When you place two elements beside each other you have a potentially complex visual/cultural conversation. The collage projects I experienced (usually in an English class) in high school typically involved collecting dozens of marginally related images and pasting them on a single page. The processes involved were certainly a pleasant alternative to more routine activities, but the final product was always a frustration. I have …
Art Teaching For Peace And Justice, Kristin G. Congdon
Art Teaching For Peace And Justice, Kristin G. Congdon
Journal of Social Theory in Art Education
The social goals of peace and justice are not removed from art processes and products, and especially not from curricula in art classrooms. In this article, six topic areas are suggested for the art educator which further the causes of peace and justice: 1) Appreciating diversity; 2) Understanding that art creates individual and group identity; 3) Encouraging collaboration in art processes; 4) Working respectfully with the earth's ecosystems; 5) Analyzing art which deals specifically with war and violence; and 6) Promoting peace and justice through art.
Developmental Models Of Artistic Expression And Aesthetic Response: The Reproduction Of Formal Schooling And Modernity, Karen A. Hamblen
Developmental Models Of Artistic Expression And Aesthetic Response: The Reproduction Of Formal Schooling And Modernity, Karen A. Hamblen
Journal of Social Theory in Art Education
Developmental models of artistic expression have had a major influence on research and curriculum in art education. The purpose of this paper is to examine the characteristics and assumptions of artistic expression and aesthetic response developmental models. It is proposed that developmental models purported to be descriptive and to have widespread, if not universal, application are socially embedded and prescriptive of outcomes that are highly consistent with characteristics of formal schooling and with the values of modernity. Information for this theoretical study is based on selected literature on the following: (a) developmental models in art education, (b) characteristics of modernity, …
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 War Of Labels: An Art Educator In Search Of A Sign, Jan Jagodzinski
The War Of Labels: An Art Educator In Search Of A Sign, Jan Jagodzinski
Journal of Social Theory in Art Education
I recently had the occasion to go shopping with my twelve year old son Jeremy who is now finishing grade seven in a Canadian public school. He had somehow (mysteriously) saved twenty dollars and was determined to buy a T-shirt. Coming from the boomer generation, T-shirts for me where either those funny Stanfield undergarments that my dad wore under his dress shirt (to absorb the sweat during hard work, I suppose?) or what gang members with duck-tails in the '50s wore under their leather jackets to look cool-like the 'Fonz' of Happy Days. During my college art school days, the …
Freedom Of Speech And Censorship, Kirstie Lang
Freedom Of Speech And Censorship, Kirstie Lang
Journal of Social Theory in Art Education
Censorship is commonly posited in opposition to free speech. However, censorship can also be understood as a kind of freedom, one which enables us to participate in collective decisions to control speech. Social and political theorist Isaiah Berlin has written of these two kinds of liberties as integral to Iiberal, democratic traditions which, problematic though they sometimes are, continue to inform the foundations of policymaking in Western, post-industrial democracies (Berlin, 1969; Dworkin, 1991). In this paper I describe these two forms of liberty as interconnected by democratic theory, but as simultaneously contradictory given the values that support them. Doing so …
Feminism And Feminisms: The Prospect Of Censorship, Gudrun Helgadottir
Feminism And Feminisms: The Prospect Of Censorship, Gudrun Helgadottir
Journal of Social Theory in Art Education
Given the diversity and division of women according to class, face, ethnicity, religion, age and other social factors, we must expect and accept conflict and contradiction within feminism. I refer here broadly to feminism as a school of thought and as a political movement aiming to improve the lot of women (Black, 1989). Current theorizing about the social construct, gender, is inspired by the contradictions inherent in feminism (Scott, 1983). They fuel a constructive dialogue but they aIso contain the threat of censorship. There is the tendency to disregard the right to dissenting voices within feminism, to suppress internal questioning …
Visibility And Invisibility In Art And Craft, Fiona Blaikie
Visibility And Invisibility In Art And Craft, Fiona Blaikie
Journal of Social Theory in Art Education
The visibility and invisibility or censorship of art and craft is determined by individual and group ontologies. Their production has often been constricted and/or defined by gender, class, culture, race, religion, and politics. In this paper, I am concerned with the visibility of varieties of art, design, and craft. I will examine censorship based on three criteria; gender, culture, and class, with the censorship of artwork because of gender being the dominant theme.
Censored By Omission: Imagery That Is Excluded From The Art Education Classroom, Pamela Tarlow-Calder
Censored By Omission: Imagery That Is Excluded From The Art Education Classroom, Pamela Tarlow-Calder
Journal of Social Theory in Art Education
There exists a wealth of imagery that is censored by means of exclusion from general art curricula. This imagery is often highly relevant to students and should therefore be addressed and examined critically in art education at all levels. In what follows, the practice of censorship by exclusion in relation to imagery available for classroom critique will be discussed; a critical-reflective approach to art criticism inquiry In light of prevalent social and interpersonal concerns will be advocate, and an example from classroom practice will be investigated.
Reviews And Responses: Bowers’ Elements Of A Post-Liberal Theory Of Education, Tom Anderson
Reviews And Responses: Bowers’ Elements Of A Post-Liberal Theory Of Education, Tom Anderson
Journal of Social Theory in Art Education
Book review for Elements of a Post-Liberal Theory of Education, C.A. Bowers, Teachers College Press, New York, 1987.
Reviews And Responses: Bersson’S Worlds Of Art, Susan Washam Witten
Reviews And Responses: Bersson’S Worlds Of Art, Susan Washam Witten
Journal of Social Theory in Art Education
Book review for Worlds of Art, R., Bersson, Mayfield, Mountain View, CA, 1991.
Reviews And Responses: Bersson Responds, Robert Bersson
Reviews And Responses: Bersson Responds, Robert Bersson
Journal of Social Theory in Art Education
Citing the mandate of The Journal of Social Theory in art Education “to encourage debate and discussion," Michael Emme, the JSTAE Editor, invited me to respond to the review of my book, Worlds of Art, in the current edition. For this opportunity, I thank him and hope that what follows will raise issues of general importance for Social Theory Caucus members.