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Full-Text Articles in Education
What Would Gloria Ladson-Billings Do?: A Pedagogical Framework That Moves, Dominique Modory
What Would Gloria Ladson-Billings Do?: A Pedagogical Framework That Moves, Dominique Modory
SPACE: Student Perspectives About Civic Engagement
During my time as an elementary education major at Loyola University Chicago, I was offered a position as a K-2nd grade dance instructor at McCutcheon Elementary. After some students expressed disinterest in dance, I turned to culturally relevant pedagogy (CRP), a term that is coined by pedagogical scholar Gloria Ladson-Billings, to engage, educate, and inspire my students. I explain the criticality of practicing introspection on one's biases that may unconsciously hinder a student's academic growth. Further, one must brainstorm on how to insert education into the context of students' cultures. In the article, I ruminate how, through CRP, cultural competency, …
Kuasa Atas Ruang Pembebasan’: The Resilience Ofwomen In Sasak Culture, Lucky Wijayanti
Kuasa Atas Ruang Pembebasan’: The Resilience Ofwomen In Sasak Culture, Lucky Wijayanti
International Review of Humanities Studies
The Sasak tribe on Lombok island - West Nusa Tenggara, have traditional values and are applied through the social structure of their communities in daily life. Some existing customary values place women in irreplaceable positions. Even so, the existence of financial needs makes them work abroad as laborers, which indirectly results in the occurrence of divorce and early marriage. This is a problem for Sasak women in terms of survival in the Sasak culture. An ethnographic approach derived from Malinowski, the opinion of Svasek, and the value system framework from Kluckhohn are used in this study. This research concludes that …
Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright
Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright
Scholarship and Engagement in Education
Supporting education that reflects diversity involves maintaining awareness of one’s personal positionality, creating safe and inclusive learning communities, and using creativity and choice to empower and honor student voice and individual development. When working in educational settings, teachers may involve students in selecting relevant materials, and follow their lead in creating critical dialogue about salient factors of identity.
Learning Form And Function By Dance-Dramatizing Cultural Legends To Drum Rhythms Wearing Student-Made Animal Masks, Phyllis Gray, Audrey C. Rule, Gloria Kirkland Holmes, Stephanie R. Logan, Andrea L. Alert, Cynthia A. Mason
Learning Form And Function By Dance-Dramatizing Cultural Legends To Drum Rhythms Wearing Student-Made Animal Masks, Phyllis Gray, Audrey C. Rule, Gloria Kirkland Holmes, Stephanie R. Logan, Andrea L. Alert, Cynthia A. Mason
Journal of STEM Arts, Crafts, and Constructions
This study examined the self-efficacy in science, art, dance, and music; attitudes concerning contributions of people of various ethnic/cultural groups; and science learning of students involved in an after-school arts-integrated science enrichment project. Students dramatized three traditional animal legends from African, Native American, and Mexican cultures to drum beats while wearing student-made papier-mâché helmet crest masks of the animal characters. They learned the structure and functions of the featured animals through slide shows, embedded explanations in the play scripts, and hands-on form and function analogy materials that related the form and function of animal body parts to manufactured items. Although …
Third Graders Explore Sound Concepts Through Online Research Compared To Making Musical Instruments, Kyrie D. Borsay, Page Foss
Third Graders Explore Sound Concepts Through Online Research Compared To Making Musical Instruments, Kyrie D. Borsay, Page Foss
Journal of STEM Arts, Crafts, and Constructions
This study is an exploration of several lessons on sound taught to third grade students using one of the Next Generation Science Standards (3-5-ETS1) and arts integration. A counterbalanced, pretest- posttest- distal posttest design experiment was conducted to compare student knowledge and attitudes between the control and experimental conditions. Control activities included learning about either stringed or percussion instruments (whichever not addressed in the experimental condition) through online searches for information and writing a factual paragraph; experimental activities included creating a percussion or stringed instrument using classroom art materials purchased with an imaginary budget. One group experienced the experimental condition …
Shadow Puppet Plays In Elementary Science Methods Class Help Preservice Teachers Learn About Minority Scientists, Phyllis Gray, Audrey C. Rule, Anneliese Gentzsch, Denise Tallakson
Shadow Puppet Plays In Elementary Science Methods Class Help Preservice Teachers Learn About Minority Scientists, Phyllis Gray, Audrey C. Rule, Anneliese Gentzsch, Denise Tallakson
Journal of STEM Arts, Crafts, and Constructions
This practical article describes an arts-integrated project with engineering design and science concepts from the Next Generation Science Standards, art principles from the National Arts Standards, as well as ideas under the theme of “Culture” from the National Council for the Social Studies Standards. Preservice teachers in an undergraduate science methods class researched the background, life, and accomplishments of a minority scientist by reading books and articles about the person. They created a script to present the experiences and contributions of the scientist to other preservice teachers and, eventually, elementary students. Shadow puppets were constructed out of cardboard to portray …
Multicultural Reservations, Hybrid Avenues: Reflecting On Culture In Art Education, David Gall
Multicultural Reservations, Hybrid Avenues: Reflecting On Culture In Art Education, David Gall
Journal of Social Theory in Art Education
This paper examines the role of hybridity in culture as it relates to art education. Curriculum strategies in art education are based essentially on pluralist premises. Such strategies recognize diversity, honor differences, and try to redress the inequitable Eurocentric models of the past. Nevertheless, even in their most critical forms they reproduce a scheme of culture that subtly confirms the established order of Modern hierarchies, and fail to capture the fluid, hybrid, and uneven character of culture. Margaret Archer's theories of culture, society, and change are among the most insightful to date. Taking them on board will ensure that our …
God, The Taboo Topic In Art Education, Terry Barrett, Valora Blackson, Vicki Daiello, Megan Goffos
God, The Taboo Topic In Art Education, Terry Barrett, Valora Blackson, Vicki Daiello, Megan Goffos
Journal of Social Theory in Art Education
A serendipitous match of this journal's call for imagery "that lies outside art educators' accepted sphere"-"out of site/ sight/ cite" - and a (too) rare discussion among art educators talking about God within a secular classroom prompts this article. Concepts of God are generally withheld from the site of public school art classrooms in the United States; many teachers express wariness and fear of bringing artists' sights of God into their public school art rooms, although God and Gods are a frequent subject for artists through time and across place. Further, the topic of God is rarely cited in art …
Mars Rising: Icons Of Imperial Power, Miriam Cooley, Michelle Forrest, Linda Wheeldon
Mars Rising: Icons Of Imperial Power, Miriam Cooley, Michelle Forrest, Linda Wheeldon
Journal of Social Theory in Art Education
Political and news media imagery saturate the culture of our classrooms as thoroughly as the popular culture imagery that deliberately targets children and youth. Media images such as those of US president G. W. Bush's visit to Canada that we discuss in this paper have become ubiquitous in our culture. In our view they constitute a primary mechanism through which the powerful political and economic forces exert an unrelenting threat on populations around the world. We (1 + 1 + 1)* enter this discussion from the point of view of Canadians, one of whom holds duel Canadian / US citizenship, …
Reading Objects: Collections As Sites And Systems Of Cultural Order, Alice Wexler
Reading Objects: Collections As Sites And Systems Of Cultural Order, Alice Wexler
Journal of Social Theory in Art Education
The political nature of making personal and cultural meaning of objects (both ordinary and aesthetic) is the site where transactions between our innate need for order and environmental influences, such as consumerism, are made. Valuing objects leads to the phenomena of collection, a subject that has been of interest in education and psychology since the nineteenth century. I ask how the private collections of children, and later adults, lead to systems of labeling, grouping, and display of art and artifacts in the art and natural history museum. In the age of the meta museum, how do educators question the museum's …
Stranger Within, Anniina Suominen
Stranger Within, Anniina Suominen
Journal of Social Theory in Art Education
I base my teaching philosophy on the continuous self-directed learning of an individual. My goal is to help my students to learn to problematize their perception, their ways of thinking, their understanding of themselves, and their satisfaction with achieved learning goals. I support my students in their journeys of becoming critical searchers and inquirers of knowledge, visuality, and perceived reality. Although it is apparent they have learned to question authority and pre-given role and behavior models, I watch them searching for shortcuts for the answers within the complex structure of too many potential solutions.
Abu Ghraib: (Un)Becoming Photographs: How Can Art Educators Address Current Images From Visual Culture Perspectives?, Nancy Pauly
Abu Ghraib: (Un)Becoming Photographs: How Can Art Educators Address Current Images From Visual Culture Perspectives?, Nancy Pauly
Journal of Social Theory in Art Education
On Friday, May 7, 2004 the front page of The New York Times contained two photographs and a headline: "From Picture of Pride to Symbol of Abuse" (Dao, 2004, p.1). In the top photograph Lynndie R. England appears in 2003, smiling, standing in a relaxed family setting, and wearing a blue" Authentic USA" hooded sweatshirt with red and white lettering. Until early May that photo had been displayed in the Mineral County West Virginia Courthouse with other photographs of local soldiers stationed in Iraq.
Art, Action Research, And Activism At Artpark, Carole Woodlock, Mary Wyrick
Art, Action Research, And Activism At Artpark, Carole Woodlock, Mary Wyrick
Journal of Social Theory in Art Education
The authors have an ongoing interest in combining local history, culture, and environmental issues as topics for teaching. As newcomers to western New York, we became fascinated with the story of Artpark in Lewiston, New York. High on the edge of the Niagara Gorge, the site of Artpark has a complicated history that has been enlivened by Native Americans, the French, the British, contemporary artists, senators, toxic waste specialists, visiting art teachers, and local students. The passage and effects of time on nature, art, and culture have been an important influence on art production since the beginning of Artpark in …
The Perception Of Non-Perception: Lessons For Art Education With Downcast Eyes (Part One: Trompe-L’Oeil And The Question Of Radical Evil), Jan Jagodzinski
The Perception Of Non-Perception: Lessons For Art Education With Downcast Eyes (Part One: Trompe-L’Oeil And The Question Of Radical Evil), Jan Jagodzinski
Journal of Social Theory in Art Education
The Roman historian Pliny recounts a story that occurred during Periclean Athens. I will utilize this story, as a trope to undertake an interrogation of perception as it is commonly understood and currently practiced by art educators in schools. In order to deconstruct vision/blindness, or the perception/non-perception binary, I have examined the psychoanalytic paradigm of Jacques Lacan. His current interpreters provided the conceptual tools for such an undertaking. Given that the question of representation has become a key sign-post of postmodernism, art educators must conceptualize a trajectory for itself in the 21st century. Part One of such a trajectory questions …
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.
Deep-Seated Culture: Understanding Sitting, Karen T. Keifer-Boyd
Deep-Seated Culture: Understanding Sitting, Karen T. Keifer-Boyd
Journal of Social Theory in Art Education
Similar to the way that our culture influences how we interpret the world, the way that we sit in a chair and the type of chair that we are in positions what we see and how we are seen. Environmental cues communicate information through which we establish context and define a situation (Rapoport, 1982, p. 56). In this paper I examined the ways in which chairs (defined as that which is underneath us when "sitting") and sitting (defined as the infinite ways that we sustain our bodies in a bent position ranging from squatting, kneeling, reclining, or the lotus position) …
Art Education And The Promotion Of Intercultural Understanding, F. Graeme Chalmers
Art Education And The Promotion Of Intercultural Understanding, F. Graeme Chalmers
Journal of Social Theory in Art Education
The comparative study of art, of response to art, and the production of art forms which matter can help us to understand each other. Art has always been a powerful force in shaping our vision of the world. We need to understand each other's vision and keep our own alive. We need to combat any art-for-art's-sake attitudes that may be entrenched in schools because it is a rather peculiar notion of art and one that deters a full understanding of the role of art in a variety of contexts and cultures. In contrast, art educators who view art as a …
Popular Culture’S Revolt Against The Normalizing Consequences Of Tradition, Pat Rafferty
Popular Culture’S Revolt Against The Normalizing Consequences Of Tradition, Pat Rafferty
Journal of Social Theory in Art Education
For several years there has been an ongoing debate regarding whether street art (graffiti) qualifies as art or could be more aptly described as vandalism. While this paper does not claim to resolve the issue, a discussion of the corollary of that - the extent to which we are willing to tolerate divergence from normative expectations, lends insight into the topic of the means and limitations of what is representable as art.
A Gender Exposition: Black And White Images In The Grey Chain Of Being, Jim Paul
A Gender Exposition: Black And White Images In The Grey Chain Of Being, Jim Paul
Journal of Social Theory in Art Education
It is interesting how the numerical demarcation of a decade spurs one to reflective stock-taking and visionary anticipation. We know that the beginning or termination of long-term social trends do not “naturally” fall into neat groups of tens. Still, as empirically-entrenched and categorically-minded consumers we must quench our never-ending thirst to link events until we have reduced them into man”age”ableness. We are more at ease when we can name where we have been and visualize where the future will be.
Self-Reflections In Organizations: An Outsider Remarks On Looking At Culture And Lore From The Inside, Michael Owen Jones
Self-Reflections In Organizations: An Outsider Remarks On Looking At Culture And Lore From The Inside, Michael Owen Jones
Journal of Social Theory in Art Education
As apparent from the title of my remarks, I am an outsider to this organization. I teach folklore courses at UCLA, which is one of five institutions in North America offering both the M.A. and Ph.D. degrees in the study of folklore. I have been asked to speak in this session, in part because I give courses on folk art, aesthetics, fieldwork, and organizational culture and symbolism. As an outsider, as a researcher of organizational culture, and as the final speaker in this session, it seems to be my role to suggest a larger framework of study to which this …
Enculturation And The Visual Arts Curriculum, Nancy R. Johnson
Enculturation And The Visual Arts Curriculum, Nancy R. Johnson
Journal of Social Theory in Art Education
An overview of some theoretical viewpoints on enculturation is presented. These viewpoints are relevant to the development of the visual arts curriculum. The perspective presented is a critical one that calls for an examination of the cultural constructs in which art educations embedded.
Folk Art In Art Education: Toward A General Theory Of Art As A Social Institution, James Noble Stewart
Folk Art In Art Education: Toward A General Theory Of Art As A Social Institution, James Noble Stewart
Journal of Social Theory in Art Education
Art may be understood by considering it as a social institution in which particular artifacts are presented as candidates for appreciation. This institution includes the domains of production, distribution, and consumption, all of which are regulated according to rules and standards relating to both art objects and behavioral roles for those people involved. In the paradigm case all participants in the institution are of the same cultural group. This is important for art educators to understand because of the diversity of cultures represented in the classroom. Because a person's greatest opportunity for meaningful involvement in the arts comes from within …
Thought On Social Contextualism In Art And Art Education, Tom Anderson
Thought On Social Contextualism In Art And Art Education, Tom Anderson
Journal of Social Theory in Art Education
Art as a manifestation and reflect ion of culture has been clearly established. Discussions of various depth on the subject are available in many general art education texts. However, the concept of art as a reflection of culture may take many forms and thus has the potential for ambiguity. Culture, as defined by the social sciences, is the complex of knowledge, beliefs, mores, customs, laws, and social institutions held by human beings as a part of society. Culture, in this sense, does not refer to what is commonly known as high culture, except as high culture is included in the …
The Arts, School Practice, And Cultural Transformation, Landon E. Beyer
The Arts, School Practice, And Cultural Transformation, Landon E. Beyer
Journal of Social Theory in Art Education
Attempts at articulating and instituting socially responsive programs in art education are heartening and long overdue. The work of the Caucus on Social Theory and Art Education and the Bulletin as a reflection of the issues dealt with by the caucus, are laudatory and provocative. I seek to further these efforts in this essay by: 1) elaborating the social context within which schools function, and detailing how the political, economic, and ideological interests our educational system serves affect school policy, organizational structures within education, and school practice generally; and 2) suggest how the arts may be an effective force in …
Art Education And The Social Use Of Metaphor, Nancy R. Johnson
Art Education And The Social Use Of Metaphor, Nancy R. Johnson
Journal of Social Theory in Art Education
Human beings are greatly dependent upon social knowledge as a basis for directing their actions in the world and interpreting the actions of others. The dominant quality of social knowledge, or culture, is that it is symbolic. Consider the concept of culture offered by anthropologist Clifford Geertz: "(Cultura) denotes a historically transmitted pattern of meanings embodied in symbols, a system of inherited conceptions expressed in symbolic forms by means of which men communicate, perpetuate, and develop their knowledge about and attitudes toward life".
Why Art Education Lacks Social Relevance: A Contextual Analysis, Robert Bersson
Why Art Education Lacks Social Relevance: A Contextual Analysis, Robert Bersson
Journal of Social Theory in Art Education
Contemporary art education is individual - focused (i.e. self-centered) to the almost complete exclusion of larger social concerns. This is true whether the art education is child-centered, discipline-centered, Rockfeller (Coming to Our Senses) - centered, or competency-based. The primary concern, notwithstanding differences, is on individual artistic productivity and, to a lesser degree, on personal aesthetic response. The enormous untapped potential of art education - and ninety-nine percent of us will be viewers and consumers, not artists - is in the social dimension. Critical understanding of the dominant visual culture - often dehumanizing in its effect, multicultural understanding through art, and …
A Socially Relevant Art Education, Lanny Milbrandt
A Socially Relevant Art Education, Lanny Milbrandt
Journal of Social Theory in Art Education
In view of the foregoing arguments for art education in a social context one might ask: do art educators bear a responsibility for the shaping of a society? If one agrees that such a responsibility is within our jurisdiction, the next question must be: what is our potential sphere of influence and activity in this realm of responsibility and how do we get on with the job? Art educators must develop a commitment to socially responsive goals and take active roles to enable those goals to be realized.