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Articles 31 - 60 of 89
Full-Text Articles in Education
Teaching Critical Practice For Future Technologies, Leslie Sharpe
Teaching Critical Practice For Future Technologies, Leslie Sharpe
Journal of Social Theory in Art Education
What are the issues when faculty wishes to teach art students critical or alternative practices with newer technologies not yet widely available to the public? Can one teach alternative practices that consider social or personal contexts when the technologies are not yet publicly available? What other issues are involved when teaching art students to do fine art with such technologies, and when not training artists to do commercial work for the communications industry or mainstream media? What does it mean for the art students who wants to use these technologies for fine art to have ideas for their use, but …
“Miss, Miss, Look At What My Mother Sent Me From Jail”, Future Akins
“Miss, Miss, Look At What My Mother Sent Me From Jail”, Future Akins
Journal of Social Theory in Art Education
When I tell people that I teach in a public school, especially when I go on to say that I teach at the Junior High level" there is almost aIways snickering sounds and rolling eyes followed by horror stories from the past. They relate memories of crowded, noisy hallways filled with bullies; classrooms that felt like jail, teachers that were bored and lots of hormone driven mis-adventures. I just smile because I know it is all too true. I do not attempt to explain why, as an artist, I choose to return to the classroom after so many years or …
Intergenerational Art Education: Building Community In Harlem, Angela M. La Porte
Intergenerational Art Education: Building Community In Harlem, Angela M. La Porte
Journal of Social Theory in Art Education
I began the first of 43 visits to an after-school intergenerational art program in Lower East Harlem, New York, with the expectation of a straight-forward research project, one which would perhaps ratify my growing conviction that young people and older adults together would provide a natural learning environment for art. My first personal encounter with the Lower East Harlem community began when I crossed 96th Street, an informal boundary separating its decaying tenements and public housing projects from the newer, more prosperous neighborhood to the south. I soon realized that there was no need for a line on the map …
Revisiting Social Theory In Art Education: Where Have We Been? Where Are We Today? Where Are We Going? Where Could We Go?, Jan Jagodzinski
Revisiting Social Theory In Art Education: Where Have We Been? Where Are We Today? Where Are We Going? Where Could We Go?, Jan Jagodzinski
Journal of Social Theory in Art Education
The title's spin-off from Gauguin's self-reflective statement: D'où vernons-nouse? Que sommes-raus? Où allons-nous? painted towards the closing of the 19th century when colonialist expansion and Imperialism were at their heights, seems to be an appropriate allusion as this year's 21st Social Caucus journal inaugurates the beginning of a new millennium. The irony of the title should be apparent, as should the fortuitousness of the volume's number. The epic proportions of the questions (and the painting) compressed into the bit size of an editorial seems laughable. Yet the questions are worth deliberating in the context of the essays that have been …
On Oysters And Other Life Lessons: Art Teacher’S Perceptions Of Social Class And Schooling, Kimberly Cosier
On Oysters And Other Life Lessons: Art Teacher’S Perceptions Of Social Class And Schooling, Kimberly Cosier
Journal of Social Theory in Art Education
I had to be taught that the world was not my oyster. As a child I was quite sure that I was destined for a wondrous life of adventure and distinction. I was the first born in my family, the first child, the first grandchild, the first niece; everyone was crazy about me. My mother swears that on the day I was born my father floated across the room, so filled with joy and pride that his feet literally glided above the floor as he held me in his arms for the first time. I realize now that this is …
Working With People To Make Art: Oral History, Artistic Practice, And Art Education, Dipti Desai
Working With People To Make Art: Oral History, Artistic Practice, And Art Education, Dipti Desai
Journal of Social Theory in Art Education
In recent years, some contemporary artists have used oral history methods as an integral part of their artistic practice. Oral history emerged in the United States as a distinct historical method with the establishment of the first organized oral history project in 1948 by Alan Nevin at Columbia University in New York. It gradually wrenched itself from its elitist origins of documenting stories of prominent white men to becoming a populist approach that draws attention to ordinary people’s lives, perceptions, and experiences of an event. Based on interviews conducted over a short period of time, oral histories’ primary contribution to …
Swimming Up-Stream In The Jean Pool: Developing A Pedagogy Towards Critical Citizenship In Visual Culture, Kevin Tavin
Swimming Up-Stream In The Jean Pool: Developing A Pedagogy Towards Critical Citizenship In Visual Culture, Kevin Tavin
Journal of Social Theory in Art Education
American children and youth live in and through mass media and popular culture. They frequently fashion their sense of history, ideology, and multiple and ever-changing identities through popular visual imagery. These images penetrate and pervade every aspect of our students’ lives in the form of television programs, children’s books, advertisements, movies, comics, toys, cereal boxes, video games, fashion merchandise, sport shoes, fast food paraphernalia, and architectural and public spaces. These images help to shape students’ experiences by capturing their imagination and engaging their desires. These pervasive, immediate, and sometimes ephemeral images often construct students’ consciousness and their sense of citizenship …
Examining Biases And Prejudices: Implications For Art Education, Shirley Hayes Yokley
Examining Biases And Prejudices: Implications For Art Education, Shirley Hayes Yokley
Journal of Social Theory in Art Education
In this paper, I combine an overview of Elisabeth Young-Bruehl’s (1996) socio-psychological examination of group prejudices with a critical examination of artwork by Juan Sánchez to illustrate how issues-based studies of works of art help teachers and students examine and resist biases and prejudices that contribute to oppressive or hegemonic actions.
Seeing Childhood In Art Education, Paul Duncum
Seeing Childhood In Art Education, Paul Duncum
Journal of Social Theory in Art Education
Art education theory and practice sees children as constructivist learners, but postmodern theory teaches us to see children with multiple and fragmented identities. Postmodern theory is used to examine childhood as a site of divergent discourses concerned with persistent adult attempts to control both actual children and the concept of childhood. Many alternative conceptions find pictorial form in the mass media, from abused child to nightmarish threat. This paper focuses on the idea of children as rabid consumers. It examines television advertisements aimed at children, especially by McDonald’s, Mattel and Cap Toys. Implications for the classroom as well as art …
Sugar And Spice And Everything: Reflections On A Feminist Aesthetic, Deborah Smith-Shank
Sugar And Spice And Everything: Reflections On A Feminist Aesthetic, Deborah Smith-Shank
Journal of Social Theory in Art Education
Over the past 25 years, feminist art, art criticism, and action have allowed insights in to the work of women artists. Because culture imposes an assumed unity on a diversity of codes and has a naturalizing function, it makes the status quo appear as given and enduring. Feminist artwork disrupts common cultural assumptions by purposefully calling into question the arbitrariness of cultural sign systems. It brings into the conversation those cultural signs which are routinely unexamined and forces a look. This article is about feminist artwork, feminist context (s), and my own development as a woman, artist, teacher, and participant …
Creating Community Through Art: Two Research Project Reviews, Seymour Simmons Iii
Creating Community Through Art: Two Research Project Reviews, Seymour Simmons Iii
Journal of Social Theory in Art Education
Against a background of contemporary social problems and concerns, this article considers the role of the arts in creating community. It begins with a synopsis of Ellen Dissanayake’s anthropological perspective on the importance of the arts in human evolution, human development, and premodern societies. It then considers current approaches to community-building through the arts based on two recent research projects done by Harvard Project Zero and its affiliates. One project, the Lincoln Center Institute Arts-in-Education Survey Study, reviewed twenty-two arts-in-education programs including community art centers, cultural centers, arts-infusion schools, and state and local arts councils. The other, Project Co-Arts, involved …
Living The Discourses, Ed Check, Grace Deniston, Dipti Desai
Living The Discourses, Ed Check, Grace Deniston, Dipti Desai
Journal of Social Theory in Art Education
Factors of social class, race, gender, and sexuality are important to any understanding of the social processes of art. Often, art educators discuss these factors in abstract terms, thereby confining discussion in art education to a set of identifiable variables constructed as static, universal, and homogeneous. The particularities of living and working in educational spaces structured along racist, classist, sexist, and homophobic lines remain largely unexplored. Recent scholarship in art education has begun to examine the particularities of these social relations (Garber, 1995; Stuhr, Krug, & Scott, 1995). But the fractures, dangers, and the erasures are not being articulated 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 …
Art Education And Technology: These Are The Days Of Miracles And Wonder, Paul Duncum
Art Education And Technology: These Are The Days Of Miracles And Wonder, Paul Duncum
Journal of Social Theory in Art Education
This paper examines the impact on human consciousness of the exponential proliferation of electronic images, and offers suggestions concerning how educators should respond. A postmodern critique includes the ideas of an inverted Kantian aesthetics which embraces the everyday, a dramatic compression of space and time, and personal disorientation. A further critique grounds these views of consciousness in new economic arrangements and the rapaciousness of capitalism. I argue that the only viable educational response to this new consciousness is a critical examination of mass media imagery. Basic components of media education in schools are signposts of an appropriate response.
The Clash Between The Sacred And The Profane: An Examination Of Controversial Art In The Postmodern Era, Rosalie H. Politsky
The Clash Between The Sacred And The Profane: An Examination Of Controversial Art In The Postmodern Era, Rosalie H. Politsky
Journal of Social Theory in Art Education
Using mythic criticism, this paper examines the current cultural and religious in stability that may serve as the impetus for the appropriation of ancient religious myths and symbols by various visual and performance artists. The paper concludes with implications of ritual, personal mythology, and controversial art for art education.
When Art Turns Violent: Images Of Women, The Sexualization Of Violence And Their Implications For Art Education, Yvonne Gaudelius, Juliet Moore
When Art Turns Violent: Images Of Women, The Sexualization Of Violence And Their Implications For Art Education, Yvonne Gaudelius, Juliet Moore
Journal of Social Theory in Art Education
Approximately two years ago, after viewing a slide of Rubens’ The Rape of the Daughters of Leucippus, a group of students enrolled in an “art for elementary education majors” course were asked to write an interpretation of this work, as part of a series of art criticism activities that they had engaged in through the semester. Most of the students wrote what might be described as reasonable interpretations in that they discussed the work in formal terms and made judgments about the artwork. However, and this is what is of interest to us in this paper, only two students in …
The Green Quilt: An Example Of Collective Eco-Action In Art Education, Doug Blandy, Kristin G. Congdon, Laurie Hicks, Elizabeth Hoffman, Don Krug
The Green Quilt: An Example Of Collective Eco-Action In Art Education, Doug Blandy, Kristin G. Congdon, Laurie Hicks, Elizabeth Hoffman, Don Krug
Journal of Social Theory in Art Education
At the 1994 National Art Education Association (NAEA) Convention in Baltimore we initiated two eco-action presentations that resulted in the making and display of a Green Quilt (Blandy, Congdon, Hicks, Hoffman, & Krug, 1994a; Blandy, Congdon, Hicks, Hoffman &: Krug, 1994b). All of us have been coming to NAEA conventions for a number of years. Every year we have heard discussions on the gap between theory and practice. Discussed also has been the importance and need for activism within the NAEA. As a result of listening to these discussions, the five of us met at the 1993 convention to plan …
Valuing Difference: Luce Irigaray And Feminist Pedagogy, Yvonne Gaudelius
Valuing Difference: Luce Irigaray And Feminist Pedagogy, Yvonne Gaudelius
Journal of Social Theory in Art Education
The anonymous worker- the mother, the teacher- the anonymous woman. Woman defined by her fixed place in the system of reproduction. How has this come to be? How has woman become-how does she remain-an anonymous instrument in the reproduction of patriarchy? How does social reproduction relate to the position of woman as mother-as the “vehicle” of physical reproduction? In this paper, I tie questions such as these to the discipline of education, and to women's role in the underlying ideologies of our educational system. In order to do so I will approach these questions from three distinct vantage points: a) …
Behind, The Road Is Blocked: Art Education And Nostagia, Paul Duncum
Behind, The Road Is Blocked: Art Education And Nostagia, Paul Duncum
Journal of Social Theory in Art Education
Proponents of high culture have trusted its power as an antidote to contemporary social ills. However, art educators should be aware that the history of such attempts is a history of failure. It is a history of gradual marginalization, both of the critique and the critics, and of increasingly conservative political reaction. The critique represents, today as it has always done, a nostalgia for an idealized past. But the failure of the critique suggests that there can be no going back. It is argued that the increasing failure of this critique to positively influence social and cultural life is a …
“Truth” That Sells: Broadcast News Media In Video Art And Art Education, Mary Wyrick
“Truth” That Sells: Broadcast News Media In Video Art And Art Education, Mary Wyrick
Journal of Social Theory in Art Education
Vincent Lanier (1969), Manuel Barkan and Laura Chapman (1967), Laura Chapman (1982), Paul Duncum (1987, 1989), and Dan Nadaner (1985) have written about the implications of using mass media sources in art education. In their writings, each of these authors acknowledged the importance of film, television, and other mass media to student populations in art educational contexts. Even with these precedents and extensive literature in media studies, students today continue to uncritically consume the visual media that permeate their lives. They need to understand how contemporary culture is at least partially shaped by representations in visual media. Whether these representations …
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.
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 …
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.
Premises, Promises, And A Piece Of Pie: A Social Analysis Of Art In General Education, Tom Anderson
Premises, Promises, And A Piece Of Pie: A Social Analysis Of Art In General Education, Tom Anderson
Journal of Social Theory in Art Education
It is argued that advocates of content-based art education and other art educators who are attempting to move art to the political center of general education are struggling against largely unrecognized social realities. The idea is developed that just as the art world occupies a marginal place in the larger society do does art education in the society's educational institutions. The roots of this marginalization are argued to be in contending; particularly the dearly held notions of creativity and originality which are at the heart of the art world, versus acquiescence and conformity which are held most dear within general …
Art Education’S Movement Toward Core Curriculum Membership, Karen A. Hamblen
Art Education’S Movement Toward Core Curriculum Membership, Karen A. Hamblen
Journal of Social Theory in Art Education
Art educational at this time provides a unique opportunity to observe and analyze how a field of study presents rationalizations and takes certain actions to acquire some of the more traditional characteristics of general education. The manner in which art testing has been proposed will serve as a specific example of how quantification, accountability, and predictability of learning outcomes are being used to legitimate art study as a discrete discipline with core curriculum status. To examine legitimating characteristics and processes, the following will be discussed: (a) current trends in art education, (b) characteristics of general education, (c) relationships between current …
Commentary: Media, Environment, And Art: A New Agenda For Art Education, Ron Sylva
Commentary: Media, Environment, And Art: A New Agenda For Art Education, Ron Sylva
Journal of Social Theory in Art Education
Much has been written about what an education in art should be for. We might think more about what an education in art should be against. We live in a world where objects, environments, ideas, and feelings are manufactured for, and merchandized to, people defined as consumers rather than citizens, spectators rather than participants, and users rather than doers. Despite the proclaimed democratic ideals of education and the celebrated independence of the artist's vision, art education has contributed little to the education of independent minded, informed, and empowered human beings.
The Nostalgia Of Art Education: Back To The Future, Part 4, Jan Jagodzinski
The Nostalgia Of Art Education: Back To The Future, Part 4, Jan Jagodzinski
Journal of Social Theory in Art Education
To write the impossible, which is impossible to write, requires an excessive gesture.
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 …
Art Criticism As Ideology, Elizabeth Garber
Art Criticism As Ideology, Elizabeth Garber
Journal of Social Theory in Art Education
Schools have been found crucial sites of economic, political, and ideological reproduction. A non-reflective approach to art criticism that relies on visual description of the artwork or expressive response to the visual elements ensures that popular and dominant ideologies about what is art, what is good or important, and what is meaningful will prevail unquestioned. These ideologies include economic interests, as Gablik (1985) has argued; moral interests, as we have seen with, Jesse Helms' recent campaign (that might also have been fueled by a desire to reduce government spending); and the class interests of an economically powerful elite. The ideological …
Collecting Women’S Art And Native American Artificates: Issues For Museum Curators, John Wilton
Collecting Women’S Art And Native American Artificates: Issues For Museum Curators, John Wilton
Journal of Social Theory in Art Education
Egalitarianism is quite possibly the education buzzword of the eighties. Egalitarianism is belabored in the literature of late that it seems inconceivable that any person or institution with any degree of social responsibility has not yet acted to realign the programs and policies of our biased past. Yet many major social groups still remain disenfranchised in the current American cultural scenario. This commentary addresses the predicament of two of those groups-women and Native Americans. While seemingly unrelated, both groups share a common dilemma: their voices, their opinions and their expressions are not yet respected in the realm of art and …