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Full-Text Articles in Education
Role Identities In Colombian Music Education Graduates, Jorge Hernán Hoyos
Role Identities In Colombian Music Education Graduates, Jorge Hernán Hoyos
The Qualitative Report
The tension between performer and teacher identities in music education is a widely recognized phenomenon within the profession. However, in Colombia, previous research has mainly focused on curricular evaluations, profile, and labor market conditions, leaving a significant gap in our understanding of identity. This study aimed to investigate the role identities among graduates of the Adventist University Corporation. Two focus groups were conducted to explore the existing condition of teacher and performer identities and the impact of government-mandated curricular modifications on recent graduates’ teacher identity. The results revealed a persistent dichotomy among participants in their working lives despite institutional efforts. …
Inclusion And Disability As Curricular Practice, Kelly M. Gross
Inclusion And Disability As Curricular Practice, Kelly M. Gross
Journal of Social Theory in Art Education
As policies regarding students with disabilities in education have changed to support inclusive approaches, the field of art education must consider the translation of these concepts to Prek-12 art and design curriculum. This study examines inclusive curriculum content regarding the inclusion and representation of disability in Prek-12 visual art and design classrooms in Illinois. It utilized a descriptive survey design that involved art and design education teachers throughout the state. These data provide information on the general state of art and design education while also considering the connections between theory and practice. Data from this study indicate that although art …
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 …
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 …
Seeing The Bigger Picture: Investigating The State Of The Arts In Teacher Education Programs In Australia, Georgina M. Barton, Margaret Baguley, Abbey Macdonald
Seeing The Bigger Picture: Investigating The State Of The Arts In Teacher Education Programs In Australia, Georgina M. Barton, Margaret Baguley, Abbey Macdonald
Australian Journal of Teacher Education
There is extensive research that shows how the arts provide many benefits for all students yet there is evidence that arts education offerings and experiences are decreasing across both university and school sectors. It is important that we recognize the essential role of teacher educators in preparing pre-service teachers to be aware of the ‘bigger picture’ of arts education before beginning their work with students. Drawing on interview data from eight tertiary arts educators, this paper will provide a timely national snapshot view of their perceptions. It explores their experiences as arts educators in higher education contexts in regards to …
Reflections ~ How Stem Becomes Steam, Ruth Catchen
Reflections ~ How Stem Becomes Steam, Ruth Catchen
The STEAM Journal
Reflections from designing a STEAM class for high-risk students.
Graffiti Walls: Migrant Students And The Art Of Communicative Languages, Fernando Rodríguez-Valls, Sandra Kofford, Elena Morales
Graffiti Walls: Migrant Students And The Art Of Communicative Languages, Fernando Rodríguez-Valls, Sandra Kofford, Elena Morales
Journal of Social Theory in Art Education
Visual Arts help to create communicative actions between teachers and students. In this article, we explain the interdisciplinary methodology –Visual Arts and Language Arts– utilized by three teachers and one faculty member at San Diego State University. The purpose of the project was to create a common ground and a shared agreement based on linguistic codes utilized in the classroom. For four weeks, forty-five high-school sophomore migrant students and the teaching team discussed and analyzed poetry, short stories, graphic novels, and movies. They later created visual expressions –Cultural Tags and Graffiti Walls –that reflected students’ views about their cultural identities. …
Parents, Middle-Class-Ness, And Out-Of-School Art Education, Lara M. Lackey, David G. Murphy
Parents, Middle-Class-Ness, And Out-Of-School Art Education, Lara M. Lackey, David G. Murphy
Journal of Social Theory in Art Education
This article explores the intersections of middle-class parenting practices and out-of-school art education. Drawing on the work of Lareau (2003) and Kusserow (2004) it argues that middle-class parents use a particular logic of parenting that involves the ongoing cultivation of children in hopes of promoting future security and life advantage. I argue that out-of-school art education is often taken up within this parenting practice in ways that serve the cultivation of both general and specific middle-class values.
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 …
Piercing Gaze: Public Art In Schools, Laura Felleman Fattal
Piercing Gaze: Public Art In Schools, Laura Felleman Fattal
Journal of Social Theory in Art Education
A gaze is a silent facial gesture while a piercing gaze suggests a shrieking sound. Unpacking the word, silence, allows one to look at the difference between the verbalizations hailing empowerment and the actual functioning of reinstatements of purpose in learning, teaching and mentoring in a public school. Silence, in the following article, signals a discomfort, sometimes solitude and, at times, an abyss perhaps indicating the disparity between expectation and implementation. The depth of research necessary by the school community to reach consensus for names of dignitaries and the in-depth archival photographic research on the part of the professional artists …
Dbae And Iiae: Playing Finite And Infinite Games, Stan Horner
Dbae And Iiae: Playing Finite And Infinite Games, Stan Horner
Journal of Social Theory in Art Education
This essay is an excerpt from the third volume in the iiae/Analogosseries by the author, now in preparation. DBAE refers to Discipline Based Art Education while iiae refers to interactive interdisciplinary art education. In this essay I posit that there are two co-dependent ‘game’ plans informing the orientation of contemporary art education as represented by these two curricular orientations, and that one is sustained inside the other. As set forth by Carse, each one gives rise to a very different set of activation rules for players; this forms the basis for an attempt to tease out a concept of the …
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 …
Commentary: Art Education And New Technology: Are You Ready?, Susan Witwicki
Commentary: Art Education And New Technology: Are You Ready?, Susan Witwicki
Journal of Social Theory in Art Education
As an Art education major, I was somewhat daunted by a recent job offer requiring me to teach in the Career and Technology Studies department. As a recovering technophobe and lover of scissors and paste, I was cautious of this ‘Brave New World’ of computers. I perceived post-millennial teens to be cyber savvy know-it-alls, largely due to the way in which they were portrayed in the media. As well, if the ads were true, teens weren’t the only ones riding the new technological wave; Cisco Systems 1999 television campaign presented a global Utopia of citizens united through surfing the net. …
Notes Toward A Theory Of Dialogue, Grace Deniston-Trochta, Jane Vanderbosch, Ed Check
Notes Toward A Theory Of Dialogue, Grace Deniston-Trochta, Jane Vanderbosch, Ed Check
Journal of Social Theory in Art Education
Multiple dimensions of dialogue as pedagogical practice are examined in the following three essays. In the first piece, “When Life Imitates Art: Notes on the Nature of Dialogue,” poet and essayist Jane Vanderbosch reflects about the politics of silence and voice in graduate school. She analyzes how power and politics charge the atmosphere of the classroom. In “The Pedagogy of Dialogue: A Relation Between Means and End,“ Grace Deniston-Trochta focuses on self-examining the possibility of dialogue in a large “pit” classroom. She proposes teacher as listener/learner, a teacher who is self-reflective and respectful. In the final essay, “Managing the Silence …
Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin
Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin
Journal of Social Theory in Art Education
Arterial and life connections for art educators. Arteries are muscular vessels carrying blood away from the heart to every part of the body, eventually bringing the blood back to the heart before venturing out again. Metaphorically, these pathways locate the heart as a home from which travel extends, repeatedly, expectantly as life itself. Symbolically, arterial connections pulsate with the notion of art, expressing art through life through art. To many people, and particularly Aboriginal peoples, art translated as cultural performance is found in the very pathways and bloodlines of their geographies and histories. However, these arterial connections are available to …
A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris
A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris
Journal of Social Theory in Art Education
Jim Wayne Miller, professor of English at Western Kentucky University, declared that school children in West Virginia have more exposure to other cultures than they do to their own. His concern was that, “Lack of knowledge about the area’s history helps perpetuate negative stereotypes about the region’s mountain people” (Associated Press, 1994). If the Mountain Culture, to which many of the students belong, is not reflected in the curriculum, their identity, voice, heritage, history, and arts are censored and the Mountain Cultural youth are rendered invisible in their own state. Results from a survey of three elementary schools located in …
Art, Education, Work, And Leisure: Tangles In The Lifelong Learning Network, Lara M. Lackey
Art, Education, Work, And Leisure: Tangles In The Lifelong Learning Network, Lara M. Lackey
Journal of Social Theory in Art Education
Although the field of art education has, in recent years, acknowledged the prevalence of non-formal educational sites, our literature is divided on whether this trend poses an opportunity for cooperation and strength or a threat to the status of art as a school subject. This paper consults the literature of critical theory within the domains of art, education, and leisure studies in order to examine the relationship between formal and non-formal art education. First, it considers ways in which tradition conceptualizations of art, education, leisure, and work foster an acceptance of art as experience and knowledge to be gained outside …
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, …
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 …
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.
Research For Existential Choice, Karen A. Hamblen
Research For Existential Choice, Karen A. Hamblen
Journal of Social Theory in Art Education
Chet Bowers (1984) has developed a theory of how a critical consciousness of our cultural typifications can be developed through an in-depth and elaborated understanding of aspects of a given situation or problem. In this paper, his theory is applied to the role research plays in art education. It is proposed that our existential choices in art education are directly proportionate to the amount and complexity of the research we have available and the extent to which we understand and can apply this research for specific purposes. The lack of research in essential instructional areas as well as the lack …
Values Examination In Art Curricula Construction From Owatonna To Today, Carol S. Jeffers
Values Examination In Art Curricula Construction From Owatonna To Today, Carol S. Jeffers
Journal of Social Theory in Art Education
In developing curricula and educational policy, arts educators must participate with students, parents and other members of the community in dialectic processes of values examination. Failure to do so can often result in the development of curricula and policies which send unintended and unacceptable signals about the purposes and importance of the arts in our society. A critical analysis of the Owatonna Art Education Project (1933- 38), together with a review of current curricula and educational policies indicate a need for the use of these processes, arts educators may be unaware of the signals that they are sending through curricula …
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 …
A Critique Of Elliot Eisner’S Educating Artistic Vision, John Jagodzinski
A Critique Of Elliot Eisner’S Educating Artistic Vision, John Jagodzinski
Journal of Social Theory in Art Education
Educating Artistic Vision is an "old" book written a decade ago. As such there are many aspects in it, I'm sure, Eisner would not accept today. Therefore, the critique is made by keeping his later works, particularly The Educational Imagination (1979), in mind. To begin, Eisner claims that there are two major justifications for the teaching of art, both of which he presents in an either/or fashion. First a contextualist justification is made by claiming that art satisfies social needs. From this perspective, the practice of art must be pragmatic: art as leisure, art as creative thinking, art as self-esteem …