Art Education Commons^™

Beyond The Bell: Rebuilding Care, Civic Learning And Creativity Within Youth Spaces, Michelle R. Haapala

Culminating Experience Projects

The purpose of this research is to investigate high school age students’ opportunities within formal classroom settings to engage in care, civic learning, and creativity within a suburban, publicly-funded charter school. This study used thematic analysis and coding methods to organize and find patterns in the qualitative data from surveys distributed to education professionals at Canton Preparatory High School in Canton, Michigan. The goal is to establish a foundation of the perception of care, civic learning, and creativity within school environments and classroom settings. Overall, education professionals rated these categories positively, but with a closer investigation, a disconnect is found. …

A Daycare Artist Residency In Minusio: Aesthetic Eunuciations In Borderspaces, R. Michael Michael Fisher

Artizein: Arts and Teaching Journal

This is a compilation of happenings from an artist residency at an urban core daycare and kindergarten site from July-December, 2021. The artist provides some notes on how to approach a residency, create site-specific art and work with the children, their teachers, care staff and the community surrounding the site. A newly coined concept of minusio, emerged over time and served as an invisible basis for art-care, in a sense the mirror(ing) of the gift of nurturing but also the lack of care—and offering a route to what human’s really desire, when they are not so busy and distracted …

Introduction: Creative Encounters And Interruptions, Darlene St.Georges, Barbara Bickel

Artizein: Arts and Teaching Journal

Editorial Introduction to the issue 7 volume 1.

Complete Puzzle Picture For 'Stories That Mattered', Peter London

Artizein: Arts and Teaching Journal

Complete Puzzle Picture for 'Stories that Mattered.
' This art piece brings the whole story together as made from the many pieces of the stories in this issue's articles.

Keep On Going..., Jane K. Bates

Artizein: Arts and Teaching Journal

In this article I make a case for holistic art education and demonstrate the transformative power of art and art teachers through two interconnected stories. The first is about my introduction to art in my sixth-grade class, and how this experience changed my life. The second, set more than fifty years later, is about my retirement from and return to teaching. These stories address why a holistic approach to teaching is so important and relevant today; relate how I came to develop my own approach; and describe how I implemented it in a teacher-training course. The message they send is …

Melvin Gets A Passing Grade, Peter London

Artizein: Arts and Teaching Journal

150 word abstract

The author assigns a failing grade to a student in a high school required art course as a consequence of the student not doing any art at all. His chairman, stunned that any one can actually fail art, offers a view of art and teaching and history that upends the author’s own views on the purposes of art, the purposes of teaching and his possible role in history. Confounded by the realization that there might be a domain different, more and better than the one he had been navigating, the author changes the student’s grade, he was, …

Art: The Language We Use When There Is Nothing We Can Say, Peter London

Artizein: Arts and Teaching Journal

When matters of ultimate concern are upon us, the language with which we ordinarily negotiate life reveals its limitations. At these pivotal moments of life, we spontaneously yield to tears or laughter or song or silence. At these high moments reason no longer feels sufficient, is too slow, too pedantic. In these moments we shift inexorably from walking to dancing, from speaking to singing. We rely upon song to console us, we believe in song to hold us steady, to carry us past or closer. We rely on art, these seemingly flimsy things to save us.

Closing Pause, Peter London

Artizein: Arts and Teaching Journal

Peter London was invited to offer a response to the two part special issue of An Arts-Based Contemplative Pause as a last moment of pause. Peter, in turn, graciously offered his contemplative thoughts that we hope will inspire others to pause and engage their own contemplative reflections inspired by the artist scholar offerings in this special issue.

Building An Empathetic Society: The Hidden Curriculum Of Art, Katherine Randall

Education | Master's Theses

Previous research on the benefits of art classes beyond being a creative outlet show that art classes can be a good place for students to practice being a better citizen. However, in the research there is a lack of the student view on completing a socially engaged art (SEA) project and what they learned from it. The purpose of my research was to understand student perception of socially engaged art, as well as to explore the skills learned from art that can help students be socially active in their communities. More specifically, this research shows that art classes teach skills …

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.

Words In Honor Of Peter London, Rain Gianneschi-Mcnichols

Artizein: Arts and Teaching Journal

Article contains presentation Patricia Rain Gianneschi gave at the Symposium for the Peter London Papers at the University of Illinois, Carbondale.

Art's Disclosive Dimensions: Reflections On The Work Of Peter London, Aaron Darrisaw

Artizein: Arts and Teaching Journal

When I initially came to this project, I vaguely remembered hearing of Peter London once before – in passing perhaps. Yet I knew nothing really of his art or his work as an educator. Each day I came into work, however, I was met with a series of very interesting correspondences, articles, conference presentations, lecture notes, and more that offered a thoroughgoing vision of art as a personally, socially, and spiritually transformative and enriching enterprise. The collection contained document after document of valuable contributions to the instrumental role that art can and does play in opening up individuals to their …

Front Matter Of Artizein: Special Edition, Jodi A. Patterson

Artizein: Arts and Teaching Journal

Contents includes: Editor/Editorial Board page, Table of Contents, Peter London quote, copyright information

Imagination: Active In Teaching And Learning, Christopher Cunningham

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This autoethnography tells the story of the author’s endeavor to examine my teaching during a sculpture lesson in three 2^nd grade art classes in a mid-western suburban Title I elementary school. I analyze my planning, teaching, reflecting through the lens of Stuart Richmond’s Characteristics of Imaginative Teaching as well as noted educational theorists’ conceptions of imagination and imaginative teaching and learning. These theorists include but are not limited to Maxine Greene, Kieran Egan, John Dewey, and The Lincoln Center Institute’s Capacities for Imaginative Learning. I conclude that imaginative teaching is an intentional act and that there is no …

Broad Vision: The Art & Science Of Looking, Heather Barnett, John R. A. Smith

The STEAM Journal

Undergraduate students and academic staff from diverse disciplines in the arts and sciences investigated questions of mediated vision through a year-long interdisciplinary research project at the University of Westminster, London, United Kingdom. The Broad Vision project explored the perception and interpretation of microscopic worlds, and investigated the benefits and challenges of working across disciplinary divides in a university setting. This article describes the three-phase model for interdisciplinary learning and research developed through the project, providing a valuable case study for inquiry based art/science education.