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Articles 1 - 30 of 32
Full-Text Articles in Education
Linear Perspective And Montage: Two Dominating Paradigms In Art Education, Charles R. Garoian
Linear Perspective And Montage: Two Dominating Paradigms In Art Education, Charles R. Garoian
Journal of Social Theory in Art Education
As a former public high school art teacher, I was always puzzled by the common belief held by my students in what they referred to as the right way to represent images and ideas in their drawings and paintings. After years of producing art works during early childhood that appeared to be uninhibited in their expressive qualities, their world view in adolescence had shifted dramatically towards a preoccupation with photographic representation realism.
Reviews And Responses: Brown And Spitzer’S Public Folklore, Kristin G. Congdon
Reviews And Responses: Brown And Spitzer’S Public Folklore, Kristin G. Congdon
Journal of Social Theory in Art Education
Book review for Public Folklore, Robert Baron and N. R. Spitzer (Editors), Smithsonian Institution, Washington, 1992.
Editorial: Preoccupy/Maximum Occupancy, Kryssi Staikidis
Editorial: Preoccupy/Maximum Occupancy, Kryssi Staikidis
Journal of Social Theory in Art Education
When the Editor and Associate Editor conceived of this call for papers for PreOccupy/Maximum Occupancy, it was based on the Caucus members’ input during the annual meetings of the Caucus on Social Theory and Art Education (CSTAE) at the National Art Education Association conference, NAEA 2012, New York. We listened to our colleagues speak about the year’s events, and we discussed how we as art educators could respond to the needs of the Caucus and of our field for Volume 33 of the Journal of Social Theory in Art Education (JSTAE).
This Is What Democracy Looks Like: Art And The Wisconsin Uprising, Kim Cosier
This Is What Democracy Looks Like: Art And The Wisconsin Uprising, Kim Cosier
Journal of Social Theory in Art Education
In February of 2011, an enormous popular political movement came to life in Wisconsin. For many people who were engaged in the month-long occupation of the Capitol in Madison, the Wisconsin Uprising was their first experience with direct political action. For the artists who are the focus of this article, taking part in the Wisconsin Uprising seemed like a natural outgrowth of their many years of socially engaged artmaking. In this article, I offer a brief overview of the Wisconsin Uprising followed by a discussion of the contributions of the artists in the protests in the context of their larger …
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.
Anonymous: The Occupy Movement And The Failure Of Representational Democracy, Jan Jagodzinski
Anonymous: The Occupy Movement And The Failure Of Representational Democracy, Jan Jagodzinski
Journal of Social Theory in Art Education
In this essay I try to make the case that the Occupy Movement can be thought through as a Post-Situationist art event which requires that it be thought of in terms of its pragmatic effects and what it can ‘do’ in relation to its viral spreading around major urban centers of the globe. I further try to make my case by utilizing the conceptual tool kit of Deleuze and Guattari; hence such ideas as sense-event, territory, virtual, and actual are part of this repertoire. I then try to further the complexity of Post-Situationism by including hacktivism and exploring the importance …
Poetic Occupations: Artists As Narrator-Protagonists, Jack Richardson
Poetic Occupations: Artists As Narrator-Protagonists, Jack Richardson
Journal of Social Theory in Art Education
What does it mean to “occupy” space? Referencing the Occupy Wall Street (OWS) protests of 2011, this paper articulates a type of public art practice that can be understood as poetic occupation. The paper further suggests that shifting one’s understanding of public art practice provokes a reconsideration of the role of the artist. To this end, Miwon Kwon’s (2002) term “narrator-protagonist” is useful for expressing this alternative role. The paper proceeds with an exploration of the work of the artist collective Lone Twin, supported by Michel de Certeau’s (1984) theories associating walking with speaking, and illustrated with an analysis of …
Craft As Activism, Elizabeth Garber
Craft As Activism, Elizabeth Garber
Journal of Social Theory in Art Education
Craft activists work outside the mainstream of consumer society, in grass-roots efforts, to create social change that positions individuals and groups of people as reflective contributors who occupy a participatory democracy. These activities connect to and draw from feminist and other civil rights movements, sustainability, and do-it-yourself [DIY] activities. They are forms of affective labor. The crafted products are considered in terms of whether they contribute (or do not) to the surplus economy, in terms of class taste, and vis-à-vis their ability to connect people and contribute to social change. Education of craft activists and audiences takes informal forms, such …
Feminist Zines: (Pre)Occupations Of Gender, Politics, And D.I.Y. In A Digital Age, Courtney Lee Weida
Feminist Zines: (Pre)Occupations Of Gender, Politics, And D.I.Y. In A Digital Age, Courtney Lee Weida
Journal of Social Theory in Art Education
This article examines the potential of recent feminist zines as frameworks of grassroots D.I.Y. and direct democracy in physical and digital communities. While the height of zine creations as works on paper may be traced to the 1990s, this form of feminist counterculture has evolved and persisted in cyberspace, predating, accompanying, and arguably outlasting the physical reality of protests, revolutions, and political expressions such as the Occupy Movement(s). Contemporary zines contain not only email addresses alongside ‘snail mail’ addresses, but also links to digital sites accompanying real-world resources. Zinesters today utilize the handmade craftsmanship and hand drawn and written techniques …
(Pre)Determined Occupations: The Post-Colonial Hybridizing Of Identity And Art Forms In Third World Spaces, Amanda Alexander, Manisha Sharma
(Pre)Determined Occupations: The Post-Colonial Hybridizing Of Identity And Art Forms In Third World Spaces, Amanda Alexander, Manisha Sharma
Journal of Social Theory in Art Education
In this article, we present the effects of globalization on art forms in Peru and on teacher identity in India while exploring hybridization as an ongoing global paradigm in both contexts (Bhabha, 1994; Said, 1979). Peruvian art forms are continuously shifting as global cultures meld and become more technologically connected, which ultimately brings about questions of authenticity. The identities of Indian art educators are evolving, and shifting indicating an assemblage or structure containing many parts working together to perform a particular function. In realizing its function, the structure can be named or its form made visible (Deleuze & Guattari, 1987). …
Hosting The Occupation Of Art Education As Aporia, Nadine M. Kalin
Hosting The Occupation Of Art Education As Aporia, Nadine M. Kalin
Journal of Social Theory in Art Education
This article articulates an ethics of hospitality within art education that adopts an uncertain disposition to visual arts learning and affirms the unforeseeable while inviting openings for the transformation of art education knowledges and associated subjectivities. Throughout, I endeavor to keep the question of whom we teach unanswered and open, while searching for spaces of possibility within unpredictable, aporetic entanglements inherent in normalizing frameworks of art education. I contextualize Derridean notions of aporia, hospitality, monstrous arrivant, undecidability, and responsibility within the specificities of art teaching that call on us to approach the field as contradictory and ambiguous so that we …
Big Gay Church: Religion, Religiosity, And Visual Culture, James H. Sanders Iii, Kimberly Cosier, Mindi Rhoades, Courtnie Wolfgang, Melanie G. Davenport
Big Gay Church: Religion, Religiosity, And Visual Culture, James H. Sanders Iii, Kimberly Cosier, Mindi Rhoades, Courtnie Wolfgang, Melanie G. Davenport
Journal of Social Theory in Art Education
Five academics explore their performed occupations of the National Art Education Association Annual Meetings. They have annually mounted Big Gay Church (BGC) services that deconstruct and question the ways visual culture, media representations, scriptural interpretations, and religious teaching have constructed (at times harmful) depictions of lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ2) subjects. This essay recounts how co-authors have drawn on their multiple experiences with/in churches to play with religious rituals and narratives in ways that queerly comment on the damage or support organized religions offer LGBTQ2 students and educators.
Scientific Inquiry And The Nature Of Science Task Force Report: Preface
Scientific Inquiry And The Nature Of Science Task Force Report: Preface
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Teaching About Scientific Inquiry And The Nature Of Science: Toward A More Complete View Of Science
Teaching About Scientific Inquiry And The Nature Of Science: Toward A More Complete View Of Science
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Scientific Argumentation As A Foundation For The Design Of Inquiry-Based Science Instruction, A. Falk, L. Brodsky
Scientific Argumentation As A Foundation For The Design Of Inquiry-Based Science Instruction, A. Falk, L. Brodsky
Journal of Mathematics and Science: Collaborative Explorations
Despite the attention that inquiry has received in science education research and policy, a coherent means for implementing inquiry in the classroom has been missing [1]. In recent research, scientific argumentation has received increasing attention for its role in science and in science education [2]. In this article, we propose that organizing a unit of instruction around building a scientific argument can bring inquiry practices together in the classroom in a coherent way. We outline a framework for argumentation, focusing on arguments that are central to science—arguments for the best explanation. We then use this framework as the basis for …
Infusing Problem-Based Learning (Pbl) Into Science Methods Courses Across Virginia, K. R. Thomas, P. L. Horne, S. M. Donnelly, C. T. Berube
Infusing Problem-Based Learning (Pbl) Into Science Methods Courses Across Virginia, K. R. Thomas, P. L. Horne, S. M. Donnelly, C. T. Berube
Journal of Mathematics and Science: Collaborative Explorations
This article outlines the results of a collaborative study of the effects of infusing problem-based learning (PBL) into K-12 science methods courses across four universities in Virginia. Changes in pre-service teachers' attitudes surrounding science teaching were measured before and after completing a science methods course in which they experienced PBL first-hand as participants, and then practiced designing their own PBL units for use in their future classrooms. The results indicate that exposure to PBL enhances pre-service teachers' knowledge of inquiry methods and self-efficacy in teaching science.
Inquiry Teaching: It Is Easier Than You Think!, S. Key, D. Owens
Inquiry Teaching: It Is Easier Than You Think!, S. Key, D. Owens
Journal of Mathematics and Science: Collaborative Explorations
This article is a survey of the literature on inquiry teaching. Many teachers do not participate in inquiry teaching for various reasons. The following are the main reasons: it takes too much time; students do not learn what they need for the state test; and, the teachers do not know how to grade projects and presentations. These reasons sound like rhetoric from long ago, but it is very current. In this article, research is used to show that students who participate in inquiry learning or any type of problem-based education do much better than students who do not have that …
Building A Case For Mathematics Specialist Programs, D. Blount, J. Singleton
Building A Case For Mathematics Specialist Programs, D. Blount, J. Singleton
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Right Triangles Of Gian Francesco Malfatti, J. Boyd
Right Triangles Of Gian Francesco Malfatti, J. Boyd
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Reform Teaching In Mathematics And Science Courses — A Follow-Up Evaluation, G. M. Bass Jr.
Reform Teaching In Mathematics And Science Courses — A Follow-Up Evaluation, G. M. Bass Jr.
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Strong Support For Mathematics Specialists In Virginia, J. Singleton, D. Blount
Strong Support For Mathematics Specialists In Virginia, J. Singleton, D. Blount
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Executive Summary — Teaching About Scientific Inquiry And The Nature Of Science
Executive Summary — Teaching About Scientific Inquiry And The Nature Of Science
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Grappling With Issues Of Learning Science From Everyday Experiences: An Illustrative Case Study, A.-L. Tan, M. Kim, F. Talaue
Grappling With Issues Of Learning Science From Everyday Experiences: An Illustrative Case Study, A.-L. Tan, M. Kim, F. Talaue
Journal of Mathematics and Science: Collaborative Explorations
There are different perceptions among researchers with regard to the infusion of everyday experience in the teaching of science: 1) it hinders the learning of science concepts; or, 2) it increases the participation and motivation of students in science learning. This article attempts to contemplate those different perspectives of everyday knowledge in science classrooms by using everyday contexts to teach grade 3 science in Singapore. In this study, two groups of grade 3 students were presented with a scenario that required them to apply the concept of properties of materials to design a shoe. Subsequently, the transcripts of classroom discussions …
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page, Coordinating Editor's Remarks
Title Page, Coordinating Editor's Remarks
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Challenging Pre-Service Students' Teaching Perspectives In An Inquiry-Focused Program, J. L. Pecore, A. Shelton
Challenging Pre-Service Students' Teaching Perspectives In An Inquiry-Focused Program, J. L. Pecore, A. Shelton
Journal of Mathematics and Science: Collaborative Explorations
Inquiry teaching based on constructivist learning theory has been an emphasis in pre-service education for over a decade. In general, a developmental teaching perspective supports inquiry-based instruction where teachers view learners as constructors of knowledge and teaching as providing questions, problems, and challenges that form a bridge from the learners' prior knowledge to a new, more sophisticated form of reasoning. Since teaching perspectives influence student learning, teacher effectiveness, and teacher attrition, challenging pre-service teachers to overcome experience-based convictions of a transmission perspective is necessary in teacher education. In this study, we examined the teaching perspectives of secondary, pre-service methods students …
How Does Leadership Matter? Developing And Teaching A Definition Of Hands-On Science, A Prerequisite For Effective Inquiry Teaching, D. R. Sterling
How Does Leadership Matter? Developing And Teaching A Definition Of Hands-On Science, A Prerequisite For Effective Inquiry Teaching, D. R. Sterling
Journal of Mathematics and Science: Collaborative Explorations
This descriptive case study describes leadership skills and planning for setting clear directions by program leaders for a statewide professional development initiative to extend improvement in science teaching and learning. For science teachers and leaders in Virginia, a critical part of setting clear goals that everyone can understand is defining key science terms. One of the four key terms, "hands-on science," is defined here. Materials to develop teachers' understanding of the term for effective implementation of classroom inquiry activities are shared, along with a rubric for evaluation by and for teachers. Understanding of the term "hands-on science" is necessary before …
Understanding Mathematics And Science Advice Networks Of Middle School Teachers, D. White, A. Ruff
Understanding Mathematics And Science Advice Networks Of Middle School Teachers, D. White, A. Ruff
Journal of Mathematics and Science: Collaborative Explorations
We report findings from a research project designed to examine the mathematics and science advice networks of teachers who participated in professional development under the auspices of the NSF-funded Rocky Mountain-Middle School Math and Science Partnership. We provide descriptive statistics of results. Additionally, we reflect on the research process and discuss some of the practical challenges involved.
A Lesson Plan With An Arc Midpoint, G. V. Akulov, O. G. Akulov
A Lesson Plan With An Arc Midpoint, G. V. Akulov, O. G. Akulov
Journal of Mathematics and Science: Collaborative Explorations
The article introduces an explicit way of locating the arc midpoint in the Cartesian plane, which is consistent for both x- and y-coordinates and is technically accessible for students starting as young as fifteen. The authors give the proof of the statement using two trigonometry identities, and discuss some materials for innovative lessons on the arc midpoint computation that could enrich and enhance curriculum.