Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 23 of 23
Full-Text Articles in Education
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 …
“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles
“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles
Journal of Social Theory in Art Education
As an educator who is committed to social justice, I bring certain values and political commitments to the classroom. The counter-hegemonic voices that I bring into the classroom in the form of constructs, readings, assignments, discussions, and visual culture challenge more often than confirm students’ world-views and assumptions. The question that arises for me is whether I am silencing students’ voices through my teaching practices. Does my support of dialogic articulations and interests constitute privileging one “truth” or discourse over another? If so, am I using dialogue as a rhetorical device to persuade or to indoctrinate my students according to …
The Pedagopticon: Other Eyes In The 21 St Century Classroom, Robert W. Sweeny
The Pedagopticon: Other Eyes In The 21 St Century Classroom, Robert W. Sweeny
Journal of Social Theory in Art Education
The Pedagopticon is a revolutionary new technology that allows educators to do away with outdated methods of discipline and punishment. Fusing traditional optical equipment (eye, camera lens) with the latest in high-tech gear (digital camera, web linked connectivity), the 'Pedagopticon' is the future of teaching. It was once said that seasoned teachers had 'eyes in the back of their head.' Well, the scientists at 'technology is the devil' have taken this adage and made it real. Now, you can have eyes everywhere! No corner of your classroom is out of your gaze. The 'Pedagopticon' offers a full 360 degrees of …
Playing It Safe In The Artroom, Donalyn Heise
Playing It Safe In The Artroom, Donalyn Heise
Journal of Social Theory in Art Education
As a university supervisor, I have the opportunity to observe preservice teachers as they fulfill their student teaching practicum. Part of my task is to assess their performance, including their competence in content; instructional strategies, classroom management and organization. Some of my student teachers deliver art programs that emphasize media, processes, elements and principles. Many also focus on historical and critical inquiry. Some student teachers have already developed effective classroom management and organizational strategies. But is this evidence of quality art education that will prepare students for life's challenges? Are we denying students the opportunity to experience the transformative properties …
Anding—The Dynamic In Education, Katie Roberts
Anding—The Dynamic In Education, Katie Roberts
Journal of Social Theory in Art Education
The world exists in a dynamic that can be described as a web. The moment that you are born, you become part of this web by your every move through space, every encounter with people, and every interaction with objects. Never ending but changing direction, never moving up or down but always laterally, the web progresses and grows continuously. This metaphor also describes the singular existence of all of us by outlining the experiences that help form us. From the common details to the formative moments in life, our lives are a series of cumulative experiences. These experiences connect and …
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. …
Multicultural Art Education: Deconstructing Images Of Social Reproduction, Donna Alden
Multicultural Art Education: Deconstructing Images Of Social Reproduction, Donna Alden
Journal of Social Theory in Art Education
Exclusionary practices along with inaccurate and incomplete information have historically been used in the classroom by the dominant White culture as a means to disempower minority youth and widen the chasm between opposite ends of the power structure. Although reproducing the existing power structure may not be a conscious motive of art teachers in the 21st century, many of their actions replicate conditions necessary for domination by the Euro-White culture. Admirably, art educators have a history of being on the cutting edge of innovative ideas and inclusionary practices. The movement to include art from many cultures in art curriculums is …
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 …
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 …
Tear Down These Walls: New Genre Public Art And Art Education, Gaye Leigh Green
Tear Down These Walls: New Genre Public Art And Art Education, Gaye Leigh Green
Journal of Social Theory in Art Education
Public genre art education follows the lead established by the professional art world to engage the public with artforms that depart from traditional media usage and intentions to encourage collaboration, the demystification of art processes, and societal reconstruction. Termed new genre public art, Suzanne Lacy (1995) described in Mapping the Terrain: New Genre Public Art a new sensibility exhibited in the past three decades by artists who deal with the most profound issues of our time “in manners that resemble political and social activity but is distinguished by its aesthetic sensibility”.
The Deep Creek School: Technology, Ecology And The Body As Pedagogical Alternatives In Art Education, Daniel L. Collins, Charles R. Garoian
The Deep Creek School: Technology, Ecology And The Body As Pedagogical Alternatives In Art Education, Daniel L. Collins, Charles R. Garoian
Journal of Social Theory in Art Education
The Deep Creek School is grappling with a cultural condition in which the line between actual experience and its simulation has become blurred as never before. Today’s students are conversant in the language of electronic media and consumer culture--but they encounter difficulties when trying to navigate the real crises in the health of their bodies and the global environment. There is a deep sense among many of the artists and educators that we speak with that art programs nationwide are not responding sufficiently to the dramatic changes occurring in the culture at large. The precedent of fitting programs to the …
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) …
The Committee On Public Information And The Mobilization Of Public Opinion In The United States During World War I: The Effects On Education And Artists, Clayton Funk
Journal of Social Theory in Art Education
The Committee on Public Information was established during World War I to turn every channel of communication and education to promote the war effort. The Committee marshaled agencies of the press, education, and advertising, among others into wartime service for the Committee. The following questions are posed: 1) To what degree did the Committee practice direct censorship in its promotion of wartime issues? 2) What was the role of education in the wartime campaigns? 3) What was the role of the artist in wartime art affect public taste? This article is based on the theory put forth by Lawrence A. …
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 …
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.
The Limits Of Linear Modes Of Inquiry Into Naturalistic World-Views: A Case Study Of Cherokee Culture, Karen L. Sorensen, Charles G. Wieder
The Limits Of Linear Modes Of Inquiry Into Naturalistic World-Views: A Case Study Of Cherokee Culture, Karen L. Sorensen, Charles G. Wieder
Journal of Social Theory in Art Education
We begin with the cultural-anthropological assumption that a people’s world-view is based in concepts of time and process, and is reflected in the ceremonies, customs, rituals, and other traditional patterns of social conduct within the society. In a case study of the Native American Cherokee, linear modes of inquiry, characteristic of Western science, are shown to be limited in their capacity to examine and appreciate these dimensions of culture in pre-literate societies. It is suggested that those aspects of our own culture which are grounded in aesthetic value may also be relatively inaccessible for the same reason. By examining meanings …
Acting Out Caring: An Andogynous Trait, Clayton Funk
Acting Out Caring: An Andogynous Trait, Clayton Funk
Journal of Social Theory in Art Education
A problem in gender studies concerns frequent critique of sex-role stereotypes. But how often do we analyze characteristics that men and women have in common? The notion is doubtful that women must be essentially nurturant and empathic, and that men must be analytical and assertive. The strongest educators possess the best of both, no matter the gender, and are usually capable of modeling a sensibility of caring about learning.
Here’S Looking At Us Looking At Us, Amy Brook Snider
Here’S Looking At Us Looking At Us, Amy Brook Snider
Journal of Social Theory in Art Education
This paper was an introduction to the mini-conference, “The Conference as Ritual: The Sacred Journey of the Art Educator,” organized by Harold Pearse, Cynthia Taylor and myself for the NAEA Convention in Los Angeles, April 1988. Art educators from Canada and the United States along with Dr. Michael Owen Jones, author and director of the Folklore and Mythology Center at UCLA (our non-participant observer) looked at our annual spring pilgrimage to various hotels in the United States from historical, psychological, philosophic, structural, and ethnographic perspectives. As the introduction to the mini-conference, my paper specifically recounts the ways that I, an …
Art Educators’ Responsibility To Cultural Diversity: Or “Where Are You Goin Wid Alla My Stuff?”, Kristen G. Congdon
Art Educators’ Responsibility To Cultural Diversity: Or “Where Are You Goin Wid Alla My Stuff?”, Kristen G. Congdon
Journal of Social Theory in Art Education
The responsibility of art educators to recognize and study the art and context of as many populations as possible is examined in this article. Examples of how artistic expressions have been borrowed, used in different contexts and otherwise removed from their original cultural context are given, and examples of ways that art teachers can help to recognize origins and the artistic functions of many cultures are suggested. By placing art in its context and studying it as it changes, students may begin to understand the artistic source, appreciate the importance of the creative context, and begin to see multi-cultural dimensions …
The Feldman Method Of Art Criticism: Is It Adequate For The Socially Concerned Art Educator?, Tom Anderson
The Feldman Method Of Art Criticism: Is It Adequate For The Socially Concerned Art Educator?, Tom Anderson
Journal of Social Theory in Art Education
The structure and inherent values of the Feldman (1981) method of art criticism are debated in some art education circles. On one hand it is argued that the Feldman method, because of its emphasis on formal analysis, lends itself more readily to analytical formalist criticism, and is thus not an adequate instrument for socially concerned art educators. The other side of the debate has it that the method is appropriate for socially contextual interpretation when applied by socially concerned art educators. My thesis is that Feldman's method is well suited for socially contextual criticism of aesthetic forms. I intend to …
Professional Networking In Art Education, Karen A. Hamblen
Professional Networking In Art Education, Karen A. Hamblen
Journal of Social Theory in Art Education
The social scientist provides three levels of analysis whereby the sociology of art educators can be examined: (1) statistical information, (2) formal organizational structures, and (3) informal, life-world experiences. Although the first two levels provide valuable information, it is proposed that it is within informal, life-world experiences that professional networking occurs and where the character of much of the field of art education is shaped. In this descriptive and analytical study, the sociology of art educators is examined as a function of networks of power and influence. The discussion is limited to art educators with PhD or EdD degrees who …
The Cultures Of Aesthetic Discourse (Cad): Origins, Contradictions, And Implications, Karen A. Hamblen
The Cultures Of Aesthetic Discourse (Cad): Origins, Contradictions, And Implications, Karen A. Hamblen
Journal of Social Theory in Art Education
Art has long been accepted as comprising a visual language that communicates cultural values and qualitative meanings through its subject matter, functions, and stylistic characteristics. However, not until this century has visual art also been considered as a language system of signs and symbols amenable to systematic verbal analysis and evaluation. Consistent with this development, in recent years art educators have increasingly proposed that art instruction include various art criticism activities. This author personally considers an interest in art criticism to be a positive development for the field of art education inasmuch as it offers a much-needed counterbalance to the …
Marginal Images: Art And Ideology In The School, Dan Nadaner
Marginal Images: Art And Ideology In The School, Dan Nadaner
Journal of Social Theory in Art Education
Art has come to connote something that is eclectic and unpredictable. Art may be concerned with the aesthetic organization of visual elements, or it may defy conventional aesthetics; it may seek to interpret visual experience, or it may interpret psychological phenomenon that have no visual manifestation; it may have significant social content, or it may not. Art defies generalizations about its form, but welcomes more readily a characterization of its spirit. Art is inquiring, open-ended, illuminating, often startling. Art is very close to the central concerns and experiential reality of the artist. While it is increasingly difficult to say what …