Art Education Commons^™

Movement And Momentum, V. 45, Carissa Dicindio

Journal of Social Theory in Art Education

No abstract provided.

Significance Of Relationships In Navigating Disability, Shivani Bhalla Dr

Journal of Social Theory in Art Education

I have addressed the theme of movement and momentum by referring to the importance of relationships and seeking community in navigating through the challenges of disability experiences. In this paper, I will explore how my relationships with my family members, fellow disabled artists, educators, and scholars helped me learn from my disability experiences and gave me the courage to come out as a person with disability (PWD) and explore disability as a sight of knowledge production.

Art Intervention In A Time Of Momentum: A Transformative Pedagogy On Immigration In Undergraduate Art Education, Marissa A. Gutierrez-Vicario

Journal of Social Theory in Art Education

This article explores how art education can address social issues like immigration through an art intervention at a university in New York City. The author, a Mexican-American educator, guides students in using art to critically engage with immigration, challenge oppressive structures, and envision a more inclusive world. Through storytelling and public art, students invite campus members to reflect on immigration, encouraging dialogue and critical thinking. The intervention highlights the complex nature of social-engaged art, fostering creativity and questioning societal norms while promoting discussions around identity, migration, and belonging in the pursuit of social change.

Coalition Building In Art Education: Holding Space, Redistributing Weight And Witnessing, Kathy J. Brown, Beth Link, Kendall Crabbe, Cheryl Boone

Journal of Social Theory in Art Education

Our coalition is made up of four art educators working across institutions of higher education. After encountering various racialized critical incidents, we began meeting virtually and in-person, to imagine new ways of navigating academic spaces. We are all cis women, two of us identify as Black, 2 as white, with varied ages and positions in academic institutions across the country. We gathered after the surge of Black Lives Matter protests and in the wake of a global pandemic. We gathered amid political backlash in the south as anti-CRT and DEI legislation dominated educational landscapes and abortion rights were curtailed. We …

Boundless Community: A Developing Disability Arts Movement, Sarah K. Benson, Khaldoun Hijazin, Alaa Qattam, Suha Khuffash

Journal of Social Theory in Art Education

Over several years, individual organizations in Jordan have been focused on increasing the participation of individuals with disabilities in the arts. Increasing inclusion can provide a powerful tool to create visibility, amplify marginalized voices and disrupt normative narratives. However, these isolated efforts had a limited impact until a cohesive effort borne by a burgeoning community of practice led to the first Amman Arts and Disability Summit. Bringing together youth, artists and gallery owners, the movement leaders are using models of social learning and communities of practice to create a more inclusive arts community. The movement stands on the precipice of …

Sparks Of Creative Agency In Arts Education: Flashpoints Of Social Injustice To Imagine Otherwise, Sarah Travis, Kendall Crabbe

Journal of Social Theory in Art Education

This paper examines how experiences of social injustice can become sparks of creative agency in arts education and thus can lead collective forces towards social justice. Drawing from critical social theoretical perspectives on arts equity, creative agency, and transformational resistance, the authors engage flashpoint methodology to highlight pivotal moments documenting experiences from their respective research studies of youth arts education programs. These pivotal experiential moments—flashpoints—reveal insights into how disruptive and disorienting experiences of social injustice can spark creative agency and facilitate collective movement toward social justice.

Fabricating Decolonial Futures: The Power Of Afrofuturism And Indigenous Futurism, Albert Stabler

Journal of Social Theory in Art Education

Inspired by important works of speculative fiction, the movements of Afrofuturism and Indigenous Futurism have come to encompass a wide range of works by Black and Indigenous creators, including but not limited to visual artists. In this article I describe my own work as a white high school art teacher in a BIPOC classroom, leading class projects motivated by the fascinating overlaps of traditional practices, social critique, and futuristic fantasy in Afrofuturist art. I then go on to describe speculative creative works by Indigenous and Black artists that have continued to follow this path, particularly using digital tools and new …

Artist Statements As Colectiva: Informed By Lived Experiences And Anzaldúan Theories, Christen Sperry García, Elizabeth Gonzalez, Alexis Marie Ramos

Journal of Social Theory in Art Education

As visual artists, our ability to explain process and convey meaning in our work is very important. Our BFA and MFA studio art programs trained us to write clear, concise, and universal artist statements. We were encouraged to highlight the concepts behind our visual work and discouraged from including our personal narratives or employing Chicane or Latine bodies of knowledge. In response, we apply theories and methodologies by Gloria Anzaldúa to our artist statements. First, we offer a framework of testimonio, Borderlands theory, and autohistoria-teoría. Using the methodology of nepantlando, a creative doing of existing in-between worlds, we …

Movement And Momentum, Carissa Dicindio

Journal of Social Theory in Art Education

No abstract provided.

From Cultural Binaries To Coexistence: A Graphic Autoethnography Of Individualism And Collectivism In An International Context, Shahad Alsubaie

Theses and Dissertations

This arts-based autoethnographic study investigates individualism and collectivism, specifically through my study-abroad experience traveling from Saudi Arabia to the United States. Through arts-based reflective practice, I depicted the diasporic experience of being ontoepistemologically collectivistic while navigating a primarily individualistic society. I use the medium of a graphic memoir to illustrate and develop frameworks of confluence that embrace the two distinct cultural orientations simultaneously. This arts-based self-study not only contributes to the body of transnational scholarship but also serves as a reference for international students, researchers, and educators to use arts-based subgenres and data analysis methods to gain better insights into …

Community-Based Participatory Sound Play For Critical Holistic Learning, Shannon Perry, Emmie Pierce, Jon Vogt

International Journal of Lifelong Learning in Art Education

This visual essay explores what unfolded during a month-long participatory sonic space in a community art gallery in the southeastern United States. We walk through the multiple sound stations we designed to provoke playful interactions and challenge dominant hierarchical binaries that often persist in gallery and art education space (e.g., artist/audience, instrument/non-instrument object, music/noise, culture/nature). While considering these various spaces we created for nudging visiting audience members to engage with diverse sonorous objects in becoming active musicmakers, thus becoming audience-participants, we also consider the concepts underpinning our design decisions. We conclude by considering how the living sound exhibit and participatory …

Red Thread, Unknotted: A Visual Self-Inquiry Into Becoming Artist /Educator, Jennifer Jervis

International Journal of Lifelong Learning in Art Education

This arts-based self-inquiry presents a counternarrative of one woman artist/educator navigating identity formation, agency, and resistance within the gendered structures of the contemporary art world. Informed by posthuman feminist theory and guided by a/r/tography, the study uses artmaking as both inquiry and data to challenge the persistent divide between artist and art educator—particularly as experienced by women. Through reflexive writing and textile-based creation, the author offers a material and embodied critique of the systemic expectations that diminish women’s artistic authority and invisibilize their creative labor. The resulting work becomes a site of resistance, reclaiming artist identity through the layered intersections …

Freedom To Create, Freedom To Teach: Lessons From A Liberatory Artmaking Practice, Andrea Allen

International Journal of Lifelong Learning in Art Education

This essay explores the question, “How can a liberatory art practice inform a liberatory art teaching practice?” by examining the artistic process of Iranian artist Mahbube Parnian. Through four key themes (freedom to experiment, learning in community, identity exploration, and art as language) this essay draws parallels between Mahbube’s liberatory artmaking and pedagogical strategies that foster inclusive, student-centered classrooms. Framed within a socio-political climate that increasingly restricts liberatory teaching, this work argues that preserving justice-oriented, creative practices is not only essential to student well-being, but also an act of resistance.

Practicing Freedom: Rethinking Art Education Through Resistance And Observation, Barbara Drobot

International Journal of Lifelong Learning in Art Education

In the post-Soviet space, art education has increasingly been shaped by tensions between traditional academic approaches and the rise of informal, entertainment-oriented models of what is called “creative development”.

After a classical academic art school, many students give up drawing because of the complex presentation of information. In contrast to specialized art education, most modern creative studios for children have reformatted their approach to step-by-step instructions and copying of samples, which limits the independence of students and suppresses artistic development. In this article, the author offers a critical analysis of template teaching methods and substantiates the need to move to …

Indigenous Artists Working With Digital Materials, Luke A. Meeken

Teaching Resource Archive

This is a static PDF version of the online resource found here: https://www.gildedgreen.com/indigital This document contains the five thematic curricular modules from the online resource but does not contain the always-growing online database of contemporary Indigenous digital artists, who can be found at the above link.

This resource includes several thematic modules designed for use by educators of preservice art teachers, which can be adapted for use in graduate and undergraduate level courses (and parts of which will be deployed in my own elementary and secondary methods courses). These could be used in whole or in part, and are designed …

Social Class, Cultural Capital, And Public School Art Education, Yiwen Wei

Journal of Social Theory in Art Education

This article delves into the often-overlooked issue of social class in visual art education. While art education is crucial for sustaining artistic traditions and cultural practices, the validation of certain art forms within educational systems significantly influences students’ perceived values of art and culture. This article explores the intricate interplay between social class, cultural capital, and art education in U.S. public schools. The goal is to enhance class consciousness among art educators, advocating for educational equity and cultural sustainability. The article presents a theoretical framework through a comprehensive review of existing scholarship on social class in U.S. art education. A …

Glitched Humanity: A Digital Media Arts Advocacy Project, Shelly Maloney

Teaching Resource Archive

This lesson includes an original sample project and website that directs students towards learning how to utilize digital glitch art to create advocacy or raise awareness for the social, cultural, environmental, or political issue of their choice. It is designed to engage students in critical thinking skills, cross-curricular connections, reflective writing, digital art making, group discussion, and peer review.

Artists can use video and other media sources to explore the self-destructive tendencies of human nature (i.e. violence/war, consumption, and/or carelessness/environmental neglect) or other social, cultural, or political issues using digital manipulation, layered imagery, sound, and video.

Layers Of Identity, Elizabeth Toffel

Teaching Resource Archive

Students explore identity, specifically that identity is layered, shaped by personal experience, cultural background, community ties, and unique traits. Students conduct interviews with peers, reflect on identity components, both individually and collectively, and create a layer artwork on transparent acetate sheets. When stacked the layers visually showcase the layers of the student’s identity and represent how identity is complex, constructed, and always shaped by multiple influences.

The Paradox Of Value, David Enrique Guarnizo

Theses and Dissertations

The present thesis project examines how, in the United States, and especially in the state of Virginia, archetypes of "wealth," "value," and "identity" have been constructed in relation to land and territory. This analysis explores the tension between the inherent value of life on the land and the economic value that can be derived from it. This tension is exemplified by a theory known as the "paradox of value", also referred to as the "paradox of water and diamonds", which was developed by the renowned Scottish economist and philosopher, Adam Smith. This theoretical framework serves as a fundamental axis for …

Hauntings Of Transnational Art Learning And Teaching: A Duo-Ethnography Of Two Asian Art Educators’ Transformative Experiences, Hayon Park, Sohee Koo

Journal of Social Theory in Art Education

Reflecting on lived experiences as art learners in South Korea and professional practices in the United States as art educators, the authors draw from Derrida’s (1994) “hauntology” and present how their transnational experiences continue to conjure up and affect the everyday lives of Asian women junior faculty today in the US through duoethnographic approaches. Posing the question “how might personal lived experiences of an educator foster art pedagogy and research?” and interviewing each other on aesthetics, education, and identity, this article seeks to: 1) inform others about how Korean art educators navigate matters of transnational education experience and colonization and …

Fuel To The Fire: Experimenting With Care Ethics In Museum Education, Jenna S. Green

Journal of Social Theory in Art Education

This article suggests museum theory and practice needs to shift its ideological foundation from storage, preservation, restoration, exhibition making, and learning, to one of radical care. Responding to the questions posed by the Journal of Social Theory in Art Education and drawing focus around the theme of (re)activating theory to envision an alternative educational model, I engage with Dana Carlisle Kletchka’s (2023) introduction of care ethics to art museum education. I suggest that care ethics, as a growing theory in museums, is interdisciplinary and should include contemplative scholarship and practices to embody its guiding tenants. I then take up Kletchka’s …

From Objects To Relationships: Reviving Connectivity Through Collaborative Artmaking, Carolina Blatt-Gross

Journal of Social Theory in Art Education

A shortage of pro-social opportunities during the pandemic brought to the fore a longer, deeper trend toward disconnection. With the broader emphasis on individualized academic achievement compounding pandemic-induced social disenfranchisement, schools and communities are struggling to revive a sense of connectivity and belonging. The arts, on the other hand, have long been associated with social outcomes, historically generating group cohesion and inherently offering participants a sense of unity and synchronicity through collaborative artmaking. Applied to educational settings, pinpointing the concrete aspects of art education that beget social capital and connectedness is a more difficult task. This investigation examines the potential …

Navigating Collapse: Re-Envisioning Educational Structures, Carissa Dicindio

Journal of Social Theory in Art Education

No abstract provided.

Jstae V44 Full Issue: Navigating Collapse: Re-Envisioning Educational Structures, Jstae Editor

Journal of Social Theory in Art Education

No abstract provided.

Reimagining Education: Revisiting A Quantitative Study Of Naea Members, Hannah K. Sions

Journal of Social Theory in Art Education

In 2020, (anti)racism, implicit bias, and white supremacy were topics that were becoming highlighted in school systems across the country (Krauth, 2021). However, as stay-at-home orders relaxed, the same educators who were regarded as heroes at the beginning of the pandemic were suddenly criticized for trying to teach anti-racism, equity, and other systemic social issues (Graham, 2021). The inability to acknowledge uncomfortable truths about history has highlighted a major shortcoming of education in the United States: we can continue to teach in ways that we know oppress students from the Global Majority or we can reexamine education and move towards …

Dialogic Praxis And Racialized Embodiment In Art Education, Emily J. Hood, Sarah T. Travis, Kathy Brown, David Herman Jr., Injeong Yoon-Ramirez

Journal of Social Theory in Art Education

In this paper, the authors discuss how conversations on racial embodiment can be dialogic praxis that builds solidarity and moves towards anti-racist pedagogy. For the conversations, the authors met via videoconference on several occasions to discuss their experiences on the topic of racialized embodiment from their varied sociocultural perspectives and considered implications for visual art teaching, learning, and research. They recorded the audio and video of these conversations and collaged portions of the transcripts of these talks together to present a single curated conversation that serves as primary content for this paper. The decision to “speak” this article into existence …

The Radical Pedagogical Imagination Of Collapse: Refusing Art Education As Prestige Property, Courtnie N. Wolfgang, Hannah K. Sions

Journal of Social Theory in Art Education

Halberstam’s (2022) aesthetic and semiotic reimagining of collapse explores the concept of prestige property- a property that has been designed to suit the desires of investors, architects, and designers, not the needs of those inhabiting the spaces. In this manuscript, we discuss the aesthetics of collapse as Halberstam defines them, extrapolating his examples and providing what might be understood as “(arts) educational collapse”. We employ Halberstam’s concept of the prestige property as a metaphor for the arts and education: that formal educational spaces in the United States of America are prestige properties, created for political and social desires of oppression …

Identity Formation Of A Pre-Service Art Educator: An Arts-Based Approach To Data Visualization As A Means Of Understanding Personal Experience, Kelsey L. Peterson Mays

Theses and Dissertations

This research centers on the emotional experience of the author as a pre-service art educator during her student teaching semester. The research utilized art-based data collection methods and analyzed both written and visual reflections over an eight-week period of teaching art at the elementary school level. The culmination of findings is synthesized in the form of a body of four visual artworks, where each work reflects the data collected over a consecutive period of two weeks. The study investigated the causation and ramifications of certain emotions during a transitional time wherein the author existed in a liminal space between student …

(Art) Education In The Afterlife Of Massive Resistance: Constructing, Capturing, And Commodifying Racialized Disability In Virginia’S Student Assignment Practices, 1956-1966 And Present Day, Jenna E. Gabriel

Theses and Dissertations

This dissertation explores discursive functions of disability in pupil placement decisions in Massive Resistance Virginia, the relationship between disability and race that was constructed through these moves, and how these relationships surface in the reflections, perceptions, and pedagogy of a practicing art teacher, Nathan, who works at Arts High School (AHS), a Virginia specialty center high school. Under the umbrella of the Discourse Historical Approach, which relies on multiple, interdisciplinary data sources to explore how discourses evolve, I connect a robust archival analysis of historical data collected in the records of Virginia’s Pupil Placement Board (746 boxes, 1956-1966) with present-day …

Best Practices For Hybrid Art Museum Programs For People With Dementia, Pooja Lalwani, Sujal Manohar, Jessica Kay Ruhle

International Journal of Lifelong Learning in Art Education

The Reflections program at the Nasher Museum of Art at Duke University offers art gallery tours for adults with dementia and their care partners. Originally an in-person program, Reflections adapted to a virtual model during the COVID-19 pandemic and now utilizes a hybrid model with in-person and online programs. Surveys distributed to Reflections’ participants indicate the benefits of having both in-person and virtual options post-pandemic. Anecdotal survey data and participation statistics show high engagement and satisfaction with the current hybrid mode. Literature about hybrid art education programs for people with dementia remains limited. We offer best practices and insights for …