Art Education Commons^™

Interdisciplinary Connections Between Science & Theatre, Jessica N. Dotson

Theses and Dissertations

Abstract

INTERDISCIPLINARY CONNECTIONS BETWEEN SCIENCE & THEATRE

Jessica Nicole Dotson

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts at Virginia Commonwealth University.

Virginia Commonwealth University, 2015.

Major Director: Dr. Noreen C. Barnes, Director of Graduate Studies, Associate Professor of Theatre

In the 1990s, astronomer Peter Usher was searching for new ways to teach his introductory astronomy class at Pennsylvania State University. He began to engage his students by searching for astronomical connections from other disciplines. His focus was turned to the arts, especially the works of William Shakespeare. Usher found, while …

Temporary Sculpture: Activating The Ordinary, Julia Mack

Teaching Resource Archive

Invite students to use everyday objects as art making materials. Through this lesson students will be challenged to consider how everyday objects can be re- imagined as art making materials. In this lesson students will research and discuss every day materials from the art room as materials for sculptures. Students will also consider how the ordinary spaces around them could be activated by the addition of a sculpture.

Install America (Or Wherever You Are), Connie Stewart

Higher Education Resources

The following project was developed as a requirement in an Art Education preparation course at the University of Northern Colorado. The program is strong in traditional academic skill building as are many of the k-12 art programs in the area. Teacher candidates must take courses in drawing, painting, ceramics, sculpture etc.

Power Play: Rethinking Roles In The Art Classroom, Melanie L. Buffington

Art Education Publications

Art teachers can work toward changing the power dynamics in their classrooms by using a student-centered approach, as demonstrated by an example lesson about contemporary painter Kehinde Wiley. Includes recommended resources for information on culturally relevant pedagogy

Daring To Imagine: A Large-Scale Approach To Visual Arts Assessment Through A Virtual World Environment, Pamela G. Taylor

Art Education Publications

Discussion of a research project, eLASTIC, designed to transform concept mapping, brainstorming, journaling, and research into compelling play through interactive computer technology. Although this article reports on the development of one particular tool, the intention is to inspire other art teachers to imagine, construct, and develop or build upon the lessons learned in this project. The hope is that in this process, art education will lead the way to implementing authentic embedded assessment processes across all education disciplines and grade levels.

Big Data Visualities, Ron Wigglesworth

High School Resources

Make sense of abstract Big Data numbers by creating concrete, static or kinetic images/visualities which communicate or translate the meaning of the numbers to a human scale of understanding. The subject of the visualities should be created in each student’s artist voice, with the freedom and empowerment to express their own social, economic, political and ecological concerns so his/her work has personal meaning and strength of concern. Employ art hand skills in 21st century postmodern art by using Big Data to illustrate interdisciplinary social justice concerns in visualities, created to move a viewer to action.

Art In The Age Of Networks - Networks As A Way Of Thinking, Rabeya Jalil

Higher Education Resources

The theme-based and material-based units (with lessons and lesson sequences) propose a curriculum for one academic semester in an undergraduate visual arts school (for sophomore, 2nd year, or junior, 3rd year students). However the lessons could be modified and tailored to any age group developmentally. This curricular framework aims to foster collaboration (within individuals, materials and disciplines), explore networked pedagogy and networks in pedagogy as a collaborating force through and with the visual arts and explore the materiality of the code and the digital media. The course also engages with new media theory and literature, investigates the materiality of the …

Scanscape I, Bob Sweeny

Journal of Social Theory in Art Education

Image of Bob Sweeny's, Scanscape I, 2014, Mixed Media.

Scanscape Iv, Bob Sweeny

Journal of Social Theory in Art Education

Image of Bob Sweeny's, Scanscape IV, 2014, Mixed Media.

Scanscape Iii, Bob Sweeny

Journal of Social Theory in Art Education

Image of Bob Sweeny's, Scanscape III, 2014, Mixed Media.

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 …

Cover

Journal of Social Theory in Art Education

Front Cover for The Journal of Social Theory in Art Education, 2014, Number Thirty-Four.

(Un)Charted Cartographies: Networked Avatars And Augmented Reality, Matthew Sutherlin

Journal of Social Theory in Art Education

(Un)Charted engages assessment by redefining and expanding the boundaries of the chart or checklist to the charting of a networked path through de-territorialization/re-terriotorialization. This article discusses cartography as the creation of learning maps of a networked territory by the performance of networked avatars. The term avatar is expanded beyond the concept of the digital avatar and into the realm of any incarnation of the virtual in visualized/tangible form. Through analysis of video reflections as student avatars, the learning map reveals growth over time. Specific examples of student and teacher avatars are analyzed as a way of engaging in the process …

Scanscapes I-V, Bob Sweeny

Journal of Social Theory in Art Education

The similarities between utopian architectural forms and standardized testing are many. Both set forth a behavioral model that is designed to elicit a prescribed set of actions, which are then measured, codified, and folded back into the dynamic relationship set in mo­tion. These models also involve rhetorical strategies, employing terms such as ‘efficiency’ and ‘progress’ that reassure the user that they will benefit from the process.

Scanscape V, Bob Sweeny

Journal of Social Theory in Art Education

Image of Bob Sweeny's, Scanscape V, 2014, Mixed Media.

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 …

Caught With Our Pants Down: Art Teacher Assessment, Jill Elaine Palumbo

Journal of Social Theory in Art Education

Teacher assessment is a hot topic in today’s high-stakes, test-drive, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades (NTSG), are assess in their classroom teaching practices in the United States, Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack content knowledge in the arts, by methods that are subjective, and with criteria that are inflexible. This article addresses the need to develop open forums that include educators’ voices in order …

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 …

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

Editorial: Growth, Learning, Assessment, And Assessination, Sharif Bey

Journal of Social Theory in Art Education

Assessment is not just a hot topic, it is gaining momentum, and is arguably dictating the culture of many of our institutions. Therefore, it was no great surprise when the benefits and detriments of assessment in art education emerged as one of the top journal theme options during The Caucus on Social Theory and Art Education’s annual meeting at the National Art Education Association’s convention last spring. Certainly our chosen theme is timely, and the voices in this volume provide a diversity of perspectives and lenses for examining and deconstructing assessment on multiple fronts.

Scanscape Ii, Bob Sweeny

Journal of Social Theory in Art Education

Image of Bob Sweeny's, Scanscape II, 2014, Mixed Media.

Food Landscapes: A Case Study Of A Cooking And Art- Focused Program For Teens Living In A Food Desert, Jessica R. Norris

Theses and Dissertations

This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a …

A Cultural Lens Into The Story Underneath: A Resource Guide Of African American Art, Artists And Culture For Art Education, Valerie Graves

Theses and Dissertations

The goal of this study is to create a qualitative resource guide of African American culture, art, and artists for an art education curriculum. This project encompasses four main themes to reflect an area of African American culture via a work of art created by an African American artist. These themes are, Family with the sub themes African American Male, Matriarch, and Children; Spirit with the sub themes Faith, Spirituality, and Inspiration; Identity with the sub themes Artist’s Voice, Triumph, and Hope and Vision; Community with the sub themes Ancestors, Social Issues, and Cultural Voice. These themes constitute …

Assessing Arts Educators: How The Performances Of Public And Private High School Art Teachers Are Assessed In Virginia, Jill Palumbo

Theses and Dissertations

Teacher assessment is a hot topic in today’s high-stakes, test-driven, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades, are assessed in their classroom teaching practices in Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack the content knowledge in the arts, by methods that are subjective, and with criteria that is inflexible. This thesis addresses the need to develop open forums that include the educator’s voice in order to create …

Art Education And The Encouragement Of Affective And Cognitive Empathy In Early Childhood, Luke Meeken

Theses and Dissertations

This study constructs a theoretical framework for exploring the relationship between art education practice and the development of empathy in early childhood. In this study, I construct a schema for the experience of empathy in kindergarten-aged students, derived from the work of Martin Hoffman, Maurice Merleau-Ponty, and Vittorio Gallese, which acknowledges both the affective and cognitive dimensions of the experience of empathy. This schema is examined within the context of aesthetic and artistic experience, as distinguished from each other by John Dewey. I articulate several ways that art education’s cultivation of subtle aesthetic perception may encourage affective empathy, and its …

Seedfolks: An Integrated Literature And Visual Art Unit, Michi Thacker

Teaching Resource Archive

The book Seedfolks takes place in Cleveland, Ohio, in an inner-city vacant lot. The story develops through a series of 13 vignettes, each culturally isolated character bringing his/her unique perspective and contribution to the story as the trash-ridden lot slowly develops into a community garden.

Through And Beyond The Barbie: 3 Themed Lesson Sequences, Rabeya Jalil

Middle School Resources

This lesson sequence will facilitate students to collaborate, explore and experience themes that they can personally relate to on a deeper and meaningful level. The purpose of this unit is to foster a safe and creative environment for early adolescents of 11 – 14 years (7-8th grades) to explore their personal identities, their gender, their socio-cultural beliefs, their values, through critical thinking, self-reflecting, and art making. Through engaging in a conversation and exploratory dialogue to deconstruct the layers that form identity and culture, using both in the traditional and digital media (collage, printmaking, drawing, digital photography, video, Scratch programming software, …

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 …

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.

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).