Open Access. Powered by Scholars. Published by Universities.®

Art Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

Virginia Commonwealth University

Discipline
Keyword
Publication Year
Publication
Publication Type

Articles 391 - 420 of 656

Full-Text Articles in Art Education

Wrestling With Tv “Rasslin”, Paul Duncum Jan 2002

Wrestling With Tv “Rasslin”, Paul Duncum

Journal of Social Theory in Art Education

TV wrestling stretches the envelope of what art educators might consider legitimate content under the emerging art educational paradigm of visual culture. (Duncum & Bracey, 2001) TV wrestling. Or "rasslin" as it’s known to its audience, is a significant cultural site because it is very popular and, under analysis, has much to say about contemporary cultural experience, especially that of its audience. While it provides pleasures and reference points to its audience, these reference points are often sexist, xenophobic, homophobic, and in terms of familial relationships, dysfunctional. They are also violent and obscene. This paper both acknowledges the lived experience …

Go to article

Heads Above The Grass, Edgar Heap Of Birds Jan 2002

Heads Above The Grass, Edgar Heap Of Birds

Journal of Social Theory in Art Education

Today it is imperative that we acknowledge the brutality, intolerance and biased actions of the past. Thus by lifting our heads above the tall grass we can move forward to personal affirmation and progress. This progress can be represented by the educational and artistic exploration of complex issues of our society. In the field of art education we can articulate the progress by welcoming the creative activities of all vectors of youthful life and culture. Through this acceptance a wealth of experiences can be deposited to actually create more understanding and an enriched learning atmosphere. Once the multi-form stories of …

Go to article

Revisiting Social Theory In Art Education: Where Have We Been? Where Are We Today? Where Are We Going? Where Could We Go?, Jan Jagodzinski Jan 2001

Revisiting Social Theory In Art Education: Where Have We Been? Where Are We Today? Where Are We Going? Where Could We Go?, Jan Jagodzinski

Journal of Social Theory in Art Education

The title's spin-off from Gauguin's self-reflective statement: D'où vernons-nouse? Que sommes-raus? Où allons-nous? painted towards the closing of the 19th century when colonialist expansion and Imperialism were at their heights, seems to be an appropriate allusion as this year's 21st Social Caucus journal inaugurates the beginning of a new millennium. The irony of the title should be apparent, as should the fortuitousness of the volume's number. The epic proportions of the questions (and the painting) compressed into the bit size of an editorial seems laughable. Yet the questions are worth deliberating in the context of the essays that have been …

Go to article

On Oysters And Other Life Lessons: Art Teacher’S Perceptions Of Social Class And Schooling, Kimberly Cosier Jan 2001

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 …

Go to article

Naughty Pictures: Their Significance To Initial Sexual Identity Formation, Paul Duncum, Deborah L. Smith-Shank Jan 2001

Naughty Pictures: Their Significance To Initial Sexual Identity Formation, Paul Duncum, Deborah L. Smith-Shank

Journal of Social Theory in Art Education

This study is about the formation of sexual identity through popular imagery in everyday contexts. Do images with sexual content help inform the development of sexual identity and, if so, in what ways? What is the nature of these images? What values, beliefs, and web of life experiences are revealed through early encounter with such images?

Go to article

The Blackwell Summer Arts Program: An Experience In Community Revitalization, Marjorie Cohee Manifold Jan 2001

The Blackwell Summer Arts Program: An Experience In Community Revitalization, Marjorie Cohee Manifold

Journal of Social Theory in Art Education

Like many American cities, Richmond, Virginia is pockmarked by once middle-class neighborhoods that have fallen into decline and are now blighted by decayed and abandoned buildings. Among the more severely depressed areas of Richmond is the historic Blackwell district. Decades ago, in an effort to provide homes for the poorest of Richmond’s citizens, row after row of nondescript, multi-family, brick-faced, public housing units or “projects” were erected in Blackwell. By the end of the 20th century, their boarded windows, crumbling infrastructures, and graffiti covered facades were sad but eloquent monuments to inefficacious governmental policies and the unrelenting poverty and despair …

Go to article

Working With People To Make Art: Oral History, Artistic Practice, And Art Education, Dipti Desai Jan 2001

Working With People To Make Art: Oral History, Artistic Practice, And Art Education, Dipti Desai

Journal of Social Theory in Art Education

In recent years, some contemporary artists have used oral history methods as an integral part of their artistic practice. Oral history emerged in the United States as a distinct historical method with the establishment of the first organized oral history project in 1948 by Alan Nevin at Columbia University in New York. It gradually wrenched itself from its elitist origins of documenting stories of prominent white men to becoming a populist approach that draws attention to ordinary people’s lives, perceptions, and experiences of an event. Based on interviews conducted over a short period of time, oral histories’ primary contribution to …

Go to article

The Journal Of Social Theory In Art Education Jan 2001

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

Go to article

Multicultural Art Education: Deconstructing Images Of Social Reproduction, Donna Alden Jan 2001

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 …

Go to article

Art, Action Research, And Activism At Artpark, Carole Woodlock, Mary Wyrick Jan 2001

Art, Action Research, And Activism At Artpark, Carole Woodlock, Mary Wyrick

Journal of Social Theory in Art Education

The authors have an ongoing interest in combining local history, culture, and environmental issues as topics for teaching. As newcomers to western New York, we became fascinated with the story of Artpark in Lewiston, New York. High on the edge of the Niagara Gorge, the site of Artpark has a complicated history that has been enlivened by Native Americans, the French, the British, contemporary artists, senators, toxic waste specialists, visiting art teachers, and local students. The passage and effects of time on nature, art, and culture have been an important influence on art production since the beginning of Artpark in …

Go to article

Swimming Up-Stream In The Jean Pool: Developing A Pedagogy Towards Critical Citizenship In Visual Culture, Kevin Tavin Jan 2001

Swimming Up-Stream In The Jean Pool: Developing A Pedagogy Towards Critical Citizenship In Visual Culture, Kevin Tavin

Journal of Social Theory in Art Education

American children and youth live in and through mass media and popular culture. They frequently fashion their sense of history, ideology, and multiple and ever-changing identities through popular visual imagery. These images penetrate and pervade every aspect of our students’ lives in the form of television programs, children’s books, advertisements, movies, comics, toys, cereal boxes, video games, fashion merchandise, sport shoes, fast food paraphernalia, and architectural and public spaces. These images help to shape students’ experiences by capturing their imagination and engaging their desires. These pervasive, immediate, and sometimes ephemeral images often construct students’ consciousness and their sense of citizenship …

Go to article

Table Of Contents Jan 2001

Table Of Contents

Journal of Social Theory in Art Education

Table of contents for The Journal of Social Theory in Art Education, 2001, Number Twenty-One.

Go to article

Another Acid Test (Postcards With An Edge), Michael J. Emme Jan 2001

Another Acid Test (Postcards With An Edge), Michael J. Emme

Journal of Social Theory in Art Education

That Merry Prankster of postmodernism, Jacques Derrida, introduced the mind altering drug of significant play into theoretical culture's discourse around meaning and text. Like his prankster predecessors, Derrida's mindful but seemingly anarchistic intervention resulted in insight (into the complexity of text in culture) for some, and chaos (in the guise of abject deconstructive relativism) for others. What follows is a compilation of texts that is both mundane and complex.

Go to article

Seeing Childhood In Art Education, Paul Duncum Jan 2000

Seeing Childhood In Art Education, Paul Duncum

Journal of Social Theory in Art Education

Art education theory and practice sees children as constructivist learners, but postmodern theory teaches us to see children with multiple and fragmented identities. Postmodern theory is used to examine childhood as a site of divergent discourses concerned with persistent adult attempts to control both actual children and the concept of childhood. Many alternative conceptions find pictorial form in the mass media, from abused child to nightmarish threat. This paper focuses on the idea of children as rabid consumers. It examines television advertisements aimed at children, especially by McDonald’s, Mattel and Cap Toys. Implications for the classroom as well as art …

Go to article

The Journal Of Social Theory In Art Education Jan 2000

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

Go to article

The Ghost Writer, Amy Brook Snider Jan 2000

The Ghost Writer, Amy Brook Snider

Journal of Social Theory in Art Education

The core of this article was originally published in an issue on “empowerment” in the Nova Scotia College of Art and Design [NSCAD] Papers in Halifax, Nova Scotia in 1988. Not surprisingly, the article is also related to the theme of this Journal of Social Theory in Art Education—“dialogue as empowering pedagogy,” describing as it does how a teacher and her student used the medium of letters as a space for communication and reflection.

Go to article

Table Of Contents Jan 2000

Table Of Contents

Journal of Social Theory in Art Education

Table of contents for The Journal of Social Theory in Art Education, 2000, Number Nineteen/Twenty.

Go to article

Contributors Jan 2000

Contributors

Journal of Social Theory in Art Education

List of contributors for The Journal of Social Theory in Art Education, 2000, Number Nineteen/Twenty.

Go to article

Examining Biases And Prejudices: Implications For Art Education, Shirley Hayes Yokley Jan 2000

Examining Biases And Prejudices: Implications For Art Education, Shirley Hayes Yokley

Journal of Social Theory in Art Education

In this paper, I combine an overview of Elisabeth Young-Bruehl’s (1996) socio-psychological examination of group prejudices with a critical examination of artwork by Juan Sánchez to illustrate how issues-based studies of works of art help teachers and students examine and resist biases and prejudices that contribute to oppressive or hegemonic actions.

Go to article

Editorial, Yvonne Gaudelius Jan 2000

Editorial, Yvonne Gaudelius

Journal of Social Theory in Art Education

The theme of the Journal of Social Theory in Art Education, Volume 19/20 is Empowerment Through Dialogue. Empowerment is a difficult issue—for example, how do we as art educators “empower” those who don’t want or feel the need to be empowered? Can we ever empower others or can empowerment only occur through self-reflections? How do we engage in dialogue with our students, our teachers, and our colleagues? Just as with empowerment, dialogue cannot be forced upon us. Through the various dialogues that run through the articles in this volume, we see that dialogue is something that we choose to engage …

Go to article

Notes Toward A Theory Of Dialogue, Grace Deniston-Trochta, Jane Vanderbosch, Ed Check Jan 2000

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 …

Go to article

Book Review: Fehr, D.E., Fehr, K. & Keifer-Boyd, K. (Eds.), (2000). Real-World Readings In Art Education: Things Your Professors Never Told You. Ny: Falmer Press., Dennis E. Fehr Jan 2000

Book Review: Fehr, D.E., Fehr, K. & Keifer-Boyd, K. (Eds.), (2000). Real-World Readings In Art Education: Things Your Professors Never Told You. Ny: Falmer Press., Dennis E. Fehr

Journal of Social Theory in Art Education

Book Review for Real-World Readings in Art Education: Things Your Professors Never Told You, D.E. Fehr, K. Fehr, and K. Keifer-Boyd (Editors), Falmer Press, New York, 2000.

Go to article

Paulo Freire: Community Based Arts Education, Christine Ballengee Morris Jan 1998

Paulo Freire: Community Based Arts Education, Christine Ballengee Morris

Journal of Social Theory in Art Education

This paper is about Paulo Freire and his influence on the perspective and application of literacy programming and interdisciplinary education through the arts. Portraiture, as used in this paper, is a collection of stories that illuminate historical, social, and cultural influences that connect Freire to a community and to the world. Freire’s pedagogical theory requires educators and students to examine self, culture, and community. It also addresses issues of power, voice, conflict, class, gender, and race. Freire’s philosophy and application illustrates the value he placed on education through life experiences/knowledge, the arts, and cultures of the people. In this paper, …

Go to article

Table Of Contents Jan 1998

Table Of Contents

Journal of Social Theory in Art Education

Table of contents for The Journal of Social Theory in Art Education, 1998, Number Eighteen.

Go to article

Tear Down These Walls: New Genre Public Art And Art Education, Gaye Leigh Green Jan 1998

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”.

Go to article

The Journal Of Social Theory In Art Education Jan 1998

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

Go to article

Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin Jan 1998

Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin

Journal of Social Theory in Art Education

Arterial and life connections for art educators. Arteries are muscular vessels carrying blood away from the heart to every part of the body, eventually bringing the blood back to the heart before venturing out again. Metaphorically, these pathways locate the heart as a home from which travel extends, repeatedly, expectantly as life itself. Symbolically, arterial connections pulsate with the notion of art, expressing art through life through art. To many people, and particularly Aboriginal peoples, art translated as cultural performance is found in the very pathways and bloodlines of their geographies and histories. However, these arterial connections are available to …

Go to article

Contributors Jan 1998

Contributors

Journal of Social Theory in Art Education

List of contributors for The Journal of Social Theory in Art Education, 1998, Number Eighteen.

Go to article

Editor’S Introduction: Deconstructing The Master Signifier Of Community, Jan Jagodzinski Jan 1998

Editor’S Introduction: Deconstructing The Master Signifier Of Community, Jan Jagodzinski

Journal of Social Theory in Art Education

Deconstructing the master signifier of community: Between the pre-modern and modern community of organic solidarity and the postmodern community of technological dissemination in cyberspace.

Go to article

Book Review: Susan L. Smith (1995), The Power Of Women: A Topos In Medieval Art And Literature, Karen Keifer-Boyd Jan 1998

Book Review: Susan L. Smith (1995), The Power Of Women: A Topos In Medieval Art And Literature, Karen Keifer-Boyd

Journal of Social Theory in Art Education

Book review for The Power of Women: A Topos in Medieval Art and Literature, Susan L. Smith, University of Pennsylvania Press, Philadelphia, 1995.

Go to article

First Prev Next Last