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Articles 121 - 150 of 523
Full-Text Articles in Art Education
Fenced In/Out In West Texas: Notes On Defending My Queer Body, Ed Check
Fenced In/Out In West Texas: Notes On Defending My Queer Body, Ed Check
Journal of Social Theory in Art Education
In this article, I utilize autoethnography to describe and reflect upon my experiences as a queer artist, associate professor, and activist living in West Texas (1996-2012). To date, I believe there exist too few testimonies in art education that document how queer educators/artists manage myriad social, political, and everyday issues in their lives and workplaces. Such stories are necessary if I am going to equip present and future art teachers with anti-homophobia classroom strategies. I believe such stories are also necessary to counter cultural homophobia and violence and let queer students and teachers know they do not stand alone. Stories …
A Collaged Reflection On My Art Teaching: A Visual Autoethnography, Laurie Eldridge
A Collaged Reflection On My Art Teaching: A Visual Autoethnography, Laurie Eldridge
Journal of Social Theory in Art Education
In this article I begin to unravel some of the complexities of being a visual art educator who teaches in a public elementary school: while dealing with an increasing high-stakes testing environment, I write in defense of teaching that is based on social justice and visual culture theory. I take the theme of this issue, de(fence), literally as a need to defend. To do this I use visual autoethnography, where I create a collaged work of art, then use that collage as a prompt for my reflection on my curriculum and teaching practice. My reflection is woven into the wider …
Hyphenated Artists: A Body Of Potential, Laura Reeder
Hyphenated Artists: A Body Of Potential, Laura Reeder
Journal of Social Theory in Art Education
The author of this article, an art teacher, arts education advocate, teaching artist, pre-service art teacher supervisor and instructor confronts “either/or” professional identities in arts education. Multi-faceted artist/scholar/educator/ learner/advocate/personas are “unfenced” in order to navigate spaces of artistic, educational, and cultural production without having to pause for identification at borders. In this form, pedagogies for inventive social change emerge. Dialogue among fields of artists and educators links either/or, artist/teacher qualities in holistic and interdisciplinary descriptions such as artist-teacher, teaching-artist, etc. The hyphenated association has become postmodern shorthand for inclusive “both/and” professional identities that in the 21st century may be limiting …
(De)Fending Art Education Through The Pedagogical Turn, Nadine M. Kalin
(De)Fending Art Education Through The Pedagogical Turn, Nadine M. Kalin
Journal of Social Theory in Art Education
This article reviews the current state of higher education in light of the pedagogical turn in contemporary art. It starts with an overview of higher education and its current struggles, followed by an outline of some of the features of the pedagogical turn in art, which is both critical of institutionalism and symptomatic of the current state of higher education. These ideas are discussed within the context of an art education graduate seminar. Finally, the argument is made for possible critical practices that take place inside the institution and that are inspired by priorities inherent in education as art projects …
Graffiti Walls: Migrant Students And The Art Of Communicative Languages, Fernando Rodríguez-Valls, Sandra Kofford, Elena Morales
Graffiti Walls: Migrant Students And The Art Of Communicative Languages, Fernando Rodríguez-Valls, Sandra Kofford, Elena Morales
Journal of Social Theory in Art Education
Visual Arts help to create communicative actions between teachers and students. In this article, we explain the interdisciplinary methodology –Visual Arts and Language Arts– utilized by three teachers and one faculty member at San Diego State University. The purpose of the project was to create a common ground and a shared agreement based on linguistic codes utilized in the classroom. For four weeks, forty-five high-school sophomore migrant students and the teaching team discussed and analyzed poetry, short stories, graphic novels, and movies. They later created visual expressions –Cultural Tags and Graffiti Walls –that reflected students’ views about their cultural identities. …
Reasserting Humanity Through The Liberatory Gaze, Melissa Crum
Reasserting Humanity Through The Liberatory Gaze, Melissa Crum
Journal of Social Theory in Art Education
The act of critically looking can be a method used to consider alternative ways of conceptualizing marginalized cultures and ethnicities. By engaging in a series of inquiries about the subject of an image, the spectator can form a more comprehensive representation of the subject, thus preparing post-secondary students to discuss and interpret visual culture. From the perspective of an African-American female artist and educator’s travels to Brazil, this work proposes that a self-reflective educator’s personal narratives and insight can assist in creating an arts-based critically-thinking learning atmosphere. Such an atmosphere encourages students to move beyond the realms of their cultural …
Commentary: Both/And: A Response To De(Fence)/Defense, Jonathan Lee, Laurel Lampela
Commentary: Both/And: A Response To De(Fence)/Defense, Jonathan Lee, Laurel Lampela
Journal of Social Theory in Art Education
In this paper we introduce non-dualism and begin by answering the questions posed by the editors of this journal. We address the theme of de(fence) and propose a paradigmatic shift. For many years, art teachers have advocated tirelessly in defense of the field, fighting for funding and legitimacy in an educational landscape that prioritizes other subjects. While the reaction to fight is appropriate, art reveals another way. It aids us in our task of living in the liminal, and it gives us the chance to suspend our judgments and forego meaning in favor of experience. Art can help us transition …
(De)Fencing The Cultural Commons Through A (De)Constructive Media Art Curriculum, Steven Ciampaglia
(De)Fencing The Cultural Commons Through A (De)Constructive Media Art Curriculum, Steven Ciampaglia
Journal of Social Theory in Art Education
Rampant consolidation in the media industry has led to an ever-increasing push to extend the breadth and scope of copyright law. A deliberate and systematic effort to restrict access to cultural texts that were previously accessible has led to a creative climate that is increasingly intimidating to young artists. The personal computer provides students the ability to re-open these texts and reclaim their right to fairly use the cultural artifacts of their surroundings as building blocks of expression. The personal computer can deconstruct closed media texts into malleable parts of visual language that students can reconstruct into new texts. These …
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.
De(Fencing) With Youth: Moving From The Margins To The Center, Ann E. Tobey, Kate Jellinghaus
De(Fencing) With Youth: Moving From The Margins To The Center, Ann E. Tobey, Kate Jellinghaus
Journal of Social Theory in Art Education
Practices that combine the positive power of human relationships with art making can serve to De(fence): “create, innovate, reshape spaces, opportunities, or works that engage people or (and) bring us and them from the margins to the center” (JSTAE, call for papers, volume 32). In this paper, we explore ideas, techniques, and strategies used to implement four collaborative art projects with teenage youth. These projects aim to create a safe and generative context within which collaborative art-making practice can put youth and their ideas at the center of the process. Projects include an exploration of school climate utilizing sculpture in …
The Gaze Across The Aisle: Architecture, Merchandising, And Social Roles At Marshall Field And Company, 1892 To 1914, Clayton Funk
The Gaze Across The Aisle: Architecture, Merchandising, And Social Roles At Marshall Field And Company, 1892 To 1914, Clayton Funk
Journal of Social Theory in Art Education
Marshall Field and Company was a cultural and commercial anchor in Chicago's downtown area known as 'The Loop.' By 1914, it had expanded into the largest department store in the world at that time. This article illustrates Field's as a cultural and retail institution of artistry and popular education through a trope I term “the drama of shopping.” Using merchandising strategies adapted from the aesthetic movement, Field's produced the drama of shopping with social and cultural implications about class, gender, and race in three ways: First, the architecture of the store served as a carefully designed theatrical space for seeing …
The Terror Of Creativity: Art Education After Postmodernism, Jan Jagodzinski
The Terror Of Creativity: Art Education After Postmodernism, Jan Jagodzinski
Journal of Social Theory in Art Education
This essay addresses two problematics. The first concerns the question of creativity, which has become a key signifier for art and its education in the 21st century. I try to situate this interest in creativity within the broader context of neoliberalism and capitalist designer capitalism. The second problematic addresses the term ‘after postmodernism,’ which has left us in a state of relativity by rejecting universality. My interest is to show how these two problematics are at play in the well-known documentary film, Waiting for Superman, directed by Davis Guggenheim. An attempt is made to expose the structure of this film …
Editorial: De(Fence), Kryssi Staikidis
Editorial: De(Fence), Kryssi Staikidis
Journal of Social Theory in Art Education
The idea of a moving and critical voice is a metaphor for the Caucus on Social Theory and Art Education (CSTAE) and the role that it has played for the members of the National Art Education Association (NAEA). The inception and founding of the Caucus by a small group of art educators sprang from the felt need to bring a critical social theory perspective to art and art education (cyberhouse.arted.psu.edu/ cstae/25th-anniversary/ CSTAE25history.htm). Over the course of my participation in NAEA for the past eight years, the annual conference meetings of the CSTAE have functioned as a site for contribution, dialogue, …
Defending And De-Fencing: Approaches For Understanding The Social Functions Of Public Monuments And Memorials, Melanie L. Buffington, Erin E. Waldner
Defending And De-Fencing: Approaches For Understanding The Social Functions Of Public Monuments And Memorials, Melanie L. Buffington, Erin E. Waldner
Journal of Social Theory in Art Education
This article explores two possible meanings of de(fence) as related to historical monuments and memorials. By interpreting this term as both defense (defending and idealizing the past) and de-fence (taking down fences and opening narratives about the past), we develop ways to understand potential social functions of monuments. Through the specific examples of the Lee Monument in Richmond, Virginia and Shoes on the Danube Bank in Budapest, Hungary, we describe how the ideas of defense and de-fence function. Further, this article also touches upon temporary interventions to monuments including graffiti and yarn bombing.
¡Pendejo! Preschoolers’ Profane Play: Why Children Make Art, Marissa Mcclure
¡Pendejo! Preschoolers’ Profane Play: Why Children Make Art, Marissa Mcclure
Journal of Social Theory in Art Education
In this article, I address the concept of critical coalitions in play from two perspectives. First, I consider young children’s art making with digital video through contemporary play frames that propose moving beyond the dichotomy of subject (child as actor; active meaning-maker) and object (child as dupe; susceptible to media and moral panic). This reaffirms that play is at once contradictory, pleasurable, fantastic, and culturally purposeful. Analysis of young children’s digital video as play within frameworks proposed by Wilson (1976), Walkerdine (2007), and Freud (1922/1948) allows for an expansion of philosophical ideas about young children’s art making. This coalition between …
Editorial: Critical Coalitions In Play, Robert W. Sweeny
Editorial: Critical Coalitions In Play, Robert W. Sweeny
Journal of Social Theory in Art Education
The theme of Volume 31 of the Journal for Social Theory in Art Education – Critical Coalitions in Play – was developed at the Annual Business Meeting of the Caucus on Social Theory and Art Education, during the 2010 National Art Education Association, held in Baltimore, MD. The theme developed from casual conversations and formal discussions held throughout the conference, a process that has a longstanding history in the Caucus. This process relates to the theme itself, in a meaningful, self-reflexive manner: individuals discussed the critical nature of building coalitions within the field and between other related fields, and how …
Parents, Middle-Class-Ness, And Out-Of-School Art Education, Lara M. Lackey, David G. Murphy
Parents, Middle-Class-Ness, And Out-Of-School Art Education, Lara M. Lackey, David G. Murphy
Journal of Social Theory in Art Education
This article explores the intersections of middle-class parenting practices and out-of-school art education. Drawing on the work of Lareau (2003) and Kusserow (2004) it argues that middle-class parents use a particular logic of parenting that involves the ongoing cultivation of children in hopes of promoting future security and life advantage. I argue that out-of-school art education is often taken up within this parenting practice in ways that serve the cultivation of both general and specific middle-class values.
Visual Arts And Literacy: The Potential Of Interdisciplinary Coalitions For Social Justice, Melanie L. Buffington, William Muth
Visual Arts And Literacy: The Potential Of Interdisciplinary Coalitions For Social Justice, Melanie L. Buffington, William Muth
Journal of Social Theory in Art Education
In this article, we explore the possibilities of creating a coalition of the visual arts with literacy to work toward meaningful integrated learning experiences with a social justice agenda. We discuss the benefits of integrated curriculum and its potential to support learning at many levels. Following that, we introduce the Hope House mural project as an example of an integrated visual arts and literacy program. Through this project, children and their incarcerated fathers grapple with significant issues in their lives and to build a bond while doing so. We argue that this coalition results in learning that is inseparably tied …
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.
Lego Brick As Pixel: Self, Community, And Digital Communication, Jay Michael Hanes, Eleanor Weisman
Lego Brick As Pixel: Self, Community, And Digital Communication, Jay Michael Hanes, Eleanor Weisman
Journal of Social Theory in Art Education
Over the last three years the authors attended Brickworld Conventions for adult and teen fans of LEGO in Chicago. Through interviews, observations, and research they conclude that the LEGO brick is a medium replete with possibilities for creative construction and playful design beyond the expectations of its corporate producers. The history of the brick as a toy infuses play throughout its use, and the Internet provides a forum for adult and teen fans to communicate, critique, and discuss their creations. Online communication is perhaps the most interesting facet of LEGO play. It demonstrates a model of social change with LEGO …
Gender, Aesthetics, And Sexuality In Play: Uneasy Lessons From Girls’ Dolls, Action Figures, And Television Programs, Courtney Lee Weida
Gender, Aesthetics, And Sexuality In Play: Uneasy Lessons From Girls’ Dolls, Action Figures, And Television Programs, Courtney Lee Weida
Journal of Social Theory in Art Education
How does children's play with dolls and action figures engender exploration of gendered identities: from aesthetics and appearances, to social standards, and various rituals and performances? This paper examines recent research in art education and gender studies concerning dolls and figural toys marketed to girls. As an artist and teacher educator, I will draw upon my teaching experiences and examine artifacts of pedagogy from popular material culture. I will address issues of consumption while taking into consideration taboos of gender and sexuality within public and private play. While children's toys as symbolic bodies may pose narrowly gendered and heteronormative models …
The Promiscuity Of Aesthetics, Paul Duncum
The Promiscuity Of Aesthetics, Paul Duncum
Journal of Social Theory in Art Education
I contend that the concept of aesthetics lies at the very heart of the art educational enterprise, albeit significantly reconfigured. I begin by offering a highly potted, historical overview of aesthetics that while it supports Tavin’s view of aesthetics as a confused and confusing concept, demonstrates how important it remains. My intention is not to support aesthetics as part of a progressive socio-political agenda, as many art educators do, but because the word aesthetics is today used extensively beyond our specialized area of art education to conceptualize the sensuousness of contemporary cultural forms. A brief investigation of books and articles …
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.
A National Labor Project: Recovering Unprecedented Numbers Of Working Class Lives And Histories Through Art, Ed Check
Journal of Social Theory in Art Education
I consider this essay an initial mapping where I reconstruct multiple ways of knowing and understanding the lived realities and plights of workers, whether they are manual workers, teachers or artists (Zandy, 2004). I use autobiography from a perspective of Standpoint Theory where I use the lives of working people as theory, method and evidence. I speak from my standpoint of my experiences as being raised white working class and my shift in salary and education to middle class.
The Unprecedented Event: Acknowledging Badiou’S Challenge To Art And Its Education, Jan Jagodzinski
The Unprecedented Event: Acknowledging Badiou’S Challenge To Art And Its Education, Jan Jagodzinski
Journal of Social Theory in Art Education
In terms of this year’s journal theme, ”unprecedented,” there is no other contemporary philosopher who has a more radical notion than Alain Badiou when it comes to theorizing the new; that is, the emergence of an unprecedented Event ex nihilio—not novel or innovative, but free of the authority of any prior example—to make a truth claim. For art educators, especially for the Social Caucus, Badiou offers a challenge to what has largely captured the theoretical writing in this journal — namely aesthetics and representation. As well intentioned as these theorizations have been concerning identity politics and critical theory stemming from …
Restageactivist Art/Disruptive Technologies, Karen Keifer-Boyd
Restageactivist Art/Disruptive Technologies, Karen Keifer-Boyd
Journal of Social Theory in Art Education
In this article, I explore, with you, artists’ socio-political disruptions with communication technologies to inspire political action and social change, and how such art can be environmentally and socially useful. How does art function politically? What is activist art? What non-violent forms of dissent or disruptions to harmful practices are possible today with digital technologies, and how do artists manifest political perspectives in their practice?
Decolonizing Development Through Indigenous Artist-Led Inquiry, Christine Ballengee-Morris, James Sanders, Debbie Smith, Kryssi Staikidis
Decolonizing Development Through Indigenous Artist-Led Inquiry, Christine Ballengee-Morris, James Sanders, Debbie Smith, Kryssi Staikidis
Journal of Social Theory in Art Education
In this article four university art educators explore theories of self-determination and describe decolonizing, approaches to research that are built on mutual trust. As researchers we recognize that (re)presenting the stories of others—especially across international and transcultural boundaries—is both problematic and an ethical challenge. We acknowledge the risks that participants assume when sharing their stories, and follow the culturally sensitive strategy of having collaborating indigenous artists lead the research.
(Pr)Obama Art & Propaganda: Un(Precedent)Ed Visual Collections Of Hope, Progress And Change? [Book Review], Kathleen Keys
(Pr)Obama Art & Propaganda: Un(Precedent)Ed Visual Collections Of Hope, Progress And Change? [Book Review], Kathleen Keys
Journal of Social Theory in Art Education
Three of these books chronicle visual collections celebrating the nomination, candidacy, and election of Barack Obama. The fourth book explores one particular image from this Obama art movement. Together they document the recent outpouring of fine art, street art, graphic design and other visual work presented and distributed by artists, exhibitions, the Internet and other digital means, and establish a foundation for socially concerned inquiry, and for creating related art education opportunities.
Casino Capers: Exploring The Aesthetics Of Superfluidity, Mary Stokrocki, Bianne Castillo, Michael Delahunt, Laurie Eldridge, Martin Koreck
Casino Capers: Exploring The Aesthetics Of Superfluidity, Mary Stokrocki, Bianne Castillo, Michael Delahunt, Laurie Eldridge, Martin Koreck
Journal of Social Theory in Art Education
Casinos are fast becoming sites for display of new Native American (NA) Arts. In such a context, casinos re-represent themselves and their communities through various visual forms and thus change their meanings. In her study of Wisconsin casinos, Stuhr (2004) challenged art educators to consider these visual culture displays as they accommodate new markets. Art in the casino phenomenon is worth investigating and how art educators can explore and/or make sense of this phenomenon is important. Casinos are using artworks as spectacles of pleasure. According to a casino gambling survey conducted by Harrah’s Entertainment, approximately 40 million Americans played slot …
‘Image’ / ‘I’ / ‘Nation’: A Cultural Mash-Up, Matthew Sutherlin, Amy Counts
‘Image’ / ‘I’ / ‘Nation’: A Cultural Mash-Up, Matthew Sutherlin, Amy Counts
Journal of Social Theory in Art Education
The term Un(precedent)ED conjures ‘images’ that have never been seen before in education. Too often in the classroom we focus on the classification of objects and practices. The metaphysical question “what is?” is important only in that it must be continually revisited. Through continual re-visitation, the question becomes “what can it be?” Unfortunately, the process of becoming through imagination is a practice that is often relegated to childish whimsy. Un(precedent)ED practice requires the (re)imaging of the current apparatus of education. Precedent is a standard or model that comes before a particular event or moment; components, such as sound, written text, …