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Journal of Social Theory in Art Education

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Editorial: Research, Visual Cultural Studies, Programs, Jan Jagodzinski Jan 2003

Editorial: Research, Visual Cultural Studies, Programs, Jan Jagodzinski

Journal of Social Theory in Art Education

This year’s journal explores a number of social issues that continue to reassert themselves on the postmodern landscape. How can social and cultural justice assert itself in arts based education? What is our responsibility to “at risk” children when it comes to a critical pedagogy? The first two essays use innovative approaches to arts based research by incorporating a critical autobiographical methodology. James Sanders and Diane Conrad, drawing their theoretical base from critical autoethnographic inquiry, attempt to examine themselves within the context of their investment as administrator, teacher and researcher.

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Gulf War Series: 1996 Untitled, Bob Bersson Jan 2003

Gulf War Series: 1996 Untitled, Bob Bersson

Journal of Social Theory in Art Education

Mixed media image from Bob Bersson's 1995 Gulf War Series.

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Unromancing The Stone Of “Resistance:” In Defense Of A Continued Radical Politics In Visual Cultural Studies, Jan Jagodzinski Jan 2003

Unromancing The Stone Of “Resistance:” In Defense Of A Continued Radical Politics In Visual Cultural Studies, Jan Jagodzinski

Journal of Social Theory in Art Education

The question of resistance as a pleasurable activity continues to be a theme within cultural studies. This essay argues that the ideology of pleasurable resistance is precisely the way that capitalist patriarchy maintains its hegemony through seduction. By focusing mainly on the writings of John Fiske and his employment of Foucault´s power/knowledge couplet and Barthe´s appropriation of jouissance, it is argued that the discursive subject position overlooks the value of the psychoanalytic understanding of fantasy identification. It is suggested that a more radical understanding of jouissance as developed within a psychoanalytic view of the split-subject needs to be addressed (or …

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Unearthing Personal History: Autoethnography & Artifacts Inform Research On Youth Risk Taking, Diane Conrad Jan 2003

Unearthing Personal History: Autoethnography & Artifacts Inform Research On Youth Risk Taking, Diane Conrad

Journal of Social Theory in Art Education

I begin from the premise that research will always be affected by the subjectivity of the researcher, in the choice of research topic and in the interpretation of research findings. My study using Popular Theatre as a participatory, arts-based approach to exploring the risky experiences of youth was further informed by an autoethnographic investigation into my own experiences as a youth, an unearthing of my personal history through autobiographical writing and a (re)collection of artifacts from my youth. My arts-based methods adding a messiness to the research process and findings that reflects the complexity of the issues under investigation.

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Commentary: Cancelling The Queers: Heightens National Awareness In Arts Education, Donalyn Heise Jan 2003

Commentary: Cancelling The Queers: Heightens National Awareness In Arts Education, Donalyn Heise

Journal of Social Theory in Art Education

In November 2001, a state art education organization conference session entitled Sexual Identity and Arts Education was canceled. If the original goal of this panel discussion was to bring awareness to issues related to the topic; then, I conclude that the unfortunate cancellation of this session has resulted in exceeding its goal. Had the conference session taken place as planned, issues related to Lesbian, Gay, Bisexual, and Transgender (LCBT) and arts education would have been explored and discussed on the state level (Keifer-Boyd, Fehr, Check, Akins, 2002:). However, because the session was canceled, publicity and subsequent public outrage has heightened …

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Dbae And Iiae: Playing Finite And Infinite Games, Stan Horner Jan 2003

Dbae And Iiae: Playing Finite And Infinite Games, Stan Horner

Journal of Social Theory in Art Education

This essay is an excerpt from the third volume in the iiae/Analogosseries by the author, now in preparation. DBAE refers to Discipline Based Art Education while iiae refers to interactive interdisciplinary art education. In this essay I posit that there are two co-dependent ‘game’ plans informing the orientation of contemporary art education as represented by these two curricular orientations, and that one is sustained inside the other. As set forth by Carse, each one gives rise to a very different set of activation rules for players; this forms the basis for an attempt to tease out a concept of the …

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The Journal Of Social Theory In Art Education Jan 2003

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

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Table Of Contents Jan 2002

Table Of Contents

Journal of Social Theory in Art Education

Table of contents for The Journal of Social Theory in Art Education, 2002, Number Twenty-Two.

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9/11 The Last Shard Standing, Jan Jagodzinski Jan 2002

9/11 The Last Shard Standing, Jan Jagodzinski

Journal of Social Theory in Art Education

This meditation on the event of 9/11 emerges from a certain perplexity on my part concerning an elision on Lacan's part regarding the materiality of vision as developed in Seminar XI (The Four Fundamentals of Psychoanalysis). Many cinematic theoreticians and art historians have returned again and again to his discussions, "Of the Gaze as Object Petit a," to establish the definitive distinctions between the look and the gaze. To briefly recap this well-known territory, the look is attributed to 'natural' perception. That is, to the initiative and power of the subject as moi. This means the ability to place people …

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Editorial: At Long Last—A Moment Of Silence, Jan Jagodzinski Jan 2002

Editorial: At Long Last—A Moment Of Silence, Jan Jagodzinski

Journal of Social Theory in Art Education

This year's journal finds many of its authors in a reflective moment affected by the still radiating and lingering pulsating light of 9/11. The journal pays respect to the tragedy of that event and the suffering that ensued through its cover design. As caucus members, we acknowledge the magnitude of the event in the way that our lives have been affected by the many horrific images that remain forever embedded as part of America's cultural memory. Besides my own mediation on the imagery of 9/11 from a Lacanian and Deleuzean perspective ("The Last Shard Standing"), Jim Edwards in, "Tagging a …

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Antiques Roadshow: The Object Of Learning, Laura Felleman Fattal Jan 2002

Antiques Roadshow: The Object Of Learning, Laura Felleman Fattal

Journal of Social Theory in Art Education

Even as school administrators were cutting the unique feature of museum Educators from the school district budget, museum directors in Philadelphia were calling teaching through objects, 'lightning in a bottle.’ Educating through objects that have been crafted by talented artisans, owned by famous people, cherished by their association with loved ones, or inanimate witnesses to important historical moments is a recognized and immediate path to learning in the arts. In the search for the authentic, while simultaneously embracing the virtual, Americans participate in shaping a broad understanding of popular culture and accumulated history. Americans are having a love affair with …

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Intergenerational Art Education: Building Community In Harlem, Angela M. La Porte Jan 2002

Intergenerational Art Education: Building Community In Harlem, Angela M. La Porte

Journal of Social Theory in Art Education

I began the first of 43 visits to an after-school intergenerational art program in Lower East Harlem, New York, with the expectation of a straight-forward research project, one which would perhaps ratify my growing conviction that young people and older adults together would provide a natural learning environment for art. My first personal encounter with the Lower East Harlem community began when I crossed 96th Street, an informal boundary separating its decaying tenements and public housing projects from the newer, more prosperous neighborhood to the south. I soon realized that there was no need for a line on the map …

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The Journal Of Social Theory In Art Education Jan 2002

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

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When The Bough Breaks: Loss Of Tradition In The Urban Landscape, Esther Parada Jan 2002

When The Bough Breaks: Loss Of Tradition In The Urban Landscape, Esther Parada

Journal of Social Theory in Art Education

Considering the theme of this conference – wide-open spaces – has prompted me to think about my life history in terms of landscape/environments: the first eighteen years of my life were spent in Grand Rapids, Michigan, which is set in the gently rolling Grand River Valley of western Michigan; the next four years were at Swarthmore College, amidst the narrow winding roads and lush vegetation of suburban Philadelphia. In the mid-60’s I spent two and one-half years at nine-thousand feet in the spectacular Bolivian Andes, as a Peace Corps volunteer art teacher (I’d never seen mountains before the summer we …

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Tagging A Boxcar In An Anxious Age, Jim Edwards Jan 2002

Tagging A Boxcar In An Anxious Age, Jim Edwards

Journal of Social Theory in Art Education

On Wednesday, September 12th, scheduled to fly from Salt Lake City to San Francisco, I found myself instead driving a rental car from Logan, Utah to the Bay Area. I left early - at daybreak, on a clear morning, just at that turning point when summer slides into autumn. Several hours later, on Interstate 80 east of Salt Lake and along the Bonneville Salt Flats, the National Public Radio station began to crackle and fade. By the time I crossed into Nevada, and moments after turning off the radio, I slunk into a state of sad resignation. Two hours of …

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“Miss, Miss, Look At What My Mother Sent Me From Jail”, Future Akins Jan 2002

“Miss, Miss, Look At What My Mother Sent Me From Jail”, Future Akins

Journal of Social Theory in Art Education

When I tell people that I teach in a public school, especially when I go on to say that I teach at the Junior High level" there is almost aIways snickering sounds and rolling eyes followed by horror stories from the past. They relate memories of crowded, noisy hallways filled with bullies; classrooms that felt like jail, teachers that were bored and lots of hormone driven mis-adventures. I just smile because I know it is all too true. I do not attempt to explain why, as an artist, I choose to return to the classroom after so many years or …

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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 …

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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 …

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Cancelling The Queers: Activism In Art Education Conference Planning, Dennis E. Fehr, Ed Check, Future Atkins, Karen Keifer-Boyd Jan 2002

Cancelling The Queers: Activism In Art Education Conference Planning, Dennis E. Fehr, Ed Check, Future Atkins, Karen Keifer-Boyd

Journal of Social Theory in Art Education

This paper examines how individual and collective strategies and interventions countered homophobia and censorship in a public venue, in this particular case at a state art education association annual conference. We reveal our personal actions and reactions to hysteria, institutional homophobia, and find solutions. Our individual and collective responses demonstrate how layers of emotional, intellectual and activist energy co-exist and that harmony and quick solutions to such complex social problems involve sustained and dedicated efforts.

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Critical Creativity: On The Convergence Of Medium Education And Media Education, Michael J. Emme Jan 2002

Critical Creativity: On The Convergence Of Medium Education And Media Education, Michael J. Emme

Journal of Social Theory in Art Education

Days after the September 11, 2001 attacks on the World Trade Center in the United States I heard an interview on the radio. The short exchange, with peace educator and activist Johan Galtung, not surprisingly in light of world events, focused on conflict resolution. While I was impressed by professor Galtung's commitment to peacemaking and his real experience serving as a mediator in world conflicts, what struck me most was the word he used to describe the key ingredient in conflict resolution. That word was 'creativity'. As an artist, art educator, academic and parent I suppose it makes sense that …

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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 …

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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 …

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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?

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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 …

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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 …

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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.

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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 …

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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 …

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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 …

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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.

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