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Articles 271 - 300 of 523
Full-Text Articles in Art Education
Another Acid Test (Postcards With An Edge), Michael J. Emme
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.
Seeing Childhood In Art Education, Paul Duncum
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 …
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.
The Ghost Writer, Amy Brook Snider
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.
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.
Contributors
Journal of Social Theory in Art Education
List of contributors for The Journal of Social Theory in Art Education, 2000, Number Nineteen/Twenty.
Examining Biases And Prejudices: Implications For Art Education, Shirley Hayes Yokley
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.
Editorial, Yvonne Gaudelius
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 …
Notes Toward A Theory Of Dialogue, Grace Deniston-Trochta, Jane Vanderbosch, Ed Check
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 …
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.
Paulo Freire: Community Based Arts Education, Christine Ballengee Morris
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, …
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.
Tear Down These Walls: New Genre Public Art And Art Education, Gaye Leigh Green
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”.
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.
Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin
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 …
Contributors
Journal of Social Theory in Art Education
List of contributors for The Journal of Social Theory in Art Education, 1998, Number Eighteen.
Editor’S Introduction: Deconstructing The Master Signifier Of Community, Jan Jagodzinski
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.
Book Review: Susan L. Smith (1995), The Power Of Women: A Topos In Medieval Art And Literature, Karen Keifer-Boyd
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.
Creating Community Through Art: Two Research Project Reviews, Seymour Simmons Iii
Creating Community Through Art: Two Research Project Reviews, Seymour Simmons Iii
Journal of Social Theory in Art Education
Against a background of contemporary social problems and concerns, this article considers the role of the arts in creating community. It begins with a synopsis of Ellen Dissanayake’s anthropological perspective on the importance of the arts in human evolution, human development, and premodern societies. It then considers current approaches to community-building through the arts based on two recent research projects done by Harvard Project Zero and its affiliates. One project, the Lincoln Center Institute Arts-in-Education Survey Study, reviewed twenty-two arts-in-education programs including community art centers, cultural centers, arts-infusion schools, and state and local arts councils. The other, Project Co-Arts, involved …
Sugar And Spice And Everything: Reflections On A Feminist Aesthetic, Deborah Smith-Shank
Sugar And Spice And Everything: Reflections On A Feminist Aesthetic, Deborah Smith-Shank
Journal of Social Theory in Art Education
Over the past 25 years, feminist art, art criticism, and action have allowed insights in to the work of women artists. Because culture imposes an assumed unity on a diversity of codes and has a naturalizing function, it makes the status quo appear as given and enduring. Feminist artwork disrupts common cultural assumptions by purposefully calling into question the arbitrariness of cultural sign systems. It brings into the conversation those cultural signs which are routinely unexamined and forces a look. This article is about feminist artwork, feminist context (s), and my own development as a woman, artist, teacher, and participant …
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.
Art, Education, And The Bomb: Reflections On An International Children’S Peace Mural Project, Tom Anderson
Art, Education, And The Bomb: Reflections On An International Children’S Peace Mural Project, Tom Anderson
Journal of Social Theory in Art Education
As a community muralist (T. Anderson, 1985) and contextualist I believe that the purpose of art is communication from one human being to another about things that count (R. Anderson, 1990; Dissanayake, 1988; Lippard, 1990). This does not mean that we disregard the aesthetic component—the “wonder”—in an artwork. Rather, it implies that the aesthetic serves an extrinsic function beyond its supposed raison d’être. That function, which is usually both prosaic and symbolic, is to serve as a marker that in some way defines the people who make, use, and view artworks or aesthetically framed objects (R. Anderson, 1990). Art is …
The Perception Of Non-Perception: Lessons For Art Education With Downcast Eyes (Part One: Trompe-L’Oeil And The Question Of Radical Evil), Jan Jagodzinski
The Perception Of Non-Perception: Lessons For Art Education With Downcast Eyes (Part One: Trompe-L’Oeil And The Question Of Radical Evil), Jan Jagodzinski
Journal of Social Theory in Art Education
The Roman historian Pliny recounts a story that occurred during Periclean Athens. I will utilize this story, as a trope to undertake an interrogation of perception as it is commonly understood and currently practiced by art educators in schools. In order to deconstruct vision/blindness, or the perception/non-perception binary, I have examined the psychoanalytic paradigm of Jacques Lacan. His current interpreters provided the conceptual tools for such an undertaking. Given that the question of representation has become a key sign-post of postmodernism, art educators must conceptualize a trajectory for itself in the 21st century. Part One of such a trajectory questions …
Editorial, Karen T. Keifer-Boyd
Editorial, Karen T. Keifer-Boyd
Journal of Social Theory in Art Education
The group of six articles in this volume explore the theme “invisible in plain sight.” The authors examine the structures that enable or disable cultural visibility. They question: Who creates the visions of the world? Whose views are pre-empted?
Table Of Contents
Journal of Social Theory in Art Education
Table of contents for The Journal of Social Theory in Art Education, 1997, Number Seventeen.
Televised Gender Roles In Children’S Media: Covert Messages, Gaye Leigh Green
Televised Gender Roles In Children’S Media: Covert Messages, Gaye Leigh Green
Journal of Social Theory in Art Education
Encountering stereotypes promulgated by media representations is a daily occurrence. Information perpetuated in the media continually influences how people view the world. Female gender roles portrayed in television, for example, have altered from the 1950s stay-at-home mother portrayed by Barbara Billingsley in Leave It To Beaver, to postmodern portrayals of independent actress/mothers such as Jane Seymour. The messages that such diverse personifications suggest of motherhood are equally disparate. While television once perpetuated images of mothers as in the home caregivers, this domestic characterization has evolved into moms who now venture actively into the world.
Living The Discourses, Ed Check, Grace Deniston, Dipti Desai
Living The Discourses, Ed Check, Grace Deniston, Dipti Desai
Journal of Social Theory in Art Education
Factors of social class, race, gender, and sexuality are important to any understanding of the social processes of art. Often, art educators discuss these factors in abstract terms, thereby confining discussion in art education to a set of identifiable variables constructed as static, universal, and homogeneous. The particularities of living and working in educational spaces structured along racist, classist, sexist, and homophobic lines remain largely unexplored. Recent scholarship in art education has begun to examine the particularities of these social relations (Garber, 1995; Stuhr, Krug, & Scott, 1995). But the fractures, dangers, and the erasures are not being articulated in …
A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris
A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris
Journal of Social Theory in Art Education
Jim Wayne Miller, professor of English at Western Kentucky University, declared that school children in West Virginia have more exposure to other cultures than they do to their own. His concern was that, “Lack of knowledge about the area’s history helps perpetuate negative stereotypes about the region’s mountain people” (Associated Press, 1994). If the Mountain Culture, to which many of the students belong, is not reflected in the curriculum, their identity, voice, heritage, history, and arts are censored and the Mountain Cultural youth are rendered invisible in their own state. Results from a survey of three elementary schools located in …
Book Reviews: Dennis Fehr, Kris King Fehr, & Karen Keifer-Boyd (Eds.) (2000) Real-World Readings In Art Education: Things Your Professors Never Told You, Yvonne Gaudelius
Book Reviews: Dennis Fehr, Kris King Fehr, & Karen Keifer-Boyd (Eds.) (2000) Real-World Readings In Art Education: Things Your Professors Never Told You, Yvonne Gaudelius
Journal of Social Theory in Art Education
Book review for Real-World Readings in Art Education: Things Your Professors Never Told You, Dennis Fehr, Kris King Fehr, Karen Keifer- Boyd (Editors), Falmer Press, New York, 2000.