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Journal of Social Theory in Art Education

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Full-Text Articles in Art Education

The Committee On Public Information And The Mobilization Of Public Opinion In The United States During World War I: The Effects On Education And Artists, Clayton Funk Jan 1994

The Committee On Public Information And The Mobilization Of Public Opinion In The United States During World War I: The Effects On Education And Artists, Clayton Funk

Journal of Social Theory in Art Education

The Committee on Public Information was established during World War I to turn every channel of communication and education to promote the war effort. The Committee marshaled agencies of the press, education, and advertising, among others into wartime service for the Committee. The following questions are posed: 1) To what degree did the Committee practice direct censorship in its promotion of wartime issues? 2) What was the role of education in the wartime campaigns? 3) What was the role of the artist in wartime art affect public taste? This article is based on the theory put forth by Lawrence A. …

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Feminism And Feminisms: The Prospect Of Censorship, Gudrun Helgadottir Jan 1993

Feminism And Feminisms: The Prospect Of Censorship, Gudrun Helgadottir

Journal of Social Theory in Art Education

Given the diversity and division of women according to class, face, ethnicity, religion, age and other social factors, we must expect and accept conflict and contradiction within feminism. I refer here broadly to feminism as a school of thought and as a political movement aiming to improve the lot of women (Black, 1989). Current theorizing about the social construct, gender, is inspired by the contradictions inherent in feminism (Scott, 1983). They fuel a constructive dialogue but they aIso contain the threat of censorship. There is the tendency to disregard the right to dissenting voices within feminism, to suppress internal questioning …

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Reviews And Responses: Bowers’ Elements Of A Post-Liberal Theory Of Education, Tom Anderson Jan 1993

Reviews And Responses: Bowers’ Elements Of A Post-Liberal Theory Of Education, Tom Anderson

Journal of Social Theory in Art Education

Book review for Elements of a Post-Liberal Theory of Education, C.A. Bowers, Teachers College Press, New York, 1987.

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The War Of Labels: An Art Educator In Search Of A Sign, Jan Jagodzinski Jan 1993

The War Of Labels: An Art Educator In Search Of A Sign, Jan Jagodzinski

Journal of Social Theory in Art Education

I recently had the occasion to go shopping with my twelve year old son Jeremy who is now finishing grade seven in a Canadian public school. He had somehow (mysteriously) saved twenty dollars and was determined to buy a T-shirt. Coming from the boomer generation, T-shirts for me where either those funny Stanfield undergarments that my dad wore under his dress shirt (to absorb the sweat during hard work, I suppose?) or what gang members with duck-tails in the '50s wore under their leather jackets to look cool-like the 'Fonz' of Happy Days. During my college art school days, the …

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Table Of Contents Jan 1993

Table Of Contents

Journal of Social Theory in Art Education

Table of contents for The Journal of Social Theory in Art Education, 1993, Number Thirteen.

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Editorial, Michael J. Emme, Elizabeth Garber, Charles Wieder Jan 1993

Editorial, Michael J. Emme, Elizabeth Garber, Charles Wieder

Journal of Social Theory in Art Education

When trying to express to students some of the challenges I experience when working with collage as an art form, I suggest that each element or bit torn out of a magazine has a voice. When you place two elements beside each other you have a potentially complex visual/cultural conversation. The collage projects I experienced (usually in an English class) in high school typically involved collecting dozens of marginally related images and pasting them on a single page. The processes involved were certainly a pleasant alternative to more routine activities, but the final product was always a frustration. I have …

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Developmental Models Of Artistic Expression And Aesthetic Response: The Reproduction Of Formal Schooling And Modernity, Karen A. Hamblen Jan 1993

Developmental Models Of Artistic Expression And Aesthetic Response: The Reproduction Of Formal Schooling And Modernity, Karen A. Hamblen

Journal of Social Theory in Art Education

Developmental models of artistic expression have had a major influence on research and curriculum in art education. The purpose of this paper is to examine the characteristics and assumptions of artistic expression and aesthetic response developmental models. It is proposed that developmental models purported to be descriptive and to have widespread, if not universal, application are socially embedded and prescriptive of outcomes that are highly consistent with characteristics of formal schooling and with the values of modernity. Information for this theoretical study is based on selected literature on the following: (a) developmental models in art education, (b) characteristics of modernity, …

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The Journal Of Social Theory In Art Education Jan 1993

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

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Freedom Of Speech And Censorship, Kirstie Lang Jan 1993

Freedom Of Speech And Censorship, Kirstie Lang

Journal of Social Theory in Art Education

Censorship is commonly posited in opposition to free speech. However, censorship can also be understood as a kind of freedom, one which enables us to participate in collective decisions to control speech. Social and political theorist Isaiah Berlin has written of these two kinds of liberties as integral to Iiberal, democratic traditions which, problematic though they sometimes are, continue to inform the foundations of policymaking in Western, post-industrial democracies (Berlin, 1969; Dworkin, 1991). In this paper I describe these two forms of liberty as interconnected by democratic theory, but as simultaneously contradictory given the values that support them. Doing so …

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Visibility And Invisibility In Art And Craft, Fiona Blaikie Jan 1993

Visibility And Invisibility In Art And Craft, Fiona Blaikie

Journal of Social Theory in Art Education

The visibility and invisibility or censorship of art and craft is determined by individual and group ontologies. Their production has often been constricted and/or defined by gender, class, culture, race, religion, and politics. In this paper, I am concerned with the visibility of varieties of art, design, and craft. I will examine censorship based on three criteria; gender, culture, and class, with the censorship of artwork because of gender being the dominant theme.

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Censored By Omission: Imagery That Is Excluded From The Art Education Classroom, Pamela Tarlow-Calder Jan 1993

Censored By Omission: Imagery That Is Excluded From The Art Education Classroom, Pamela Tarlow-Calder

Journal of Social Theory in Art Education

There exists a wealth of imagery that is censored by means of exclusion from general art curricula. This imagery is often highly relevant to students and should therefore be addressed and examined critically in art education at all levels. In what follows, the practice of censorship by exclusion in relation to imagery available for classroom critique will be discussed; a critical-reflective approach to art criticism inquiry In light of prevalent social and interpersonal concerns will be advocate, and an example from classroom practice will be investigated.

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Reviews And Responses: Bersson’S Worlds Of Art, Susan Washam Witten Jan 1993

Reviews And Responses: Bersson’S Worlds Of Art, Susan Washam Witten

Journal of Social Theory in Art Education

Book review for Worlds of Art, R., Bersson, Mayfield, Mountain View, CA, 1991.

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Art Teaching For Peace And Justice, Kristin G. Congdon Jan 1993

Art Teaching For Peace And Justice, Kristin G. Congdon

Journal of Social Theory in Art Education

The social goals of peace and justice are not removed from art processes and products, and especially not from curricula in art classrooms. In this article, six topic areas are suggested for the art educator which further the causes of peace and justice: 1) Appreciating diversity; 2) Understanding that art creates individual and group identity; 3) Encouraging collaboration in art processes; 4) Working respectfully with the earth's ecosystems; 5) Analyzing art which deals specifically with war and violence; and 6) Promoting peace and justice through art.

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Reviews And Responses: Bersson Responds, Robert Bersson Jan 1993

Reviews And Responses: Bersson Responds, Robert Bersson

Journal of Social Theory in Art Education

Citing the mandate of The Journal of Social Theory in art Education “to encourage debate and discussion," Michael Emme, the JSTAE Editor, invited me to respond to the review of my book, Worlds of Art, in the current edition. For this opportunity, I thank him and hope that what follows will raise issues of general importance for Social Theory Caucus members.

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Deep-Seated Culture: Understanding Sitting, Karen T. Keifer-Boyd Jan 1992

Deep-Seated Culture: Understanding Sitting, Karen T. Keifer-Boyd

Journal of Social Theory in Art Education

Similar to the way that our culture influences how we interpret the world, the way that we sit in a chair and the type of chair that we are in positions what we see and how we are seen. Environmental cues communicate information through which we establish context and define a situation (Rapoport, 1982, p. 56). In this paper I examined the ways in which chairs (defined as that which is underneath us when "sitting") and sitting (defined as the infinite ways that we sustain our bodies in a bent position ranging from squatting, kneeling, reclining, or the lotus position) …

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Integrating People Experiencing Disabilities Into Community Arts Events: Model Project And Guidelines, Doug Blandy, Karen Branen, Kristin C. Congdon, Linna Muschlitz Jan 1992

Integrating People Experiencing Disabilities Into Community Arts Events: Model Project And Guidelines, Doug Blandy, Karen Branen, Kristin C. Congdon, Linna Muschlitz

Journal of Social Theory in Art Education

People experiencing disabilities, and their advocates, are actively demanding the right to live, work, and recreate in integrated and normalized community settings. Community based art education events will be impacted by this in-process civil rights movement. This article focuses on the means through which art educators can make community art events accessible to people experiencing disabilities. Segregated community events, like the Very Special Arts Festivals, are discussed as they are able to accommodate community integration. Guidelines for creating barrier-free environments are included.

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The Nostalgia Of Art Education: Back To The Future, Part 4, Jan Jagodzinski Jan 1992

The Nostalgia Of Art Education: Back To The Future, Part 4, Jan Jagodzinski

Journal of Social Theory in Art Education

To write the impossible, which is impossible to write, requires an excessive gesture.

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Commentary: Media, Environment, And Art: A New Agenda For Art Education, Ron Sylva Jan 1992

Commentary: Media, Environment, And Art: A New Agenda For Art Education, Ron Sylva

Journal of Social Theory in Art Education

Much has been written about what an education in art should be for. We might think more about what an education in art should be against. We live in a world where objects, environments, ideas, and feelings are manufactured for, and merchandized to, people defined as consumers rather than citizens, spectators rather than participants, and users rather than doers. Despite the proclaimed democratic ideals of education and the celebrated independence of the artist's vision, art education has contributed little to the education of independent minded, informed, and empowered human beings.

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Editorial Essay: Marginalia On Marginality And Diversity, Harold Pearse Jan 1992

Editorial Essay: Marginalia On Marginality And Diversity, Harold Pearse

Journal of Social Theory in Art Education

The 1992 NAEA Conference in Phoenix highlighted a series of sessions as "'A Celebration of Diversity," a kind of "'conference within a conference," Organized in response to Arizona's decision not to establish an official state holiday in honour of the birthday of Dr. Martin Luther King Jr, as an alternative to boycotting the convention, the forum provided art educators with an opportunity to explore how issues of diversity and marginality relate to our field. As could be expected, the relationships are diverse, involving not only racial, cultural and ethnic considerations, but also issues involving gender, disability, economics and class. Since …

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Art Education’S Movement Toward Core Curriculum Membership, Karen A. Hamblen Jan 1992

Art Education’S Movement Toward Core Curriculum Membership, Karen A. Hamblen

Journal of Social Theory in Art Education

Art educational at this time provides a unique opportunity to observe and analyze how a field of study presents rationalizations and takes certain actions to acquire some of the more traditional characteristics of general education. The manner in which art testing has been proposed will serve as a specific example of how quantification, accountability, and predictability of learning outcomes are being used to legitimate art study as a discrete discipline with core curriculum status. To examine legitimating characteristics and processes, the following will be discussed: (a) current trends in art education, (b) characteristics of general education, (c) relationships between current …

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Table Of Contents Jan 1992

Table Of Contents

Journal of Social Theory in Art Education

Table of contents for The Journal of Social Theory in Art Education, 1992, Number Twelve.

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Premises, Promises, And A Piece Of Pie: A Social Analysis Of Art In General Education, Tom Anderson Jan 1992

Premises, Promises, And A Piece Of Pie: A Social Analysis Of Art In General Education, Tom Anderson

Journal of Social Theory in Art Education

It is argued that advocates of content-based art education and other art educators who are attempting to move art to the political center of general education are struggling against largely unrecognized social realities. The idea is developed that just as the art world occupies a marginal place in the larger society do does art education in the society's educational institutions. The roots of this marginalization are argued to be in contending; particularly the dearly held notions of creativity and originality which are at the heart of the art world, versus acquiescence and conformity which are held most dear within general …

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Reviews: The Playful City: A Vision Of The City Through The Eyes Of Young Children, Joanne Kurz Guilfoil Jan 1992

Reviews: The Playful City: A Vision Of The City Through The Eyes Of Young Children, Joanne Kurz Guilfoil

Journal of Social Theory in Art Education

Review of The Playful City Conference Program: The Playful City is a Vision of the city through the eyes of young people. It is not a vision of painted flowers on walls or a city where only children live. It is a fundamental rethinking of how we understand, design, implement and use the urban environment. It is an effort to create a city that meets the needs of all its citizens.

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Finding Meaning For Postmodernism, John Wilton Jan 1992

Finding Meaning For Postmodernism, John Wilton

Journal of Social Theory in Art Education

Recent media hype throughout the land has brought wide-spread conversation on the phenomenon known as postmodernism. True to its nature, the media (while propelling the rapid dissemination of the term itself) gives us very little insight into the history/meaning/concepts/origin/definition or effects of the now quite fashionable designation.

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The Journal Of Social Theory In Art Education Jan 1992

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.

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Reviews: S. Price’S Primitive Art In Civilized Places M. Torgvunick’S Gone Primitive Savage Intellects, Modern Lives, Lorrie Blair Jan 1992

Reviews: S. Price’S Primitive Art In Civilized Places M. Torgvunick’S Gone Primitive Savage Intellects, Modern Lives, Lorrie Blair

Journal of Social Theory in Art Education

Book review for Primitive Art in Civilized Places, S. Price, the University of Chicago Press, Chicago, 1989 and for Gone Primitive: Savage Intellects, Modern Lives, The University of Chicago Press, Chicago, 1990.

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Editorial, Harold Pearse Jan 1991

Editorial, Harold Pearse

Journal of Social Theory in Art Education

Since the visual is at the core of our work as art educators, we, the editors, are giving special attention to reflecting and addressing that concern. Two of the articles in this issue feature photographs - Roddy and VanWinkle's report on the role of photographs in community self-empowerment and Barbara Lounder's reflections on The One Year Show, an exhibition in response to the "Montreal Massacre". Both articles rely on images to tell their story as much as they depend on words. Indeed, the reproductions of the pieces in The One Year Show are presented as a folio, as a self-contained …

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1986-89, Elleda Katan Jan 1991

1986-89, Elleda Katan

Journal of Social Theory in Art Education

Reflecting upon the Caucus is for me a bit like reflecting upon an event like giving birth. Your work/body is taken over by larger forces. Your biography divides itself into pre and post. You can never again be who you were. And yet what is the Caucus on Social Theory? What's to be learned about it from that short period of "history" during which I worked as Coordinator {1986-89}?

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Art And Politics In John Berger’S Novel A Painter Of Our Time, Stuart Richmond Jan 1991

Art And Politics In John Berger’S Novel A Painter Of Our Time, Stuart Richmond

Journal of Social Theory in Art Education

During the past two decades, art educators have been made more aware of the influence of ideologies in both art and education. We have seen, for example, as with Berger's Ways of Seeing (1972), and recent feminist art and scholarship, the degree to which art has been complicit in the stereotyping of women. We have been made increasingly aware of the broader social and political dimensions of art and art education and of the art of different ethnic groups. This journal is partly responsible for that shift of understanding.

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Art Criticism As Ideology, Elizabeth Garber Jan 1991

Art Criticism As Ideology, Elizabeth Garber

Journal of Social Theory in Art Education

Schools have been found crucial sites of economic, political, and ideological reproduction. A non-reflective approach to art criticism that relies on visual description of the artwork or expressive response to the visual elements ensures that popular and dominant ideologies about what is art, what is good or important, and what is meaningful will prevail unquestioned. These ideologies include economic interests, as Gablik (1985) has argued; moral interests, as we have seen with, Jesse Helms' recent campaign (that might also have been fueled by a desire to reduce government spending); and the class interests of an economically powerful elite. The ideological …

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