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Articles 91 - 120 of 523
Full-Text Articles in Art Education
Toward A Poor Exhibition: The Fail(Lure) Of Curare And Currere, Laura Lee Mccartney
Toward A Poor Exhibition: The Fail(Lure) Of Curare And Currere, Laura Lee Mccartney
Journal of Social Theory in Art Education
This article offers a look at a/r/tographic inquiry designed to interrogate curator fail(lures) in Dress Stories, an exhibition of 150 personal clothing objects rendered in the Cora Stafford Gallery at the University of North Texas from September 25-28, 2012. The article presents opportunities to linger with the four steps for experimenting with currere, outlined by William F. Pinar and Madeleine R. Grumet in Toward a Poor Curriculum (1976) to consider the benefits of allowing for uncertainty in curating the curriculum of my lived experiences. A poor exhibition allowed me to become lost so I might be found as a …
Reflective Communities: Mentoring Teacher Candidates During The (In)Between Spaces Of The Practicum, Joana Hyatt
Reflective Communities: Mentoring Teacher Candidates During The (In)Between Spaces Of The Practicum, Joana Hyatt
Journal of Social Theory in Art Education
This article critiques traditional student teaching formats that fail to examine the social conditions of the spaces between the time of becoming and the place of being educators during practicum fieldwork. The lack of negotiable spaces for student teachers to resolve problematic situations, myths, cultural differences, and relational aspects of teaching have been documented. Exploring the methods of arts-based inquiry, a group of teacher candidates illustrated their experiences of becoming art educators by producing artwork, videos, and narratives. Student teachers then reflected on their shared roles, making other avenues of collaboration available. When the affective domains of learning to teach …
Editorial: Reframing Fail(Ure): Failure To See? Failure To Connect? Failure To Be?, Sharif Bey
Editorial: Reframing Fail(Ure): Failure To See? Failure To Connect? Failure To Be?, Sharif Bey
Journal of Social Theory in Art Education
No abstract provided.
Scanscape I, Bob Sweeny
Scanscape I, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape I, 2014, Mixed Media.
Scanscape Iv, Bob Sweeny
Scanscape Iv, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape IV, 2014, Mixed Media.
Scanscape Iii, Bob Sweeny
Scanscape Iii, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape III, 2014, Mixed Media.
An Arts-Based Classroom Confronts Educations Metanarratives: Grand Narratives, Local Stories And A Classroom Teacher's Story, David Rufo
Journal of Social Theory in Art Education
This paper examines and deconstructs how a 4th/5th grade independent school teacher and his teaching partner were assessed based on their classroom management and teaching styles. The school administrator’s perspective and critique of this teaching team is expressed through a six-page performance evaluation report. As a member of the teaching team, the author presents an alternate perspective; advocating for self-initiated, interdisciplinary and creative approaches to learning. He viewed his practices as a site for a critical pedagogical discourse, ongoing analysis, reflection and revision. Here the author reflects on how two conflicting teaching paradigms perceive and evaluate the management style of …
Cover
Journal of Social Theory in Art Education
Front Cover for The Journal of Social Theory in Art Education, 2014, Number Thirty-Four.
(Un)Charted Cartographies: Networked Avatars And Augmented Reality, Matthew Sutherlin
(Un)Charted Cartographies: Networked Avatars And Augmented Reality, Matthew Sutherlin
Journal of Social Theory in Art Education
(Un)Charted engages assessment by redefining and expanding the boundaries of the chart or checklist to the charting of a networked path through de-territorialization/re-terriotorialization. This article discusses cartography as the creation of learning maps of a networked territory by the performance of networked avatars. The term avatar is expanded beyond the concept of the digital avatar and into the realm of any incarnation of the virtual in visualized/tangible form. Through analysis of video reflections as student avatars, the learning map reveals growth over time. Specific examples of student and teacher avatars are analyzed as a way of engaging in the process …
Scanscapes I-V, Bob Sweeny
Scanscapes I-V, Bob Sweeny
Journal of Social Theory in Art Education
The similarities between utopian architectural forms and standardized testing are many. Both set forth a behavioral model that is designed to elicit a prescribed set of actions, which are then measured, codified, and folded back into the dynamic relationship set in motion. These models also involve rhetorical strategies, employing terms such as ‘efficiency’ and ‘progress’ that reassure the user that they will benefit from the process.
Scanscape V, Bob Sweeny
Scanscape V, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape V, 2014, Mixed Media.
Inoperative Art Education, Nadine M. Kalin, Daniel T. Barney
Inoperative Art Education, Nadine M. Kalin, Daniel T. Barney
Journal of Social Theory in Art Education
Increasingly, assessment has encroached on art education, inextricably linking visual arts learning to standardized performances wherein, art educators are becoming technicians accountable to the neoliberal state of education. Under these circumstances, the authors’ hearts and minds are understandably heavy for a postponement of art education as usual, proposing the question: Given the permission to escape art education’s current workings, what might art educators abandon, and how might they undertake this? IN order to delve into this provocation, the authors propose a limbo space of deferral in relation to art education that might inspire any predetermined usages inoperable. From this paradoxical …
Caught With Our Pants Down: Art Teacher Assessment, Jill Elaine Palumbo
Caught With Our Pants Down: Art Teacher Assessment, Jill Elaine Palumbo
Journal of Social Theory in Art Education
Teacher assessment is a hot topic in today’s high-stakes, test-drive, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades (NTSG), are assess in their classroom teaching practices in the United States, Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack content knowledge in the arts, by methods that are subjective, and with criteria that are inflexible. This article addresses the need to develop open forums that include educators’ voices in order …
Editorial: Growth, Learning, Assessment, And Assessination, Sharif Bey
Editorial: Growth, Learning, Assessment, And Assessination, Sharif Bey
Journal of Social Theory in Art Education
Assessment is not just a hot topic, it is gaining momentum, and is arguably dictating the culture of many of our institutions. Therefore, it was no great surprise when the benefits and detriments of assessment in art education emerged as one of the top journal theme options during The Caucus on Social Theory and Art Education’s annual meeting at the National Art Education Association’s convention last spring. Certainly our chosen theme is timely, and the voices in this volume provide a diversity of perspectives and lenses for examining and deconstructing assessment on multiple fronts.
Scanscape Ii, Bob Sweeny
Scanscape Ii, Bob Sweeny
Journal of Social Theory in Art Education
Image of Bob Sweeny's, Scanscape II, 2014, Mixed Media.
The Creatures We “Assessinate”: Mental Testing As Science Fiction In Chicago Public High Schools In 1909, Clayton Funk
The Creatures We “Assessinate”: Mental Testing As Science Fiction In Chicago Public High Schools In 1909, Clayton Funk
Journal of Social Theory in Art Education
This article tracks the development of what educators and psychologists, in 1909, termed “mental testing” in relation to art education in Chicago Public Schools (CPS). According to CPS Superintendent Edwin G. Cooley (1857-1923) American civilization was in trouble due to the influx of Southern and Eastern European immigrants in Chicago. He and other educators sought to ward off the social collapse they feared with the efficiency of science. As part of what Sol Cohen termed the “medicalization of education,” Chicago’s Department of Child Study tested students for mental capacity and those considered less intelligence were placed in technical classes, while …
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.
Hosting The Occupation Of Art Education As Aporia, Nadine M. Kalin
Hosting The Occupation Of Art Education As Aporia, Nadine M. Kalin
Journal of Social Theory in Art Education
This article articulates an ethics of hospitality within art education that adopts an uncertain disposition to visual arts learning and affirms the unforeseeable while inviting openings for the transformation of art education knowledges and associated subjectivities. Throughout, I endeavor to keep the question of whom we teach unanswered and open, while searching for spaces of possibility within unpredictable, aporetic entanglements inherent in normalizing frameworks of art education. I contextualize Derridean notions of aporia, hospitality, monstrous arrivant, undecidability, and responsibility within the specificities of art teaching that call on us to approach the field as contradictory and ambiguous so that we …
Linear Perspective And Montage: Two Dominating Paradigms In Art Education, Charles R. Garoian
Linear Perspective And Montage: Two Dominating Paradigms In Art Education, Charles R. Garoian
Journal of Social Theory in Art Education
As a former public high school art teacher, I was always puzzled by the common belief held by my students in what they referred to as the right way to represent images and ideas in their drawings and paintings. After years of producing art works during early childhood that appeared to be uninhibited in their expressive qualities, their world view in adolescence had shifted dramatically towards a preoccupation with photographic representation realism.
Editorial: Preoccupy/Maximum Occupancy, Kryssi Staikidis
Editorial: Preoccupy/Maximum Occupancy, Kryssi Staikidis
Journal of Social Theory in Art Education
When the Editor and Associate Editor conceived of this call for papers for PreOccupy/Maximum Occupancy, it was based on the Caucus members’ input during the annual meetings of the Caucus on Social Theory and Art Education (CSTAE) at the National Art Education Association conference, NAEA 2012, New York. We listened to our colleagues speak about the year’s events, and we discussed how we as art educators could respond to the needs of the Caucus and of our field for Volume 33 of the Journal of Social Theory in Art Education (JSTAE).
Anonymous: The Occupy Movement And The Failure Of Representational Democracy, Jan Jagodzinski
Anonymous: The Occupy Movement And The Failure Of Representational Democracy, Jan Jagodzinski
Journal of Social Theory in Art Education
In this essay I try to make the case that the Occupy Movement can be thought through as a Post-Situationist art event which requires that it be thought of in terms of its pragmatic effects and what it can ‘do’ in relation to its viral spreading around major urban centers of the globe. I further try to make my case by utilizing the conceptual tool kit of Deleuze and Guattari; hence such ideas as sense-event, territory, virtual, and actual are part of this repertoire. I then try to further the complexity of Post-Situationism by including hacktivism and exploring the importance …
Poetic Occupations: Artists As Narrator-Protagonists, Jack Richardson
Poetic Occupations: Artists As Narrator-Protagonists, Jack Richardson
Journal of Social Theory in Art Education
What does it mean to “occupy” space? Referencing the Occupy Wall Street (OWS) protests of 2011, this paper articulates a type of public art practice that can be understood as poetic occupation. The paper further suggests that shifting one’s understanding of public art practice provokes a reconsideration of the role of the artist. To this end, Miwon Kwon’s (2002) term “narrator-protagonist” is useful for expressing this alternative role. The paper proceeds with an exploration of the work of the artist collective Lone Twin, supported by Michel de Certeau’s (1984) theories associating walking with speaking, and illustrated with an analysis of …
(Pre)Determined Occupations: The Post-Colonial Hybridizing Of Identity And Art Forms In Third World Spaces, Amanda Alexander, Manisha Sharma
(Pre)Determined Occupations: The Post-Colonial Hybridizing Of Identity And Art Forms In Third World Spaces, Amanda Alexander, Manisha Sharma
Journal of Social Theory in Art Education
In this article, we present the effects of globalization on art forms in Peru and on teacher identity in India while exploring hybridization as an ongoing global paradigm in both contexts (Bhabha, 1994; Said, 1979). Peruvian art forms are continuously shifting as global cultures meld and become more technologically connected, which ultimately brings about questions of authenticity. The identities of Indian art educators are evolving, and shifting indicating an assemblage or structure containing many parts working together to perform a particular function. In realizing its function, the structure can be named or its form made visible (Deleuze & Guattari, 1987). …
Big Gay Church: Religion, Religiosity, And Visual Culture, James H. Sanders Iii, Kimberly Cosier, Mindi Rhoades, Courtnie Wolfgang, Melanie G. Davenport
Big Gay Church: Religion, Religiosity, And Visual Culture, James H. Sanders Iii, Kimberly Cosier, Mindi Rhoades, Courtnie Wolfgang, Melanie G. Davenport
Journal of Social Theory in Art Education
Five academics explore their performed occupations of the National Art Education Association Annual Meetings. They have annually mounted Big Gay Church (BGC) services that deconstruct and question the ways visual culture, media representations, scriptural interpretations, and religious teaching have constructed (at times harmful) depictions of lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ2) subjects. This essay recounts how co-authors have drawn on their multiple experiences with/in churches to play with religious rituals and narratives in ways that queerly comment on the damage or support organized religions offer LGBTQ2 students and educators.
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.
Craft As Activism, Elizabeth Garber
Craft As Activism, Elizabeth Garber
Journal of Social Theory in Art Education
Craft activists work outside the mainstream of consumer society, in grass-roots efforts, to create social change that positions individuals and groups of people as reflective contributors who occupy a participatory democracy. These activities connect to and draw from feminist and other civil rights movements, sustainability, and do-it-yourself [DIY] activities. They are forms of affective labor. The crafted products are considered in terms of whether they contribute (or do not) to the surplus economy, in terms of class taste, and vis-à-vis their ability to connect people and contribute to social change. Education of craft activists and audiences takes informal forms, such …
Feminist Zines: (Pre)Occupations Of Gender, Politics, And D.I.Y. In A Digital Age, Courtney Lee Weida
Feminist Zines: (Pre)Occupations Of Gender, Politics, And D.I.Y. In A Digital Age, Courtney Lee Weida
Journal of Social Theory in Art Education
This article examines the potential of recent feminist zines as frameworks of grassroots D.I.Y. and direct democracy in physical and digital communities. While the height of zine creations as works on paper may be traced to the 1990s, this form of feminist counterculture has evolved and persisted in cyberspace, predating, accompanying, and arguably outlasting the physical reality of protests, revolutions, and political expressions such as the Occupy Movement(s). Contemporary zines contain not only email addresses alongside ‘snail mail’ addresses, but also links to digital sites accompanying real-world resources. Zinesters today utilize the handmade craftsmanship and hand drawn and written techniques …
Reviews And Responses: Brown And Spitzer’S Public Folklore, Kristin G. Congdon
Reviews And Responses: Brown And Spitzer’S Public Folklore, Kristin G. Congdon
Journal of Social Theory in Art Education
Book review for Public Folklore, Robert Baron and N. R. Spitzer (Editors), Smithsonian Institution, Washington, 1992.
This Is What Democracy Looks Like: Art And The Wisconsin Uprising, Kim Cosier
This Is What Democracy Looks Like: Art And The Wisconsin Uprising, Kim Cosier
Journal of Social Theory in Art Education
In February of 2011, an enormous popular political movement came to life in Wisconsin. For many people who were engaged in the month-long occupation of the Capitol in Madison, the Wisconsin Uprising was their first experience with direct political action. For the artists who are the focus of this article, taking part in the Wisconsin Uprising seemed like a natural outgrowth of their many years of socially engaged artmaking. In this article, I offer a brief overview of the Wisconsin Uprising followed by a discussion of the contributions of the artists in the protests in the context of their larger …
“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles
“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles
Journal of Social Theory in Art Education
As an educator who is committed to social justice, I bring certain values and political commitments to the classroom. The counter-hegemonic voices that I bring into the classroom in the form of constructs, readings, assignments, discussions, and visual culture challenge more often than confirm students’ world-views and assumptions. The question that arises for me is whether I am silencing students’ voices through my teaching practices. Does my support of dialogic articulations and interests constitute privileging one “truth” or discourse over another? If so, am I using dialogue as a rhetorical device to persuade or to indoctrinate my students according to …