Art Education Commons^™

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

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.

Drama Rising, Starring The Famous Five: Investigating The Relationship Between Current Drama Practice In Year 1 Settings And The New Arts Curriculum, Christine Lovering

Research Journeys in Education

No abstract provided.

Young Children’S Construction And Expression Of Meaning When Engaging With And Responding To Artworks, Julia Wren

Research Journeys in Education

No abstract provided.

"This Is A Public Record": Teaching Human Rights Through The Performing Arts, Andrea Mcevoy Spero

Doctoral Dissertations

Urban youth in the United States often experience daily human rights violations such as racism and violence. Therefore, Human Rights Education (HRE) can strengthen their understanding of these issues and unleash their power to act toward positive change. This qualitative study attempted to gain a deeper understanding of the use of performance arts to teach human rights in an urban high school setting.

The following meta-question guided this research: "Is it possible for HRE which integrates the performing arts as a pedagogical tool to provide a transformative educational experience for students?" To address this question, the study explored: 1) how …

2012 Yearbook, Risd Archives, Center For Student Involvement (Csi)

RISD Yearbooks

No abstract provided.