Art Education Commons^™

In Defense Of The Value Of Visual Arts In Public Education:An Examination Of Scholarly Arguments For Functionary Pedagogy And Intrinsic Fulfillment, Monica Lynn Seymore

Open Access Theses & Dissertations

A descriptive study sought to find answers to an ongoing dichotomous argument about Visual Arts education in public schools: should Visual Arts function in support of core academic courses or should Visual Arts be taught primarily for their intrinsic value? Multiple sources as well as personal experience teaching art have influenced and contributed to resultant opinion in this study . Two main arguments clarified in detail and delineated in points of their disparate issues, function to defend visual arts in public schools. Conclusion maintain that arguments and support of the intrinsic values students experience through visual arts.

Editorial: Being Other(W)Ise, Wanda B. Knight

Journal of Social Theory in Art Education

While traveling in England during Spring 2009, I had the opportunity to see the London production of the musical Wicked, a prequel to a cultural icon ingrained in our nation's psyche, the classic version of the The Wizard of Oz. Told from the perspective of the alleged wicked witch, Wicked celebrates the obvious notion; there is anOTHER side to the standard story. Most of us, at some point in our lives, can relate to being looked at as different or outsider, like the green-skinned, black-clad, smart, caring young lady, Elphaba, whom the Wizard's propaganda machine demonized as wicked. From the …

The Pedagopticon: Other Eyes In The 21 St Century Classroom, Robert W. Sweeny

Journal of Social Theory in Art Education

The Pedagopticon is a revolutionary new technology that allows educators to do away with outdated methods of discipline and punishment. Fusing traditional optical equipment (eye, camera lens) with the latest in high-tech gear (digital camera, web linked connectivity), the 'Pedagopticon' is the future of teaching. It was once said that seasoned teachers had 'eyes in the back of their head.' Well, the scientists at 'technology is the devil' have taken this adage and made it real. Now, you can have eyes everywhere! No corner of your classroom is out of your gaze. The 'Pedagopticon' offers a full 360 degrees of …

The Space Between: Intersubjective Possibilities Of Transparency And Vulnerability In Art Education, Sara Wilson Mckay

Journal of Social Theory in Art Education

This paper argues for the pedagogical value of the pursuit of transparency and vulnerability in art education. The author defines transparency and vulnerability in the context of art, offering subsequent pedagogical examples of both. Possibilities are born through intersubjectivity and answerability, the Bakhtinian notion that considers "how shall I say [do] anything when the other can answer?" (Bakhtin, 1990; Nielsen, 2002). The author asserts that art educators should pursue an idea of transparency and encourage an open attitude toward vulnerability in their pedagogy to emphasize intersubjective relationships and social possibilities through art. The author discusses artwork by Kelli Connell and …

2009 Yearbook, Risd Archives, Center For Student Involvement (Csi)

RISD Yearbooks

No abstract provided.

The Future Of Aesthetics In/And Visual Culture Art Education In 21st Century Art Education, Shannon Reibel

Theses and Dissertations

This grounded theory project researches and analyzes publications from 1990-2008 assessing the debate over aesthetics in/and VCAE in 21st century art education. Through a series of visual models, a working theory and its supporting evidence assess this contested subject. Within the context of Modern and Postmodern paradigm conflict, art educators’ debate over aesthetics in/and VCAE fundamentally deals with differing conceptions of identity and freedom. Although commonly sharing the goal of fostering the formation of student identity through the provision and exercise of freedom, art educators’ differing perspectives on identity and freedom result in differing prescriptions for 21st century art education. …

Muffin Fall 2008, Students Of Risd, Risd Archives

All Student Newspapers

Muffin was a newsletter produced in the early aughts by RISD’s Queer Student Union as a student guide to queer culture. The 2008 issue features creative writing, a book review of "The Gay Girl's Guide to Dating, Sex, and Romance," an "Ask Madame Muffin" column, a gay celebrity gossip column, screenshots of a thread on homosexuality from Yahoo! Answers, an article on sexual morality and autonomy, and a page of queer resources.

The Creative Economy In Small Places: Eight Cases And A Developmental Model, Jennifer L. Hutchins

Muskie School Capstones and Dissertations

Eight case studies across New England offer understanding of the role of the creative economy in the community and economic development of rural towns and small cities. The cases include Providence and Pawtucket, RI; Burlington, VT; and Portland, Bangor, Norway, Dover-Foxcroft, and the St. John Valley, ME. Ten elements or “building blocks” are observed to be important, leading to an explanatory model for the development of the creative economy in small communities. These elements include creative people, education centers, cultural and natural amenities, business engagement, infrastructure, leadership, networks, strategies, time, and money. The creative economy in the eight communities has …

Don't Yuck My Yum : A Tasty Alphabet Book, Rebekah Friedman

Graduate Student Independent Studies

Don't Yuck My Yum is an alphabet book that moves the reader through the experience children have when they are gathered in a restaurant for a party where each child orders a food that is somehow ruined. The phrase, "Don't Yuck My Yum", used as a refrain, is the children's angry response to receiving the disappointing plate, meaning, "don't ruin my delicious food." Because it is an alphabet book, there are 26 children, one for each letter, and a child's name that begins with each letter and a corresponding food. The story is punctuated every four stanzas with the refrain, …

Art Speaks! Connecting Visual Arts And Language Arts A Program For Fourth-Grade Students In The School District Of Philadelphia, James Stein

Graduate Student Independent Studies

The Philadelphia Museum of Art (PMA) received a National Leadership Grant from the Institute of Museum and Library Services to support a partnership among PMA, Pennsylyania Academy of the Fine Arts, The Barnes Foundation, The Fabric Workshop and Museum, and Institute of Contemporary Art at the University of Pennsylvania. These five art institutions collaborated with each other, and with the School District of Philadelphia (SDP), to develop a literacy-based museum visit program called Art Speaks! that is open to all 13,500 fourth-grade students in SDP public schools. The program features a museum visit to one of the five collaborating institutions …

How Can Art Education Enhance The Content Subject Area In An Urban School Setting?, Lonnie Ford

Dissertations

Parents and educators have traditionally viewed it as mere "enrichment" rather than a viable and essential part of the school curriculum. To address this issue, professional groups such as the National Art Education Association (NAEA) have consistently advocated for the importance of art by framing it as another core subject area that should be valued as highly as science, math, social studies, and language arts. Unfortunately, such a stance ignores another critical argument for the value of art. When it is framed as a stand-alone core subject area, essential connections among art and the other disciplines are neglected.

In this …

Taking In: The Best Of Aib Photography 2008, Aib Students

Taking In

Taking In is the culmination of a semester's worth of work done by a group of thirteen students who set out to publish a collection of the best of AIB's student work. Guided by professor and artist Matthew Nash, and previous issues of Taking In, the class organized production, solicited work from peers, selected distinguished members of the art community to jury the work, and communicated with a team of designers to layout the book. The thirty-seven images are only a fraction of the work currently being produced by the students at the Art Institute of Boston, and there is …

Eliza Buffington And The Early Years Of The Library, Carol Terry

Infinite Radius: Founding Rhode Island School of Design

No abstract provided.

A History Of Risd's Histories: Happy Indeed Is The Audience That Has No Random Historian, Andrew Martinez

Infinite Radius: Founding Rhode Island School of Design

No abstract provided.

Real Work: A Museum Studies Curriculum For Early Adolescent Learners, M. Lucinda B. Furlong

Graduate Student Independent Studies

A museum studies curriculum for seventh and eighth graders. This curriculum is in the form of a case study and was conducted over a three year period at Montclair Cooperative School with Montclair Art Museum. Through regular visits to the museum students explored the roles of artist, docent, and curator. Students did the following tasks: discussed and made art, created exhibits, wrote interpretive wall labels for exhibitions, and became docents for younger students.

The Laboratory On 53rd Street : Victor D' Amico And The Museum Of Modern Art 1937-1969, Briley Rasmussen

Graduate Student Independent Studies

This project addresses previously unexplored areas of Victor D'Amico's career as Director of the Education Department at the Museum of Modern Art (MoMA) from 1937-69, during which time he developed and implemented his philosophy on creative teaching that developed creativity, innovation and appreciation for modern art through a focus on individual aesthetic experience. Beginning with MoMA's early role and mission and the founding of the Education Project, the education programs as a laboratory for experimental art education are studied, specifically the Museum's television series Through the Enchanted Gate and the Children's Art Carnival as exemplars of D'Amico's experimental programming. This …

The Impact Of Visual Art Instruction On Student Creativity, Jeanie S. Parker

Walden Dissertations and Doctoral Studies

This researcher examined the relationship between visual arts programs and creative thinking skills of high school students taking a foundations of music course and an introductory visual art course. A gap existed in the current literature concerning visual art experience and creativity among high school students. This study was based upon the theories of Eisner, Gardner, and Csikszentmihalyi concerning creativity and art experiences. This researcher used a quasi-experimental, nonequivalent control group design. A convenience sample of 2 high school fine arts classes was comprised of 1 visual art class and 1 foundations of music class, giving a sample of 50 …

Why Not (To) Teach On Youtube, Alexandra Juhasz

Publications and Research

No abstract provided.

2008-2009 Risd Course Announcement, Risd Registrar's Office, Risd Archives

RISD Course Catalogs / Announcements

No abstract provided.

Teaching Washington State History Through The Arts: A Curricular Guide, Rebekah Norgard

All Graduate Projects

Students benefit both academically and nonacademically when a core subject is taught through the arts. The arts allow students to develop cognitively, extend their research skills, define their ability to problem solve, and strengthen their self-image. Personal connections and student attentiveness is increased when classes incorporate the study of the arts. The purpose of this project was to encourage the integration of arts into core subjects and provide a framework and examples of effective arts content infusion as an instructional strategy for use by Washington State History teachers.

Exploring Dialectic Tensions In Teachers' Relationships In School Settings, Griselda Rodriguez

Open Access Theses & Dissertations

This study explored the feasibility of using dialectic theory to study of dialectic oppositions in teachers' school-based relationships. Employing relational dialectics as a theoretical framework, this study exposed several sets of dialectical forces emerging in teachers' relationships. 23 high school teachers were interviewed utilizing a semi-structured questionnaire; interviews were transcribed and coded for analysis. The analysis revealed that the dialectic tensions of control vs. emancipation, empowerment vs. oppression are prevalent in teachers' relationships with administrators; the dialectic tensions of solidarity vs. autonomy and fragmentation vs. unity are common in the relationships of teachers with administrators and colleagues as well; while …

A Study Of The Impact Of An Integrated Theatre Arts Program On The Attitudes, Cognitive, Procognitive And Prosocial Development Of Special Needs, Bilingual And The Lowest Socioeconomic Students, Lauren Bosworth Mcfadden

Seton Hall University Dissertations and Theses (ETDs)

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Preface, Dawn Barrett, Andrew Martinez

Infinite Radius: Founding Rhode Island School of Design

No abstract provided.

Demonstration Or Dbae? Using Each Approach In The Fourth Grade To Find Which Works Best, Christine Anne Nixon

Theses and Dissertations

There are many ways to teach art effectively, but which way reaches all levels of learning successfully? A study was conducted using two fourth grade classes in a parochial school in Little Rock, Arkansas. Class 4A was taught by using the demonstration approach, while Class 4B was taught using the Discipline-Based Art Education (or DBAE) approach. A Native American unit was developed and three lessons were taught to each class. All students were successful creating works of art, but Class 4B was engaged in additional activities such as writing, debating, critiquing, reflecting, and small group discussions. In the end, Class …

The Mural As A Teaching Tool In Elementary Education, Mignon Hatton

Theses and Dissertations

This thesis explores the idea that the mural is a valuable tool that teachers should be encouraged to use. The mural project combines co-operative group work, history lessons, review of current events, social changes, and self evaluation. These public art forms are easily accessible because they can be found on the walls of many public buildings as well as on the Internet. The creation of a mural involves cross curricular learning in math, science, and the language arts.

Art Education In Arkansas: The Organizational History Of The Arkansas Art Educators From 1922 To The Present, Ronda Ramsey May

Theses and Dissertations

The purpose of my research is to document the changes and advancements in art education in Arkansas through the written history of the art teacher organization, the Arkansas Art Educators (AAE). Chronicling the efforts of AAE's membership to advocate for art education will help preserve the history of AAE and connect it with the broader history of the educational developments in the state between 1922 and the present.

A Descriptive Study Of Learning Styles And Multiple Intelligences On Student Creativity Within The Art Classroom, Sharon Boyd-Struthers

Theses and Dissertations

In 2004, a law was enacted in Arkansas that provided art and music to all elementary children, grades first through sixth. Two years after the preliminary thesis began all district elementary schools added certified art teachers. At the end of the 2007/08 school year, these teachers will have been instructing for three years. In 2008/09, a full four years of instructional impact will be assessable through the Torrance Test of Creative Thinking (TTCT) testing scores of second grade students. This thesis considers whether a teacher's receptiveness to student learning differences or teacher methodology affects the level of creativity by either …

The Infusion Of Theater Arts In The Teaching Of Language Arts: Its Impact On The Academic Achievement Of Fifth Grade Students, Margaret P. Campbell

Seton Hall University Dissertations and Theses (ETDs)

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2008 Yearbook, Risd Archives, Center For Student Involvement (Csi)

RISD Yearbooks

No abstract provided.

A Personalized Art Curriculum That Promotes Art Advocacy, Nicole Marie Walters

All Graduate Projects

The following project shows the development of a personalized drawing curriculum that will encourage students to become art advocates. The curriculum is based upon art history and is designed for students to relate historical ideas to their own lives. This personalization will help students learn more about art as a form of communication. Through this art experience, students will see the value of art in their own education and it is hoped that in the future, when these students are adults they will be advocates for the arts.