Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (9)
- Scholarship of Teaching and Learning (8)
- Art Education (6)
- Educational Methods (6)
- Art Practice (3)
-
- American Art and Architecture (2)
- Contemporary Art (2)
- Feminist, Gender, and Sexuality Studies (2)
- American Studies (1)
- Curriculum and Social Inquiry (1)
- Fine Arts (1)
- Humane Education (1)
- Lesbian, Gay, Bisexual, and Transgender Studies (1)
- Museum Studies (1)
- Online and Distance Education (1)
- Other Education (1)
- Other History of Art, Architecture, and Archaeology (1)
- Race, Ethnicity and Post-Colonial Studies (1)
- Theory and Criticism (1)
- Women's Studies (1)
- Keyword
-
- Pedagogy (3)
- Art history (2)
- Active learning (1)
- Anti-Oppressive Teaching (1)
- Art history pedagogy (1)
-
- Art history; art education; museum education; SoTL; Scholarship of Teaching and Learning; Higher Education (1)
- Browsing (1)
- Collaborative learning (1)
- Conversation (1)
- Creative Practice (1)
- Curation (1)
- Curiosity (1)
- Digital art history (1)
- Digital pedagogy (1)
- Encounter (1)
- Engagement (1)
- Feminist art (1)
- Higher Ed (1)
- Identity (1)
- Inquiry (1)
- Introductory survey (1)
- Learning-by-doing (1)
- Librarians (1)
- Libraries (1)
- MOOCS (1)
- Open Educational Resources (1)
- Open educational resources (1)
- Picture-based teaching methods (1)
- Planetary thinking (1)
- Practice-based (1)
Articles 1 - 12 of 12
Full-Text Articles in Curriculum and Instruction
Building A Pedagogy Of Idea Generation And Embodied Inquiry, Kate Joranson
Building A Pedagogy Of Idea Generation And Embodied Inquiry, Kate Joranson
Art History Pedagogy & Practice
What futures become possible when we center questions, inquiry, and affective responses in research processes? What does it mean to support encounters with new ideas? In this article, I explore non-extractive models of teaching and learning, sharing ways of making space for idea generation, an under-described part of research and creative practice. The coming-up-with-ideas part of creative and scholarly work can be challenging to articulate, share, and teach. What if we paused and stretched this part out, making it more visible? By browsing physical collections of books in community with one another, during “curated browsing” experiences, we give ourselves — …
Visual Diaries: Towards Art History As Storytelling, Alpesh Kantilal Patel
Visual Diaries: Towards Art History As Storytelling, Alpesh Kantilal Patel
Art History Pedagogy & Practice
This essay examines variants of what I refer to as “visual diaries” – or thinking through images and written or oral language – as important “worldmaking” exercises, essential for students of color, women, sexual minorities, or other marginalized subjects. I provide my reflections on assigning this dynamic and student-centered, practice-based assignment in my contemporary art courses at a Hispanic-serving institution (HSI) of higher education and a summer art residency program unaffiliated with a university. Besides my reflections on my pedagogy, I also share student feedback from unsolicited testimonials and answers to questionnaires. I argue that visual diaries transform students into …
Making American Art An Engaging General Education Course, Anne Verplanck
Making American Art An Engaging General Education Course, Anne Verplanck
Art History Pedagogy & Practice
Humanities courses are often populated with students who primarily take these offerings to meet General Education requirements. American art classes can provide opportunities for students to think analytically and consider what is included as well as what is omitted in visual and textual formats. This article provides examples and the pedagogical rationales for a range of in-class and out-of-class activities that enable active learning, critical thinking, creativity, and kinesthetic engagement. Creating on-line resources to replace a textbook, taking field trips on or adjacent to campus, and exhibition critique and label-writing activities can be easily adapted to campus- and online-learning settings …
Guest Editor Introduction: Cultivating Our Field Through Sotl Practice: Teaching And Learning The Art History Of The United States, Julia A. Sienkewicz
Guest Editor Introduction: Cultivating Our Field Through Sotl Practice: Teaching And Learning The Art History Of The United States, Julia A. Sienkewicz
Art History Pedagogy & Practice
No abstract provided.
Art History, Art Museums, And Power: A Critical Art History Curriculum, Kristina Elizondo
Art History, Art Museums, And Power: A Critical Art History Curriculum, Kristina Elizondo
Art History Pedagogy & Practice
Engaging in the recent tradition of disciplinary and instructional self-critique by art historians teaching at the college level, this teaching practice reflection pursues the question of how an art history survey class can benefit from activities grounded in theoretical texts. In the format of scholarly personal narrative (SPN), a personal background and justification for incorporating critical theory-based lessons into the introductory art history curriculum, including narrative descriptions of four curricular areas and an example museum project, are detailed. The article paints a personal picture as well as extols the general benefits, based on the author’s perspective and experiences, of incorporating …
Editors' Notes: Critique Of The Canon And Pedagogy In Art History, Virginia Spivey, Renee Mcgarry
Editors' Notes: Critique Of The Canon And Pedagogy In Art History, Virginia Spivey, Renee Mcgarry
Art History Pedagogy & Practice
No abstract provided.
Moocs 2.0: Reviewing N.Paradoxa's Mooc On Contemporary Art And Feminism, Parme Giuntini, Anne Swartz, Kathleen Wentrack
Moocs 2.0: Reviewing N.Paradoxa's Mooc On Contemporary Art And Feminism, Parme Giuntini, Anne Swartz, Kathleen Wentrack
Art History Pedagogy & Practice
This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell’s international treatment of transnational feminism …
Bringing Students Into The Picture: Teaching With Tableaux Vivants, Ellery E. Foutch
Bringing Students Into The Picture: Teaching With Tableaux Vivants, Ellery E. Foutch
Art History Pedagogy & Practice
This article explores a recent experiment in implementing tableaux vivants as a college-level art history assignment, in which students researched works of art and also assumed the pose, posture, and attributes of the work; students were also invited to reconceptualize and think transformatively about these historical works. Drawing upon the principles of Universal Design for Learning, the assignment offers an impetus for close looking, research, critical thinking, interpretation and creativity, and an engagement in metacognitive and embodied experiences, as will be demonstrated by the resulting assignments and students’ written self-reflections. While the assignment was originally designed for a course focused …
Why World Art Is Urgent Now: Rethinking The Introductory Survey In A Seminar Format, Gretchen Holtzapple Bender
Why World Art Is Urgent Now: Rethinking The Introductory Survey In A Seminar Format, Gretchen Holtzapple Bender
Art History Pedagogy & Practice
Ultimately, what can and should an introductory course in the history of art do? What difference can it make and what work can it perform? To fully contemplate these questions and radically rethink the standard large-lecture survey, in an experiment, it was taught as an advanced seminar to both majors and general education non-majors, with “global understanding” privileged over extensive content knowledge. The classroom environment moved from the authoritative stance imposed by a lecture format to a space for speaking and listening that was collaborative and exploratory, nurturing curiosity and critical thinking not just about disciplinary knowledge and methods, …
Editors' Note: New Research In Sotl-Ah, Virginia Spivey, Renee Mcgarry
Editors' Note: New Research In Sotl-Ah, Virginia Spivey, Renee Mcgarry
Art History Pedagogy & Practice
No abstract provided.
Making Pictures, Writing About Pictures, Discussing Pictures And Lecture-Discussion As Teaching Methods In Art History, Jari M. Martikainen
Making Pictures, Writing About Pictures, Discussing Pictures And Lecture-Discussion As Teaching Methods In Art History, Jari M. Martikainen
Art History Pedagogy & Practice
This article discusses making pictures, writing about pictures, discussing pictures, and lecture-discussion as methods of teaching art history in Finnish Upper Secondary Vocational Education and Training (Qualification in Visual Expression, Study Programmes in Visual and Media Art Photography). A total of 25 students majoring in Visual Expression participated in the research by studying art history using picture-based–visual and verbal–methods and reflecting on their learning experiences. This article introduces the concept of ‘contextual subject-related didactics,’ by which conceptions of contemporary art history, together with the objectives and aims of the curriculum, guide the choice of teaching methods. The article argues that …
Making The Absent Present: The Imperative Of Teaching Art History, Beth Harris Phd, Steven Zucker Phd
Making The Absent Present: The Imperative Of Teaching Art History, Beth Harris Phd, Steven Zucker Phd
Art History Pedagogy & Practice
Since its emergence in 2005 as a free and open online resource for instructors, students, and the general public, Smarthistory has made numerous groundbreaking changes and advances for better teaching and more engaged learning. Playing upon the theme "making the absent [art work] present,” we explain how Smarthistory’s lively dialogic pedagogy combined with a rich variety of image views, reconstructions, google street views, diagrams, and essays has successfully replaced the traditional dependence on an art history text for many instructors. The result is an enhanced experiential and contextual experience for the student. For a discipline whose works were often accessible …