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Full-Text Articles in Art Education

Teaching About Racially Diverse Artists And Cultures, Hannah Sions Jan 2019

Teaching About Racially Diverse Artists And Cultures, Hannah Sions

Theses and Dissertations

Art education scholars have redefined multicultural teaching practices to include a need for addressing social inequities. To understand art educators’ multicultural teaching practices, it is important to measure the extent to which they present cultural diversity in the classroom and present a racially diverse pool of artists. The purpose of this this quantitative, nonexperimental study was to measure the extent to which practicing K–12 art educators who are members of the National Art Education Association (NAEA) engage students with racially diverse artists and cultures within their curricula. The study aimed to measure the extent that educators address racial and ...


Drawing As Language, Rebecca B. Whitson Jan 2019

Drawing As Language, Rebecca B. Whitson

Theses and Dissertations

All too often, the “I can’t draw” sentiment is believed by both the frustrated adolescent and adult alike. This is especially evident within the school environment. This paper aims to discuss how visual art --specifically drawing-- is structured, formed and expressed as a type of language, similar to a verbal, written, or physical one. This may give hope to even the most reluctant drawer that they can learn how to draw, opening another means of communication. An individual attains fluency when they are adept at drawing through the use of expression, technical, and observational skills, through practice and motivation ...


The Unity Mural: Bridging Communities Through Artmaking, Margaret A. Walker Dec 2018

The Unity Mural: Bridging Communities Through Artmaking, Margaret A. Walker

International Journal of Lifelong Learning in Art Education

A visual essay of a community based art education mural between two universities and a local community, following a tragic hate crime.


Older Artists And Acknowledging Ageism, Liz Langdon Dec 2018

Older Artists And Acknowledging Ageism, Liz Langdon

International Journal of Lifelong Learning in Art Education

Intergenerational (IG) learning has the potential to reinforce ageist ideas, through the culturally produced binary of old and young which often describes IG learning. This research with older artists revealed implicit age bias associated with a modernist tradition in art education which minimized the value of art production viewed as feminine. Language associated with ageism shares the descriptors of the feminine and seep into our perceptions. Cooperative action research with multi-age participants facilitated personal growth and through critical reflection, implicit ageism revealed in the researcher’s prior perspective is revealed.


Intergenerational Narratives: The Personal Is Professional, Jodi Kushins, Amy B. Snider Dec 2018

Intergenerational Narratives: The Personal Is Professional, Jodi Kushins, Amy B. Snider

International Journal of Lifelong Learning in Art Education

What began as a teacher-student relationship between educators Amy Brook Snider and Jodi Kushins has developed into a friendship and working partnership. At first, they did not consider their continuing long-distance connection as intergenerational. They shared experiences and exchanged ideas oblivious to the great difference in their ages. But as online tools, research, and communication emerged as a central focus of Jodi’s life and teaching, they became aware that this development might lead to an intergenerational digital divide between them. In order to explore their different responses to what has been called screen culture, they brought back their puppet ...


Leaf-Ing A Legacy, Susan R. Whiteland Dec 2018

Leaf-Ing A Legacy, Susan R. Whiteland

International Journal of Lifelong Learning in Art Education

Leaf-ing a Legacy is the story of a university art education class that joined with an elementary classroom and residents in a long term health/rehabilitative center through a service-learning project that utilized digital technology and art making in a problem-based learning format to explore the concept of legacy. Evidence was found that the experience promoted socio-emotional learning and fostered the building of socio-emotional capital for the participants involved.


Editorial, Pamela H. Lawton Dec 2018

Editorial, Pamela H. Lawton

International Journal of Lifelong Learning in Art Education

No abstract provided.


International Journal Of Lifelong Learning In Art Education 2018 Full Issue, Pamela H. Lawton Dec 2018

International Journal Of Lifelong Learning In Art Education 2018 Full Issue, Pamela H. Lawton

International Journal of Lifelong Learning in Art Education

No abstract provided.


Journal Of Social Theory In Art Education (2018) Full Issue, Jstae Editor May 2018

Journal Of Social Theory In Art Education (2018) Full Issue, Jstae Editor

Journal of Social Theory in Art Education

No abstract provided.


Editorial: Fault Zones, Melanie L. Buffington May 2018

Editorial: Fault Zones, Melanie L. Buffington

Journal of Social Theory in Art Education

No abstract provided.


Earthquakes + Tsunamis (A Poetic Diptych), Mindi Rhoades May 2018

Earthquakes + Tsunamis (A Poetic Diptych), Mindi Rhoades

Journal of Social Theory in Art Education

What follows is pair of found poems created by the practice of mining the writings of other authors to form a new work, a piece of language art. This process shares similarities with postmodern artistic practices including collage, appropriation, sampling, remixing, and repurposing. Source materials for found poems can include other poems, novels, newspaper articles, magazine stories, obituaries, letters—almost anything.

For these particular poems, the source materials are academic educational research articles about geological fault zones and earthquakes. The majority of the text in these poems is taken ver- batim from their original articles and used in the order ...


Inquiry-Based Methods In The International Baccalaureate Primary Years Program Art Room, Andrew Bell Jan 2018

Inquiry-Based Methods In The International Baccalaureate Primary Years Program Art Room, Andrew Bell

Theses and Dissertations

The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room. The responses to this survey were then value coded for four different ...


Materialized Practices Of Food As Borderlands Performing As Pedagogy, Christen Sperry García Nov 2017

Materialized Practices Of Food As Borderlands Performing As Pedagogy, Christen Sperry García

Journal of Social Theory in Art Education

In this paper, I examine the interrelationship between borderlands, food, and ways in which they perform as pedagogy. First, I define borderlands in relation to art. Second, I discuss food and borderlands as authenticity, hybridity, and race/body. Lastly, I examine various fields of pedagogy including public, border, and food pedagogy and consider how they relate to food. I suggest that the interrelationship between borderlands and food can be used as a pedagogical tool to teach and learn about liminality, tension, contradiction, and hybridity. The hybrid spaces of consumable borderlands challenge food purity and yield unexpected foods such as carne ...


Battling The Big One: Lgbtq Inclusive Art Education During The Trump Era, Mark J. Villalpando Nov 2017

Battling The Big One: Lgbtq Inclusive Art Education During The Trump Era, Mark J. Villalpando

Journal of Social Theory in Art Education

Recently, because of our new political atmosphere, there have been many attacks on lesbian, gay, bisexual, transgender, and queer, or LGBTQ+, individuals and communities. Even though there have been positive developments in the past few years, homophobia is still a major concern for many people in the Unit- ed States. These issues often manifest themselves to a greater degree within the microcosm of public schools where LGBTQ+ students are forced to deal with hateful speech, heteronorma- tive environments, and rampant homophobia. These strugglescan have harmful e ects on the social and emotional develop- ment of queer youth. Progressive and inclusive ...


In The Folds: Transforming A City’S Identity Through Art And Social Purposes, Yichien Cooper Oct 2017

In The Folds: Transforming A City’S Identity Through Art And Social Purposes, Yichien Cooper

Journal of Social Theory in Art Education

This autoethnographic narrative retraces my four-year journey as an art commissioner for a city that is transforming beyond the stigma associated with a significant role in early nuclear weapons to a growing agritourism industry. The looming pressure for change is just like when tectonic plates push against each other until there is a quick release, causing earthquakes and eruptions. In the midst of the changing forces, I consider how the arts fold in. There are two purposes in this article that investigates the complexity between civic development and art. First, I will (re)define and (re)frame (Short & Turner, 2013 ...


All The F Words We Used To Know, Mindi J. Rhoades Jun 2017

All The F Words We Used To Know, Mindi J. Rhoades

Journal of Social Theory in Art Education

Photos of handwritten list of the 2,000+ F words listed in the 1996 version of Webster’s Encyclopedic Unabridged Dictionary of the English Language (Deluxe Edition), published by Gramercy Books of Random House Press in Avenal, New Jersey. Verb tense conjugations and plural nouns are omitted.

An analysis briefly contextualizes this artwork in relation to semiotic theory, contemporary text-based and word-based art and arts practices, social theory, and art education.


Professional Friction: Racialized Discourse And The Practice Of Teaching Art, Jessica Kirker Jun 2017

Professional Friction: Racialized Discourse And The Practice Of Teaching Art, Jessica Kirker

Journal of Social Theory in Art Education

Language is crucial in situating our selves and others. Discursive patterns create alliances or factions, establish hierarchies, and subjugate individuals or groups. In this autoethnographic study, I consider how I, as a White woman teaching art, participate in, maneuver, and manipulate spoken and unspoken racialized discourses within the context of a high school with a diverse population of students. Through the data collection process of journaling over one school year, I recorded reflections on conversations, speeches, and written communication with, between, and regarding teachers, students, parents, and school administrators.

I employed discourse analysis on these texts and draw upon Critical ...


Fictive Kinship In The Aspirations, Agency, And (Im)Possible Selves Of The Black American Art Teacher, Gloria Wilson Jun 2017

Fictive Kinship In The Aspirations, Agency, And (Im)Possible Selves Of The Black American Art Teacher, Gloria Wilson

Journal of Social Theory in Art Education

In this paper, I explore the pairing of the concepts of fictive kinship and agency in order to explore racial identity narratives of the Black American art teacher. Expanding on the anthropological concept of fictive kinship, where bonds of connectedness between people help to shape selfhood, I consider the powerful impact that visual culture has on shaping identity narratives and the professional aspirations of Black American art teachers. I identify fictive kinship connections as salient in creating spaces which affect agency in the conceptualization and achievement of the self as an artist. I further use the concept of fictive kinship ...


#Mobilephotonow: Two Art Worlds, One Hashtag, Jodi Kushins Jun 2017

#Mobilephotonow: Two Art Worlds, One Hashtag, Jodi Kushins

Journal of Social Theory in Art Education

In the winter of 2015, the Columbus Museum of Art (CMA) co-curated an exhibition with the loose-knit mobile photography collective known as JJ Community. #MobilePhotoNow included images created in response to a series of prompts and shared on the photo sharing and social networking application Instagram®. The exhibition reflected a community-based curatorial practice (Keys & Ballengee-Morris, 2001) demonstrating new possibilities for participatory art and culture in the age of social media. This portrait of how the project came to be is presented as an example of how art world factions might be brought together, in both virtual and real spaces, through ...


Dressing Up: Exploring The Fictions And Frictions Of Professional Identity In Art Educational Settings, Amy L. Pfeiler-Wunder Jun 2017

Dressing Up: Exploring The Fictions And Frictions Of Professional Identity In Art Educational Settings, Amy L. Pfeiler-Wunder

Journal of Social Theory in Art Education

What fictions do we tell ourselves in order to teach? How do our stories as educators impact how we see our learners? Building from auto-ethnography research I begin with the personal and then invite co-participants to further illuminate a shared experience (Chang, 2008). In this example, I highlight the self-reflective work toward revealing and concealing identities associated with “teacher.” Using collage pedagogy (Garoian & Gaudelius, 2008), students in a pre-service art education class, created paper doll narratives marking and unmarking themselves through collaged backdrops and clothing choices which performed identities that would impact their role of teacher. Future teachers also “undressed ...


Journal Of Social Theory In Art Education (2017) Full Issue, Jstae Editor Jun 2017

Journal Of Social Theory In Art Education (2017) Full Issue, Jstae Editor

Journal of Social Theory in Art Education

No abstract provided.


Exploring Art Student Teachers’ Fictions Of Teaching: Strategies For Teacher Educators, Laura J. Hetrick Jun 2017

Exploring Art Student Teachers’ Fictions Of Teaching: Strategies For Teacher Educators, Laura J. Hetrick

Journal of Social Theory in Art Education

Using portions of my research involving three art student teachers, I provide suggestions for strategies to examine preservice art student teachers’ fictions about teaching (art). First, I begin by briefly introducing my three participants and listing my research methods. Next, I describe three of the most common teaching fictions I found through analyzation of the data. I discuss the productive usefulness, as well as a few procedures, of employing visual culture as a catalyst for unfolding student teachers’ (un)conscious pedagogical fictions. Then, I describe how creating illustrations of the self as art teacher can further help explore fictions of ...


Independence As An Ableist Fiction In Art Education, Claire L. Penketh Jun 2017

Independence As An Ableist Fiction In Art Education, Claire L. Penketh

Journal of Social Theory in Art Education

Achieving independence appears to be a significant concern for education. This is particularly evident in discourses pertaining to art education in England where the aspiration to become independent appears to be synonymous with successful learning. Drawing on disability studies, and more specifically crip theory, this paper offers a Critical crip Discourse Analysis of documents reporting on the quality of art education in England. Here the independent learner emerges as a desirable norm and pupils with special educational needs are made visible through their apparent dependency. As a consequence of this emphasis on independence, dependency is framed as exceptional, undesirable, burdensome ...


Editorial: All The F Words, Melanie L. Buffington May 2017

Editorial: All The F Words, Melanie L. Buffington

Journal of Social Theory in Art Education

No abstract provided.


'The Writing Writes Itself': Deleuzian Desire And The Creative Writing Mfa Degree, Ginger Walker Jan 2017

'The Writing Writes Itself': Deleuzian Desire And The Creative Writing Mfa Degree, Ginger Walker

Theses and Dissertations

This post-qualitative inquiry project investigated subjectivity (sense of self) among graduates of creative writing Master of Fine Arts (MFA) programs. The project asked how subjectivity is involved in the creative writing process and how that process fuels further writing after a creative piece (such as the MFA thesis) is completed. A post-qualitative, thinking-with-theory approach was used to explore the role of subjectivity among four anonymous graduates of creative writing MFA programs who provided writing samples describing their creative writing processes. Following the thinking-with-theory approach, the data were analyzed using Deleuze and Guattari’s theory of productive desire. Study findings are ...


Read-In Arts, An Liu Jan 2017

Read-In Arts, An Liu

Theses and Dissertations

As interior designers, we strive to design everything for our clients, from complex environments to the joinery of a chair. We rarely consider inviting our clients or the users to join us in finishing the space.

Read-In workshop is not a school, but a kind of home, a home belonging to children, which provides the possibilities for children to play, to learn, to occupy, to personalize, and to share. An emotional space that will not limit the user, but keep inspiring them. It helps children notice, think, and grow.

Half of the interior space will be a fixed design, designed ...


Understanding The Expressive Cartoon Drawings Of A Student With Autism Spectrum Disorder, Michael S. Collins Jan 2017

Understanding The Expressive Cartoon Drawings Of A Student With Autism Spectrum Disorder, Michael S. Collins

Theses and Dissertations

This study focuses on the highly expressive comic drawings of Amy, a child with autism. This study connects larger fields of research: the study of how people with autism spectrum disorder [ASD] process faces and emotions; and, research about artists with ASD. Amy's understanding of emotion was analyzed by asking her to view and identify humans and cartoon characters expressing different emotions. Her ability to illustrate emotion is tested by asking her to respond to various drawing prompts. The study concluded that Amy has difficulty identifying the emotions of humans and cartoons, but she does have the ability to ...


Synergy: Game Design + Qur'an Memorization, Sultana Jesmine Moulana Jan 2017

Synergy: Game Design + Qur'an Memorization, Sultana Jesmine Moulana

Theses and Dissertations

The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create a game-based memorization experience ...


Recovery From Design, Cassandra J. Ellison Jan 2017

Recovery From Design, Cassandra J. Ellison

Theses and Dissertations

Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form.


Re-Imagining Inclusion/Exclusion: Unpacking Assumptions And Contradictions In Arts And Special Education From A Critical Disability Studies Perspective, Alice J. Wexler Jun 2016

Re-Imagining Inclusion/Exclusion: Unpacking Assumptions And Contradictions In Arts And Special Education From A Critical Disability Studies Perspective, Alice J. Wexler

Journal of Social Theory in Art Education

Inclusion is usually defined “as a student with an identified disability, spending greater than 80% of his or her school day in a general education classroom in proximity to nondisabled peers” (Baglieri et al., 2011, p. 2125). This term, although seemingly benign and even beneficial, is nevertheless the outcome of polarized and divided terminologies. As a result, inclusion within the public school system can suggest not belonging. In this article I examine the invisible barriers to children’s full inclusion and participation hidden within the terminology and practices of special education, and suggest how the arts might be a natural ...