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Full-Text Articles in Art Education

Design Core Commonalities: A Study Of The College Of Design At Iowa State University, Jane E. Venes Jan 2009

Design Core Commonalities: A Study Of The College Of Design At Iowa State University, Jane E. Venes

Graduate Theses and Dissertations

This comprehensive study asks what a group of rather diverse disciplines have in common. It involves a cross disciplinary examination of an entire College, the College of Design at Iowa State University. This research was intended to provide a sense of direction in developing and assessing possible Core content. The reasoning was that material that is necessary to all of the different Design programs would be likely material for the Core. In this study, a referenced qualitative study and subsequent quantitative process document the learning most valued by six different Design programs: Architecture, Landscape Architecture, Community and Regional Planning, Graphic ...


Technology At The Beginning Of The 21st Century: Using An Interactive Whiteboard In Elementary Art Education, Nancy G. Kocen Jan 2007

Technology At The Beginning Of The 21st Century: Using An Interactive Whiteboard In Elementary Art Education, Nancy G. Kocen

Theses and Dissertations

This study examined whether art lessons, provided using an Interactive Whiteboard (IWB), were effective in transferring learning to a diverse student population. The descriptive investigation focused on three main areas; the impact of the IWB on student learning, the time invested in integrating the IWB, and the compatibility of the IWB with my teaching style. The research took place over fourteen weeks starting in late August, 2006, and continued in my art room during the first quarter of the school year. Data were collected through daily journal entries, video taped lessons and interviews. Although long hours were required for training ...


God, The Taboo Topic In Art Education, Terry Barrett, Valora Blackson, Vicki Daiello, Megan Goffos Jan 2006

God, The Taboo Topic In Art Education, Terry Barrett, Valora Blackson, Vicki Daiello, Megan Goffos

Journal of Social Theory in Art Education

A serendipitous match of this journal's call for imagery "that lies outside art educators' accepted sphere"-"out of site/ sight/ cite" - and a (too) rare discussion among art educators talking about God within a secular classroom prompts this article. Concepts of God are generally withheld from the site of public school art classrooms in the United States; many teachers express wariness and fear of bringing artists' sights of God into their public school art rooms, although God and Gods are a frequent subject for artists through time and across place. Further, the topic of God is rarely cited in ...


Preliminary Research On Taiwanese Art Curriculum Design Based On Visual Culture, Jui-Jung Chang Jan 2006

Preliminary Research On Taiwanese Art Curriculum Design Based On Visual Culture, Jui-Jung Chang

Theses and Dissertations

In recent years, art education has started an on-going discussion on the issue of visual culture. In the past few years this issue also becomes topical due to the necessity to improve art education in Taiwan. Currently, art education based on visual culture has become a very important concern in Taiwan. However, the concept of visual culture has its origin in foreign theories. In order for our art professional to remain independent, it is essential that Taiwanese art teachers begin to address the issue of how to properly incorporate the concept of visual culture into the design of our art ...


Using Visual Culture To Address Gender Expectations In Middle School Art Education: Visual Art Curriculum Design Based On The Manga Ranma1/2, Ting-Yu Chen Jan 2006

Using Visual Culture To Address Gender Expectations In Middle School Art Education: Visual Art Curriculum Design Based On The Manga Ranma1/2, Ting-Yu Chen

Theses and Dissertations

In this thesis, I identify and explore approaches to middle school art curricula that address the cultural expectations of gender in visual culture media. I use images from the Japanese comic Manga: Ranma1/2 to develop units of instruction with goals of engaging students in relating the study of art to their visual culture outside the classroom. The unit has three lessons that deal with cultural expectations of gender to help students become aware of understand gender differences in contemporary society. In the lessons, students examine how the Manga characters are depicted differently according to the character's gender. Also ...


Piercing Gaze: Public Art In Schools, Laura Felleman Fattal Jan 2004

Piercing Gaze: Public Art In Schools, Laura Felleman Fattal

Journal of Social Theory in Art Education

A gaze is a silent facial gesture while a piercing gaze suggests a shrieking sound. Unpacking the word, silence, allows one to look at the difference between the verbalizations hailing empowerment and the actual functioning of reinstatements of purpose in learning, teaching and mentoring in a public school. Silence, in the following article, signals a discomfort, sometimes solitude and, at times, an abyss perhaps indicating the disparity between expectation and implementation. The depth of research necessary by the school community to reach consensus for names of dignitaries and the in-depth archival photographic research on the part of the professional artists ...


Commentary: Art Education And New Technology: Are You Ready?, Susan Witwicki Jan 2003

Commentary: Art Education And New Technology: Are You Ready?, Susan Witwicki

Journal of Social Theory in Art Education

As an Art education major, I was somewhat daunted by a recent job offer requiring me to teach in the Career and Technology Studies department. As a recovering technophobe and lover of scissors and paste, I was cautious of this ‘Brave New World’ of computers. I perceived post-millennial teens to be cyber savvy know-it-alls, largely due to the way in which they were portrayed in the media. As well, if the ads were true, teens weren’t the only ones riding the new technological wave; Cisco Systems 1999 television campaign presented a global Utopia of citizens united through surfing the ...


Dbae And Iiae: Playing Finite And Infinite Games, Stan Horner Jan 2003

Dbae And Iiae: Playing Finite And Infinite Games, Stan Horner

Journal of Social Theory in Art Education

This essay is an excerpt from the third volume in the iiae/Analogosseries by the author, now in preparation. DBAE refers to Discipline Based Art Education while iiae refers to interactive interdisciplinary art education. In this essay I posit that there are two co-dependent ‘game’ plans informing the orientation of contemporary art education as represented by these two curricular orientations, and that one is sustained inside the other. As set forth by Carse, each one gives rise to a very different set of activation rules for players; this forms the basis for an attempt to tease out a concept of ...


Teaching Critical Practice For Future Technologies, Leslie Sharpe Jan 2003

Teaching Critical Practice For Future Technologies, Leslie Sharpe

Journal of Social Theory in Art Education

What are the issues when faculty wishes to teach art students critical or alternative practices with newer technologies not yet widely available to the public? Can one teach alternative practices that consider social or personal contexts when the technologies are not yet publicly available? What other issues are involved when teaching art students to do fine art with such technologies, and when not training artists to do commercial work for the communications industry or mainstream media? What does it mean for the art students who wants to use these technologies for fine art to have ideas for their use, but ...


Notes Toward A Theory Of Dialogue, Grace Deniston-Trochta, Jane Vanderbosch, Ed Check Jan 2000

Notes Toward A Theory Of Dialogue, Grace Deniston-Trochta, Jane Vanderbosch, Ed Check

Journal of Social Theory in Art Education

Multiple dimensions of dialogue as pedagogical practice are examined in the following three essays. In the first piece, “When Life Imitates Art: Notes on the Nature of Dialogue,” poet and essayist Jane Vanderbosch reflects about the politics of silence and voice in graduate school. She analyzes how power and politics charge the atmosphere of the classroom. In “The Pedagogy of Dialogue: A Relation Between Means and End,“ Grace Deniston-Trochta focuses on self-examining the possibility of dialogue in a large “pit” classroom. She proposes teacher as listener/learner, a teacher who is self-reflective and respectful. In the final essay, “Managing the ...


Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin Jan 1998

Roots/Routes As Arterial Connections For Art Educators: Advocating For Aboriginal Cultures, Rita L. Irwin

Journal of Social Theory in Art Education

Arterial and life connections for art educators. Arteries are muscular vessels carrying blood away from the heart to every part of the body, eventually bringing the blood back to the heart before venturing out again. Metaphorically, these pathways locate the heart as a home from which travel extends, repeatedly, expectantly as life itself. Symbolically, arterial connections pulsate with the notion of art, expressing art through life through art. To many people, and particularly Aboriginal peoples, art translated as cultural performance is found in the very pathways and bloodlines of their geographies and histories. However, these arterial connections are available to ...


A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris Jan 1997

A Mountain Cultural Curriculum: Telling Our Story, Christine Bellengee Morris

Journal of Social Theory in Art Education

Jim Wayne Miller, professor of English at Western Kentucky University, declared that school children in West Virginia have more exposure to other cultures than they do to their own. His concern was that, “Lack of knowledge about the area’s history helps perpetuate negative stereotypes about the region’s mountain people” (Associated Press, 1994). If the Mountain Culture, to which many of the students belong, is not reflected in the curriculum, their identity, voice, heritage, history, and arts are censored and the Mountain Cultural youth are rendered invisible in their own state. Results from a survey of three elementary schools ...


"From Snails To Alpha Males", A. Michael Marzolla Jan 1996

"From Snails To Alpha Males", A. Michael Marzolla

Master's Capstone Projects

No abstract provided.


Art, Education, Work, And Leisure: Tangles In The Lifelong Learning Network, Lara M. Lackey Jan 1994

Art, Education, Work, And Leisure: Tangles In The Lifelong Learning Network, Lara M. Lackey

Journal of Social Theory in Art Education

Although the field of art education has, in recent years, acknowledged the prevalence of non-formal educational sites, our literature is divided on whether this trend poses an opportunity for cooperation and strength or a threat to the status of art as a school subject. This paper consults the literature of critical theory within the domains of art, education, and leisure studies in order to examine the relationship between formal and non-formal art education. First, it considers ways in which tradition conceptualizations of art, education, leisure, and work foster an acceptance of art as experience and knowledge to be gained outside ...


Developmental Models Of Artistic Expression And Aesthetic Response: The Reproduction Of Formal Schooling And Modernity, Karen A. Hamblen Jan 1993

Developmental Models Of Artistic Expression And Aesthetic Response: The Reproduction Of Formal Schooling And Modernity, Karen A. Hamblen

Journal of Social Theory in Art Education

Developmental models of artistic expression have had a major influence on research and curriculum in art education. The purpose of this paper is to examine the characteristics and assumptions of artistic expression and aesthetic response developmental models. It is proposed that developmental models purported to be descriptive and to have widespread, if not universal, application are socially embedded and prescriptive of outcomes that are highly consistent with characteristics of formal schooling and with the values of modernity. Information for this theoretical study is based on selected literature on the following: (a) developmental models in art education, (b) characteristics of modernity ...


Premises, Promises, And A Piece Of Pie: A Social Analysis Of Art In General Education, Tom Anderson Jan 1992

Premises, Promises, And A Piece Of Pie: A Social Analysis Of Art In General Education, Tom Anderson

Journal of Social Theory in Art Education

It is argued that advocates of content-based art education and other art educators who are attempting to move art to the political center of general education are struggling against largely unrecognized social realities. The idea is developed that just as the art world occupies a marginal place in the larger society do does art education in the society's educational institutions. The roots of this marginalization are argued to be in contending; particularly the dearly held notions of creativity and originality which are at the heart of the art world, versus acquiescence and conformity which are held most dear within ...


Dbae And Clae, Nancy Johnson Jan 1989

Dbae And Clae, Nancy Johnson

Journal of Social Theory in Art Education

The foundations upon which knowledge is organized and presented in both discipline-based and cultural literacy approaches to art education are addressed. It is argued that the foundations for these two approaches are a result of conflicting views on the standardization of curricula and the perceived need for achievement oriented evaluation; these in turn are reflective of a fundamental difference in beliefs and assumptions as to the nature of education.


Research For Existential Choice, Karen A. Hamblen Jan 1988

Research For Existential Choice, Karen A. Hamblen

Journal of Social Theory in Art Education

Chet Bowers (1984) has developed a theory of how a critical consciousness of our cultural typifications can be developed through an in-depth and elaborated understanding of aspects of a given situation or problem. In this paper, his theory is applied to the role research plays in art education. It is proposed that our existential choices in art education are directly proportionate to the amount and complexity of the research we have available and the extent to which we understand and can apply this research for specific purposes. The lack of research in essential instructional areas as well as the lack ...


Values Examination In Art Curricula Construction From Owatonna To Today, Carol S. Jeffers Jan 1987

Values Examination In Art Curricula Construction From Owatonna To Today, Carol S. Jeffers

Journal of Social Theory in Art Education

In developing curricula and educational policy, arts educators must participate with students, parents and other members of the community in dialectic processes of values examination. Failure to do so can often result in the development of curricula and policies which send unintended and unacceptable signals about the purposes and importance of the arts in our society. A critical analysis of the Owatonna Art Education Project (1933- 38), together with a review of current curricula and educational policies indicate a need for the use of these processes, arts educators may be unaware of the signals that they are sending through curricula ...


The Arts, School Practice, And Cultural Transformation, Landon E. Beyer Jan 1984

The Arts, School Practice, And Cultural Transformation, Landon E. Beyer

Journal of Social Theory in Art Education

Attempts at articulating and instituting socially responsive programs in art education are heartening and long overdue. The work of the Caucus on Social Theory and Art Education and the Bulletin as a reflection of the issues dealt with by the caucus, are laudatory and provocative. I seek to further these efforts in this essay by: 1) elaborating the social context within which schools function, and detailing how the political, economic, and ideological interests our educational system serves affect school policy, organizational structures within education, and school practice generally; and 2) suggest how the arts may be an effective force in ...


A Critique Of Elliot Eisner’S Educating Artistic Vision, John Jagodzinski Jan 1983

A Critique Of Elliot Eisner’S Educating Artistic Vision, John Jagodzinski

Journal of Social Theory in Art Education

Educating Artistic Vision is an "old" book written a decade ago. As such there are many aspects in it, I'm sure, Eisner would not accept today. Therefore, the critique is made by keeping his later works, particularly The Educational Imagination (1979), in mind. To begin, Eisner claims that there are two major justifications for the teaching of art, both of which he presents in an either/or fashion. First a contextualist justification is made by claiming that art satisfies social needs. From this perspective, the practice of art must be pragmatic: art as leisure, art as creative thinking, art ...