Open Access. Powered by Scholars. Published by Universities.®

Art Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Pedagogy

Discipline
Institution
Publication Year
Publication
Publication Type
File Type

Articles 1 - 30 of 33

Full-Text Articles in Art Education

Journey To Refuge: Understanding Refugees, Exploring Trauma, And Best Practices For Newcomers And Schools, Trina D. Harlow Jan 2019

Journey To Refuge: Understanding Refugees, Exploring Trauma, And Best Practices For Newcomers And Schools, Trina D. Harlow

NPP eBooks

Pre-K through 12th grade schools within the United States have become much more diverse in recent years. Schools are now commonly not only diverse because of diverse students born in the United States, but also have many immigrant students. A growing number of these immigrant students are resettled children who have refugee status. In schools, these recent immigrants are called newcomers. This book is a culmination of research and anecdotal experiences regarding the refugee issue as it pertains to these students in American schools and schools elsewhere in the world. Scholars, policy makers, educators, those who work in the refugee ...


Self-Generated Notations: A Suggested Methodology Of Introducing Movement Literacy, ‪Shlomit Ofer‬‏ Jun 2018

Self-Generated Notations: A Suggested Methodology Of Introducing Movement Literacy, ‪Shlomit Ofer‬‏

Journal of Movement Arts Literacy

The purpose of this paper is to present a method aimed at enabling the acquisition of movement literacy in a communicative-creative manner that does not require long-term expertise. The paper opens with a brief history and description of Eshkol Wachman Movement Notation (EWMN), followed by a discussion of the notion of Movement Literacy and its defined components–conceptualization, representation and kinesthetic performance, as have emerged within the EWMN system. Two additional educational ideas are also mentioned–the constructionism and the independent development of visual representations by learners. Together, these ideas establish a theoretical background for a non-formal study, in which ...


New Identities New Voices: Introducing The Choreographer-Notator, Beth Megill Jun 2018

New Identities New Voices: Introducing The Choreographer-Notator, Beth Megill

Journal of Movement Arts Literacy

In this practitioner’s perspective paper, the author discusses an experience in which she notated a piece of her choreography using a combination of Labanotation and Motif Notation with the intent of setting the repertory from the score on a group of contemporary dancers, who had never read notation before. She explains her goals as a choreographer and notator proposing a fused creative identity, the Choreographer-Notator. This paper describes how the process of drafting the score and then teaching from the score provided new insights into her work and her identity as a dance artist. The paper concludes with the ...


Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland Jun 2018

Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland

Journal of Movement Arts Literacy

In this special issue of Voices of Notators: Approaches to Writing a Score, eight authors share their unique process of creating and implementing their approach to notating movement, and they describe how that process transforms them as researchers, analysts, dancers, choreographers, communicators, and teachers. These researchers discuss the need to capture, to form, to generate, and to communicate ideas using a written form of dance notation so that some past, present, or future experience can be better understood, directed, informed, and shared. They are organized roughly into themes motivated by relationships between them and their methodological similarities and differences. The ...


The Way Of The Artist Educator: Understanding The Fusion Of Artistic Studio Practice And Teaching Pedagogy Of K-12 Visual Arts Educators, Christopher M. Strickland May 2018

The Way Of The Artist Educator: Understanding The Fusion Of Artistic Studio Practice And Teaching Pedagogy Of K-12 Visual Arts Educators, Christopher M. Strickland

Educational Studies Dissertations

The purpose of this autoethnographic study was to examine the experiences of Artist Educators and how they perceive the fusion of their artistic studio practice and teaching pedagogy impacts their creative and teaching practices. This study involved a focus group of six individuals, including the researcher. All the participants were practicing artists, currently employed or recently retired K-12 Visual Arts Education certified in the states of Maine or New Hampshire and members of the Kittery Art Association. This study used a combination of interviews and an arts-based method for data collection. All the data were analyzed and resulted in the ...


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 ...


The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon Oct 2017

The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon

Seungho Moon

This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through dance, poetry, and clay art. The author imagines and theorizes community that goes beyond emphasizing solidarity and a collective “we”-ness in the pursuit of social transformation. Rather, the author argues that “community without community” could be an important framework ...


Editors’ Introduction: Continuing The Conversation, Renee Mcgarry, Virginia Spivey Jul 2017

Editors’ Introduction: Continuing The Conversation, Renee Mcgarry, Virginia Spivey

Art History Pedagogy & Practice

No abstract provided.


Teaching Critical Looking: Pedagogical Approaches To Using Comics As Queer Theory, Ashley Manchester Apr 2017

Teaching Critical Looking: Pedagogical Approaches To Using Comics As Queer Theory, Ashley Manchester

SANE journal: Sequential Art Narrative in Education

Given the challenging depth of queer theoretical concepts, this article argues that one of the most effective ways to teach the complexities of queer theory is by utilizing comics in the classroom. I focus on how college-level instructors can use the content, form, and history of comics to teach students how to enact and do queer theory. By reading and making comics, students learn concrete and theoretical tools for combatting oppressive discourses and modes of meaning making. Teaching comics as queer theory promotes both innovative critical thinking and critical looking skills by centralizing both the rich history of queer comics ...


Making The Absent Present: The Imperative Of Teaching Art History, Beth Harris Phd, Steven Zucker Phd Dec 2016

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 ...


Editor’S Introduction: Advancing Sotl-Ah, Virginia B. Spivey Phd, Renee Mcgarry Dec 2016

Editor’S Introduction: Advancing Sotl-Ah, Virginia B. Spivey Phd, Renee Mcgarry

Art History Pedagogy & Practice

No abstract provided.


Growing The Art Image And Visual Literacy Garden: The Journey To Create A Practical Guide For Student Employees, Lael J. Ensor Oct 2016

Growing The Art Image And Visual Literacy Garden: The Journey To Create A Practical Guide For Student Employees, Lael J. Ensor

VRA Bulletin

Expanding upon my poster titled “Art Instead of Just Images: Training Students to See Beyond the Screen” presented at the 2016 ARLIS/NA + VRA Third Joint Conference in Seattle, I detail the current journey of my project to create a practical guide for student employees to understand and manipulate images of art. In exploring this topic I discovered that there is a lack of literature specifically addressing looking at and manipulating digital surrogate images of works of art. Non-humanities student employees often lack the visual literacy and art historical skills to successfully edit and evaluate digital art images. This article ...


The Sheridan Notebook, Brandon Mcfarlane, Kristine Villeneuve, Devin Murray Sep 2016

The Sheridan Notebook, Brandon Mcfarlane, Kristine Villeneuve, Devin Murray

Faculty Books

The Sheridan Notebook is an integral component to a series of studies that seek to better understand (1) the impact of adult colouring on creativity and mindfulness, and (2) the educational potential of adult colouring. A growing volume of research suggests there is a noteworthy connection between mindfulness and creativity: mindful individuals through presence, openness, acceptance, and self-inquiry are able to adopt many perspectives and pursue multiple solutions when solving problems—characteristics held by highly creative and innovative individuals.

This book synthesizes adult colouring with the “In and Out” note-taking technique—developed at the International Center for Studies in Creativity ...


The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon Aug 2016

The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon

School of Education: Faculty Publications and Other Works

This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through dance, poetry, and clay art. The author imagines and theorizes community that goes beyond emphasizing solidarity and a collective “we”-ness in the pursuit of social transformation. Rather, the author argues that “community without community” could be an important framework ...


Imaginary Subjects: Fiction-Writing Instruction In America, 1826 - 1897, Paul Collins Feb 2016

Imaginary Subjects: Fiction-Writing Instruction In America, 1826 - 1897, Paul Collins

All Dissertations, Theses, and Capstone Projects

Imaginary Subjects: Fiction Writing Instruction in America, 1826-1897 is a study of the confluence of commercial, educational, and aesthetic developments behind the rise of instruction in fiction-writing. Part I ("The Predicament of Fiction-Writing") traces fiction-writing instruction from its absence in Enlightenment-era rhetoric textbooks to its modest beginnings in magazine essays by Poe and Marryat, and in mid-century advice literature. Part II ("Fiction-Writing in the Classroom") notes the rise of fiction exercise from early Romantic-era primers upwards into mid-centuryhigh-school level textbooks, and from there into Harvard composition exercises; this coincided with an increasing emphasis by author advocacy groups on writing as ...


Art Education/Aesthetics Citation Network Data, Robert Z. Selden Jr., Cala Coats Jan 2016

Art Education/Aesthetics Citation Network Data, Robert Z. Selden Jr., Cala Coats

CRHR: Archaeology

This dataset includes the first iteration of citations and interactive citation networks generated for an ongoing analysis of scholarship within the field.


Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter Sep 2015

Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter

SANE journal: Sequential Art Narrative in Education

The article debuts and explains "PIM" pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs inherent therein with other available frames and frameworks for studying comics. As such, the article fills a dire need in the scholarly literature on comics pedagogy and paves a way for those who seek to teach comics courses in the future but who need direction and for those who seek to study ...


Navigating The Interim, Joseph E. Saphire Jr Jan 2015

Navigating The Interim, Joseph E. Saphire Jr

Masters Theses

Navigating the Interim attempts to build a framework for the ways in which visual art, media studies, and forms of social practice might intermingle within a career in the arts, as well as within a thorough art education curriculum. From broad theoretical analysis to the specificity of technical exercises and prompts, this paper serves as a roadmap for the ways in which production, teaching, and organizing might begin to merge into a single holistic practice. The author’s projects provide an anchor from which to analyze the various conceptual trajectories of art that have stemmed from modernism throughout the 20th ...


Teaching In The Shadow Of Sekou: Reflective Practice, Culturally Relevant And Student-Centered Pedagogy And The Research To Performance Method, Brian Gregory Lewis Feb 2014

Teaching In The Shadow Of Sekou: Reflective Practice, Culturally Relevant And Student-Centered Pedagogy And The Research To Performance Method, Brian Gregory Lewis

All Dissertations, Theses, and Capstone Projects

Teaching in the Shadow of Sekou: Reflective Practice, Culturally Relevant and Student-Centered Pedagogy and the Research to Performance Method

By

Brian Lewis

Adviser: Bethany Rogers

I seek to bring the literature of critical pedagogues, reflective practitioners in education and student-centered teachers to bear on a critical examination of my own teaching methods. I reflect on and analyze my past professional teaching and educational experiences, focusing primarily on utilizing Sekou Sundiata's Research to Performance Method to teach a course on Sekou Sundiata and the Black Arts Movement at the New School in New York City. Through my teacher self-study, I ...


Problem-Solving Pedagogy: A Foundation For Restructuring, Updating, And Improving Undergraduate Theory And Musicianship Curricula, Michael T. Simonelli Jan 2014

Problem-Solving Pedagogy: A Foundation For Restructuring, Updating, And Improving Undergraduate Theory And Musicianship Curricula, Michael T. Simonelli

Masters Theses

The goal of this thesis is to provide the ideological and practical foundation for an improved approach to undergraduate theory and musicianship pedagogy. I will discuss the structure of conventional theory programs and explore problems inherent to traditional curriculum design. Problem-solving pedagogy, an approach rooted in creative composition and improvisation, will be presented as a complement to traditional theory pedagogy. Balancing problem-solving pedagogy with a more traditional pedagogical approach will provide a practical foundation for improving undergraduate theory and musicianship curricula.


Hyphenated Artists: A Body Of Potential, Laura Reeder Jan 2012

Hyphenated Artists: A Body Of Potential, Laura Reeder

Journal of Social Theory in Art Education

The author of this article, an art teacher, arts education advocate, teaching artist, pre-service art teacher supervisor and instructor confronts “either/or” professional identities in arts education. Multi-faceted artist/scholar/educator/ learner/advocate/personas are “unfenced” in order to navigate spaces of artistic, educational, and cultural production without having to pause for identification at borders. In this form, pedagogies for inventive social change emerge. Dialogue among fields of artists and educators links either/or, artist/teacher qualities in holistic and interdisciplinary descriptions such as artist-teacher, teaching-artist, etc. The hyphenated association has become postmodern shorthand for inclusive “both/and” professional identities ...


(De)Fending Art Education Through The Pedagogical Turn, Nadine M. Kalin Jan 2012

(De)Fending Art Education Through The Pedagogical Turn, Nadine M. Kalin

Journal of Social Theory in Art Education

This article reviews the current state of higher education in light of the pedagogical turn in contemporary art. It starts with an overview of higher education and its current struggles, followed by an outline of some of the features of the pedagogical turn in art, which is both critical of institutionalism and symptomatic of the current state of higher education. These ideas are discussed within the context of an art education graduate seminar. Finally, the argument is made for possible critical practices that take place inside the institution and that are inspired by priorities inherent in education as art projects ...


“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles Jan 2012

“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles

Journal of Social Theory in Art Education

As an educator who is committed to social justice, I bring certain values and political commitments to the classroom. The counter-hegemonic voices that I bring into the classroom in the form of constructs, readings, assignments, discussions, and visual culture challenge more often than confirm students’ world-views and assumptions. The question that arises for me is whether I am silencing students’ voices through my teaching practices. Does my support of dialogic articulations and interests constitute privileging one “truth” or discourse over another? If so, am I using dialogue as a rhetorical device to persuade or to indoctrinate my students according to ...


Obstructing The View: An Argument For The Use Of Obstructions In Art Education Pedagogy, Ryan Patton Jan 2010

Obstructing The View: An Argument For The Use Of Obstructions In Art Education Pedagogy, Ryan Patton

Journal of Social Theory in Art Education

Through the use of obstructions we can see how a project-based curriculum can promote very different results. The obstructions that Sandy Skoglund gave the colloquium class at Ohio State were not presented as opportunities for play. Although Bickley-Green and Phillips allowed for play in their use of obstructions, the type of play described was prescriptive and limiting. Pitri’s use of play as a form of problem solving that also allows for personal expression advocated in this paper. Clearly identifying obstructions as game-like challenges for students, they can be used for growth and critical awareness.


‘Image’ / ‘I’ / ‘Nation’: A Cultural Mash-Up, Matthew Sutherlin, Amy Counts Jan 2010

‘Image’ / ‘I’ / ‘Nation’: A Cultural Mash-Up, Matthew Sutherlin, Amy Counts

Journal of Social Theory in Art Education

The term Un(precedent)ED conjures ‘images’ that have never been seen before in education. Too often in the classroom we focus on the classification of objects and practices. The metaphysical question “what is?” is important only in that it must be continually revisited. Through continual re-visitation, the question becomes “what can it be?” Unfortunately, the process of becoming through imagination is a practice that is often relegated to childish whimsy. Un(precedent)ED practice requires the (re)imaging of the current apparatus of education. Precedent is a standard or model that comes before a particular event or moment; components ...


Community Pedagogy In Idaho, Kathleen Keys Jan 2005

Community Pedagogy In Idaho, Kathleen Keys

Journal of Social Theory in Art Education

The following pages chronicle a diverse collage of recent un(becoming) and becoming events from arts policy realms, as well as issues, events and programming in the Idaho arts community. Throughout the narration and description, critical analyses of these actual events, and the articulated and sometimes hidden pedagogies of these situations are measured against the criteria of community pedagogy. Rather than examining un(becoming)/becoming as a simple binary, the complexity of evaluating these events as either or both is presented when appropriate. Strong motivation to recognize social change and justice efforts through exercised community pedagogy nonetheless leads the evaluation ...


The Embodied Pedagogy Of War, Charles Garoian, Yvonne Gaudelius Jan 2004

The Embodied Pedagogy Of War, Charles Garoian, Yvonne Gaudelius

Journal of Social Theory in Art Education

In March of 2003 we sat huddled over the computer trying to make sense of the paper that we were trying to write on the obsolete body of art education for presentation at the National Art Education Association (NAEA) conference in Minneapolis. When we began the paper the war on Iraq had not yet begun but it was daily becoming more of a real possibility. The buzz about the impending war became a louder and louder as we lived and worked, not in an mythical ivory tower isolated from the world but in the midst of 24-7 media coverage of ...


Multicultural Art Education: Deconstructing Images Of Social Reproduction, Donna Alden Jan 2001

Multicultural Art Education: Deconstructing Images Of Social Reproduction, Donna Alden

Journal of Social Theory in Art Education

Exclusionary practices along with inaccurate and incomplete information have historically been used in the classroom by the dominant White culture as a means to disempower minority youth and widen the chasm between opposite ends of the power structure. Although reproducing the existing power structure may not be a conscious motive of art teachers in the 21st century, many of their actions replicate conditions necessary for domination by the Euro-White culture. Admirably, art educators have a history of being on the cutting edge of innovative ideas and inclusionary practices. The movement to include art from many cultures in art curriculums is ...


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 ...


Valuing Difference: Luce Irigaray And Feminist Pedagogy, Yvonne Gaudelius Jan 1994

Valuing Difference: Luce Irigaray And Feminist Pedagogy, Yvonne Gaudelius

Journal of Social Theory in Art Education

The anonymous worker- the mother, the teacher- the anonymous woman. Woman defined by her fixed place in the system of reproduction. How has this come to be? How has woman become-how does she remain-an anonymous instrument in the reproduction of patriarchy? How does social reproduction relate to the position of woman as mother-as the “vehicle” of physical reproduction? In this paper, I tie questions such as these to the discipline of education, and to women's role in the underlying ideologies of our educational system. In order to do so I will approach these questions from three distinct vantage points ...