Pub Date : 2023-09-03DOI: 10.1080/00043125.2023.2235115
Libba Willcox, Kate McCormick
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsLibba WillcoxLibba Willcox, Department of Art Education, Art History, and Art Therapy, Indiana University–Purdue University Indianapolis in Indianapolis. Email: swillcox@indiana.edu.Kate McCormickKate McCormick, State University of New York at Cortland in Cortland. Email: kate.mccormick@cortland.edu
{"title":"Examining Three Populations of Preservice Teachers: SEL and Art Integration in Elementary Classrooms","authors":"Libba Willcox, Kate McCormick","doi":"10.1080/00043125.2023.2235115","DOIUrl":"https://doi.org/10.1080/00043125.2023.2235115","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsLibba WillcoxLibba Willcox, Department of Art Education, Art History, and Art Therapy, Indiana University–Purdue University Indianapolis in Indianapolis. Email: swillcox@indiana.edu.Kate McCormickKate McCormick, State University of New York at Cortland in Cortland. Email: kate.mccormick@cortland.edu","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/00043125.2023.2230393
Sarah Ackermann, Daniel Bryant
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsSarah AckermannSarah Ackermann, Executive Director for Teaching Innovation, Division of Online and Strategic Learning, Ball State University in Noblesville, Indiana. Email: sarahcress@gmail.comDaniel BryantDaniel Bryant, Art Teacher, Oakbrook Elementary, Dorchester School District Two in Ladson, South Carolina. Email: dbryant@dorchester2.k12.sc.us
{"title":"Picture Perfect? Not So Much: How Jeremy Okai Davis Is Giving Voice to Underrepresented Figures","authors":"Sarah Ackermann, Daniel Bryant","doi":"10.1080/00043125.2023.2230393","DOIUrl":"https://doi.org/10.1080/00043125.2023.2230393","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsSarah AckermannSarah Ackermann, Executive Director for Teaching Innovation, Division of Online and Strategic Learning, Ball State University in Noblesville, Indiana. Email: sarahcress@gmail.comDaniel BryantDaniel Bryant, Art Teacher, Oakbrook Elementary, Dorchester School District Two in Ladson, South Carolina. Email: dbryant@dorchester2.k12.sc.us","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/00043125.2023.2226566
Vicky Haralovich
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsVicky HaralovichVicky Haralovich, Indiana University Bloomington in Bloomington. Email: vicky@haralovich.org
点击增加图片大小点击减少图片大小附加信息关于贡献者的说明vicky Haralovich，印第安纳大学Bloomington in Bloomington。电子邮件:vicky@haralovich.org
{"title":"Using Aesthetic Experiences to Teach Social–Emotional Learning in an Art Classroom","authors":"Vicky Haralovich","doi":"10.1080/00043125.2023.2226566","DOIUrl":"https://doi.org/10.1080/00043125.2023.2226566","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsVicky HaralovichVicky Haralovich, Indiana University Bloomington in Bloomington. Email: vicky@haralovich.org","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/00043125.2023.2207999
Rhiannan Johnson, Kate Cantrell, Katrina Cutcliffe, B. Batorowicz, Tanya McLean
33 In the wake of this “overnight” shock to the education sector, it is essential to acknowledge that the sudden shift to online learning differs significantly from the gradual introduction of online education in the form of distance courses, hybrid programs, and blended offerings (Ploj-Virtič et al., 2021). The rapid transition to emergency remote learning has placed enormous stress on learning support systems, with the scale of change often surpassing the capacity of available resources and technologies (Hodges et al., 2020). As more university students now study remotely, online collaborative tools are more important than ever for optimizing the student experience and generating meaningful engagement (Frison & Tino, 2019, p. 228). As Lockee (2021) explained, “Though rethinking of instructional approaches was forced and hurried, the [COVID-19] experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context” (p. 6).
在对教育部门的“一夜”冲击之后，有必要认识到，突然转向在线学习与逐步引入远程课程、混合课程和混合课程形式的在线教育有很大不同(ploj - virtije et al.， 2021)。向应急远程学习的快速过渡给学习支持系统带来了巨大压力，变化的规模往往超过了现有资源和技术的能力(Hodges et al.， 2020)。随着越来越多的大学生现在远程学习，在线协作工具对于优化学生体验和产生有意义的参与比以往任何时候都更加重要(Frison & Tino, 2019, p. 228)。正如Lockee(2021)所解释的那样，“尽管对教学方法的重新思考是被迫和匆忙的，但[COVID-19]的经历提供了一个难得的机会，让我们重新考虑在网络环境的支持和限制下最有利于学习的策略”(第6页)。
{"title":"Expanding Creative Communities in the Visual Arts: Using Padlet to Support Student Engagement and Belonging in Stressful Contexts","authors":"Rhiannan Johnson, Kate Cantrell, Katrina Cutcliffe, B. Batorowicz, Tanya McLean","doi":"10.1080/00043125.2023.2207999","DOIUrl":"https://doi.org/10.1080/00043125.2023.2207999","url":null,"abstract":"33 In the wake of this “overnight” shock to the education sector, it is essential to acknowledge that the sudden shift to online learning differs significantly from the gradual introduction of online education in the form of distance courses, hybrid programs, and blended offerings (Ploj-Virtič et al., 2021). The rapid transition to emergency remote learning has placed enormous stress on learning support systems, with the scale of change often surpassing the capacity of available resources and technologies (Hodges et al., 2020). As more university students now study remotely, online collaborative tools are more important than ever for optimizing the student experience and generating meaningful engagement (Frison & Tino, 2019, p. 228). As Lockee (2021) explained, “Though rethinking of instructional approaches was forced and hurried, the [COVID-19] experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context” (p. 6).","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"33 - 39"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45224517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/00043125.2023.2233378
A. Kantawala
increasingly diverse communities, and complex digital classrooms, a multitude of theoretical perspectives continues to illuminate our pathways. As educators, we draw inspiration from influential scholars, each making unique contributions to our educational consciousness and practices. W. E. B. Du Bois (1926), a sociologist and civil rights activist, made lasting marks on our understanding of racial equality. Angela Davis (2016), a philosopher, feminist, and political activist, further illuminates the intersectionality of race, class, and gender in America while spearheading prison abolition movements. Educational theorist Gloria Ladson-Billings (1995) expands our focus on inclusivity and sheds light on the achievement gaps and inequities in education through her work on culturally relevant pedagogy. John Dewey’s (1938) pragmatic philosophy of learning by doing still resonates in classroom settings today that advocate for active student engagement and individual agency. The profound link between the arts and education finds expression in the work of Maxine Greene (2001), who campaigned for a curriculum founded on social imagination to foster creativity and critical thinking. The transformative power of the arts aligns with the strong advocacy of Elliot Eisner (2002), who fuses the educational imagination with mindful learning in the arts to promote an integrated approach to teaching. Finally, our awareness of the pedagogical implications of digital technologies is expanded by Tony Bates (2015), a key researcher in the realm of online and distance education. These perspectives compel us to think beyond traditional boundaries, recognizing the fluidity of art as a discipline and acknowledging the evolving complexities of teaching and learning in our diverse, interconnected worlds. As we grapple with the aftermath of a global pandemic and the effects of dominant social movements, the contributions of scholars like these become our lifeline as educators. They anchor us in foundational principles, concurrently encouraging innovation and adaptation to sustain our teaching and learning practices. They further highlight the distinct role of the arts as a means of expression, a critical lens into societal conditions, and an agent of change, resistance, and enablement. Sustainable Paradigm Shifts Intersections of Past Wisdom and Future Vision Ami Kantawala
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Pub Date : 2023-07-04DOI: 10.1080/00043125.2023.2208491
Che Sabalja
{"title":"Reframing Art Teacher Practice: Dialogical Exploration During the Pandemic","authors":"Che Sabalja","doi":"10.1080/00043125.2023.2208491","DOIUrl":"https://doi.org/10.1080/00043125.2023.2208491","url":null,"abstract":"","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"22 - 23"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43350906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/00043125.2023.2212160
Juyoung Yoo, Megan Lucas-Chong
49 The exchange of pen-pal letters has been widespread for generations (Barksdale et al., 2007). Studies show that pen-pal relationships provide opportunities to improve literacy skills (reading and writing), develop an understanding of other people, and create cross-cultural connections (Barksdale et al., 2007; McCaffrery, 2012; Wilfong & Oberhauser, 2012). Specifically, children develop ways to communicate effectively with a pen pal through letter writing, which generally involves participants constructing meaning solely from written text (Barksdale et al., 2007). Also, pen-pal relationships help establish friends of equal status and help children become aware of the world around them (Wilfong & Oberhauser, 2012). Moreover, communication between pen pals stimulates children to learn more about new cultures and topics (Barksdale et al., 2007). Accordingly, scholars have examined pen-pal projects across curricula, including literacy development (Barksdale et al., 2007), science (McCaffrey, 2012; Wiener & Matsumoto, 2014), math (Crespo, 2003), and cross-curricular learning (Lemkuhl, 2002), as well as in teacher education programs involving communication between teachers and children (McMillon, 2009; Moore & Ritter, 2008; Wilfong & Oberhauser, 2012).
笔友书信的交流已经广泛流传了几代人(Barksdale et al.， 2007)。研究表明，笔友关系提供了提高读写能力(阅读和写作)、发展对他人的理解和建立跨文化联系的机会(Barksdale et al.， 2007;McCaffrery, 2012;Wilfong & Oberhauser, 2012)。具体来说，孩子们通过写信来发展与笔友有效沟通的方式，这通常涉及参与者仅从书面文本中构建意义(Barksdale等人，2007)。此外，笔友关系有助于建立平等地位的朋友，并帮助孩子了解周围的世界(Wilfong & Oberhauser, 2012)。此外，笔友之间的交流可以刺激孩子更多地了解新的文化和话题(Barksdale et al.， 2007)。因此，学者们在课程中考察了笔友项目，包括读写能力发展(Barksdale et al.， 2007)、科学(McCaffrey, 2012;Wiener & Matsumoto, 2014)、数学(Crespo, 2003)和跨学科学习(Lemkuhl, 2002)，以及涉及教师与儿童之间沟通的教师教育计划(McMillon, 2009;Moore & Ritter, 2008;Wilfong & Oberhauser, 2012)。
{"title":"Art Pen Pal: Exchanging Art Letters With My International Friend","authors":"Juyoung Yoo, Megan Lucas-Chong","doi":"10.1080/00043125.2023.2212160","DOIUrl":"https://doi.org/10.1080/00043125.2023.2212160","url":null,"abstract":"49 The exchange of pen-pal letters has been widespread for generations (Barksdale et al., 2007). Studies show that pen-pal relationships provide opportunities to improve literacy skills (reading and writing), develop an understanding of other people, and create cross-cultural connections (Barksdale et al., 2007; McCaffrery, 2012; Wilfong & Oberhauser, 2012). Specifically, children develop ways to communicate effectively with a pen pal through letter writing, which generally involves participants constructing meaning solely from written text (Barksdale et al., 2007). Also, pen-pal relationships help establish friends of equal status and help children become aware of the world around them (Wilfong & Oberhauser, 2012). Moreover, communication between pen pals stimulates children to learn more about new cultures and topics (Barksdale et al., 2007). Accordingly, scholars have examined pen-pal projects across curricula, including literacy development (Barksdale et al., 2007), science (McCaffrey, 2012; Wiener & Matsumoto, 2014), math (Crespo, 2003), and cross-curricular learning (Lemkuhl, 2002), as well as in teacher education programs involving communication between teachers and children (McMillon, 2009; Moore & Ritter, 2008; Wilfong & Oberhauser, 2012).","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"49 - 56"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47324981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/00043125.2023.2208007
Kayla Lindeman, Troy Hicks
Although our art classrooms are rich with demonstrations, discussions, and artmaking, the COVID-19 pandemic brought unprecedented challenges to art educators wanting to engage students in studio-rich practices. As one solution, Bitmoji classrooms emerged in response to emergency remote teaching (ERT), “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances” (Hodges et al., 2020, para. 13). Bitmoji classrooms— containing an instructor’s avatar (Bitmoji) and typically presented using Google Slides—are virtual spaces populated with images and objects that hyperlink to videos, web tools, games, learning management systems (LMS), texts, and other resources. Bitmoji classrooms often visually mimic a classroom, although sometimes they represent an imagined space.
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Pub Date : 2023-07-04DOI: 10.1080/00043125.2023.2213116
Sarah Travis
{"title":"BE-ing Here With Transformative Artist Brandan “Bmike” Odums","authors":"Sarah Travis","doi":"10.1080/00043125.2023.2213116","DOIUrl":"https://doi.org/10.1080/00043125.2023.2213116","url":null,"abstract":"","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"64 - 77"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41427338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/00043125.2023.2233380
A. Kantawala
{"title":"Navigating the Self: A Path to Social Justice. A Conversation With Yolanda Sealey-Ruiz","authors":"A. Kantawala","doi":"10.1080/00043125.2023.2233380","DOIUrl":"https://doi.org/10.1080/00043125.2023.2233380","url":null,"abstract":"","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"58 - 62"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42255044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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