Pub Date : 2023-07-04DOI: 10.1080/00043125.2023.2207419
Marie Huard
{"title":"The Art of Black Power: Identity and Activism","authors":"Marie Huard","doi":"10.1080/00043125.2023.2207419","DOIUrl":"https://doi.org/10.1080/00043125.2023.2207419","url":null,"abstract":"","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46427153","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: 10.1080/00043125.2023.2211216
Borim Song, Marian G. Lim, Kyung-Soon Lim
At the Quality Matters Research Online Conference, presenters Banker and Voelker (2021) shared their research examining the perceptions of K–12 teachers about their teaching and professional experiences during the pandemic. The presenters’ study indicated that only 16.1% of the participating teachers thought they had received adequate training for remote teaching during the summer of 2020 for fall 2020 implementation. The 51 people attending their presentation, mostly higher educators, were also surveyed through a Zoom poll about their preparation for remote teaching. Notably, only 17% of the attendees felt they had received proper professional development for online education. This finding suggests that educators have been negotiating and navigating challenges during the pandemic.
{"title":"Stories of Online Art Education: Transitions and Challenges During the Pandemic","authors":"Borim Song, Marian G. Lim, Kyung-Soon Lim","doi":"10.1080/00043125.2023.2211216","DOIUrl":"https://doi.org/10.1080/00043125.2023.2211216","url":null,"abstract":"At the Quality Matters Research Online Conference, presenters Banker and Voelker (2021) shared their research examining the perceptions of K–12 teachers about their teaching and professional experiences during the pandemic. The presenters’ study indicated that only 16.1% of the participating teachers thought they had received adequate training for remote teaching during the summer of 2020 for fall 2020 implementation. The 51 people attending their presentation, mostly higher educators, were also surveyed through a Zoom poll about their preparation for remote teaching. Notably, only 17% of the attendees felt they had received proper professional development for online education. This finding suggests that educators have been negotiating and navigating challenges during the pandemic.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41804398","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 : 2023-05-04DOI: 10.1080/00043125.2023.2167902
Ryan Shin, Jaehan Bae, Borim Song
A s Asian American art educators, we have paid close attention to the recent violence and hate crimes against Asian Americans and Pacific Islanders (AAPI), such as the Atlanta-area spa shootings on March 16, 2021, and a 91-year-old Asian man being shoved to the ground in Oakland, California. According to a STOP AAPI Hate national report (Jeung et al., 2021), Asians, Asian Americans, and Pacific Islanders were targeted in 3,292 hate crimes in 2020 due to the COVID-19 global crisis. The Pew Research Center reports that 40% of U.S. adults believe more people have expressed racist views toward Asians since the pandemic began (Ruiz et al., 2020). The STOP AAPI Hate report (Jeung et al., 2021) addressed hate crimes and harassment concerns about AAPI, stating that 1,800 racist incidents against Asian Americans took place between March and May 2020. In this article, considering these urgent issues and concerns about AAPI in our society, we provide antiAsian racism strategies and art pedagogies that art educators and students can use to address anti-Asian hate crimes and violence in art education.
作为亚裔美国艺术教育工作者，我们密切关注最近针对亚裔美国人和太平洋岛民（AAPI）的暴力和仇恨犯罪，如2021年3月16日亚特兰大地区温泉枪击案，以及一名91岁的亚裔男子在加利福尼亚州奥克兰被推倒在地。根据《制止AAPI仇恨国家报告》（Jeung et al.，2021），2020年，由于新冠肺炎全球危机，亚裔、亚裔和太平洋岛民成为3292起仇恨犯罪的目标。皮尤研究中心报告称，40%的美国成年人认为，自疫情开始以来，越来越多的人对亚洲人表达了种族主义观点（Ruiz等人，2020）。STOP AAPI仇恨报告（Jeung等人，2021）解决了对AAPI的仇恨犯罪和骚扰问题，称2020年3月至5月期间发生了1800起针对亚裔美国人的种族主义事件。在这篇文章中，考虑到我们社会中对AAPI的这些紧迫问题和担忧，我们提供了反亚裔种族主义策略和艺术教学法，艺术教育工作者和学生可以用来解决艺术教育中的反亚裔仇恨犯罪和暴力问题。
{"title":"Confronting Anti-Asian Racism in Art and Visual Culture Education","authors":"Ryan Shin, Jaehan Bae, Borim Song","doi":"10.1080/00043125.2023.2167902","DOIUrl":"https://doi.org/10.1080/00043125.2023.2167902","url":null,"abstract":"A s Asian American art educators, we have paid close attention to the recent violence and hate crimes against Asian Americans and Pacific Islanders (AAPI), such as the Atlanta-area spa shootings on March 16, 2021, and a 91-year-old Asian man being shoved to the ground in Oakland, California. According to a STOP AAPI Hate national report (Jeung et al., 2021), Asians, Asian Americans, and Pacific Islanders were targeted in 3,292 hate crimes in 2020 due to the COVID-19 global crisis. The Pew Research Center reports that 40% of U.S. adults believe more people have expressed racist views toward Asians since the pandemic began (Ruiz et al., 2020). The STOP AAPI Hate report (Jeung et al., 2021) addressed hate crimes and harassment concerns about AAPI, stating that 1,800 racist incidents against Asian Americans took place between March and May 2020. In this article, considering these urgent issues and concerns about AAPI in our society, we provide antiAsian racism strategies and art pedagogies that art educators and students can use to address anti-Asian hate crimes and violence in art education.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44371060","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 : 2023-05-04DOI: 10.1080/00043125.2023.2167156
Joy G. Bertling, Lynn Hodge, Ericka Ryba
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJoy G. BertlingJoy G. Bertling, Assistant Professor of Art Education, Department of Theory and Practice in Teacher Education, University of Tennessee in Knoxville. Email: jbertlin@utk.edu. Website: https://www.joybertling.comLynn HodgeLynn Hodge, Department Head and Professor of STEM Education, Department of Theory and Practice in Teacher Education, University of Tennessee in Knoxville. Email: lhodge4@utk.edu. Website: https://www.lynnliaohodge.comEricka RybaEricka Ryba, Art Educator, Coulter Grove Intermediate School, Maryville City Schools in Maryville, Tennessee. Email: https://ericka.ryba@maryville-schools.org. Website: https://www.providenceroadpottery.com
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Pub Date : 2023-05-04DOI: 10.1080/00043125.2023.2167384
C. Nordlund, Julia L. Hovanec
Educators may craft 1,000 to 1,500 decisions a day, making teaching not a matter of prescribed steps but a mass of involvements and responses (Goldberg & Houser, 2017; Good & Brophy, 2008). Teaching is a complex collection of creative actions with ongoing consequential choices and decisions; therefore, it necessitates educators’ ongoing reflection. As educators who currently serve art teacher candidates at Kutztown University of Pennsylvania, a small public university in the rural Northeast serving a student population primarily identifying as state residents, we view ourselves, our preservice educators, and our pedagogy in a state of ceaselessly becoming (Nordlund, 2019; Unrath & Nordlund, 2009). As we constantly seek to rework ourselves and expand our lens on the world, we continuously think about how we might inculcate reflection as a habit of mind in our teacher candidates who are embarking on a lifetime of collaborative learning. We define reflective practice as a serious consideration or intentional thought focused on refining purposes and practices. Reflection is an act of seeking betterment. We consider great educators to be those who know why they do what they do (L. M. Danielson, 2009) because they have a good sense of when to step back and think deeply—a pause to reflect. Within the pandemic’s uncertainty and daily onslaught of the unforeseen, we noticed our teacher candidates finding it challenging to step back and reflect. The pandemic’s ever-changing mandates perpetuated flux in classrooms and art spaces and required greater attention and intention from educators. This climate was an opening for reflection as a means for sensemaking. Our teacher candidates’ reflections easily moved away from asset-based introspection (Bertling, 2019; Klein & Miraglia, 2017) to negative feelings such as regret and judgment. This facilitated the need to house and support their acts of reflection in a community of practice. Reflection in a Community of Practice
教育工作者每天可能会做出1000到1500个决定，使教学不是一个规定步骤的问题，而是一系列的参与和回应（Goldberg&Houser，2017；Good和Brophy，2008年）。教学是一个复杂的创造性行动的集合，具有不断的相应选择和决定；因此，它需要教育工作者不断反思。作为目前为宾夕法尼亚州库茨敦大学（Kutztown University of Pennsylvania）艺术教师候选人提供服务的教育工作者，我们认为自己、我们的职前教育工作者和我们的教育学正处于一种不断发展的状态（Nordlund，2019；Unrath和Nordrund，2009年）。当我们不断寻求重塑自己，扩大我们对世界的视野时，我们不断思考如何将反思作为一种思维习惯灌输给那些开始终身合作学习的教师候选人。我们将反思性实践定义为专注于提炼目的和实践的认真思考或有意思考。反思是一种寻求改善的行为。我们认为，伟大的教育工作者是那些知道自己为什么要做自己所做的事情的人（L.M.Danielson，2009），因为他们很清楚什么时候应该退后一步，深入思考——停下来反思。在疫情的不确定性和不可预见的日常冲击中，我们注意到我们的教师候选人发现退后一步反思很有挑战性。疫情不断变化的任务使课堂和艺术空间不断变化，需要教育工作者给予更多关注和关注。这种气候是一种反思的机会，也是一种制造感觉的手段。我们的教师候选人的反思很容易从基于资产的内省（Bertling，2019；Klein&Miraglia，2017）转移到后悔和判断等负面情绪。这有助于在实践社区中容纳和支持他们的反思行为。实践共同体中的反思
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Pub Date : 2023-05-04DOI: 10.1080/00043125.2023.2167157
T. Harlow, Yang Yang, S. Ackermann, Beth Dobberstein, Bob Reeker, Tim Needles
{"title":"Pandemic Pivoting: The Use of Home Wi-Fi Accounts and Fast-Food Parking Lots for Teachers’ Internet Connectivity","authors":"T. Harlow, Yang Yang, S. Ackermann, Beth Dobberstein, Bob Reeker, Tim Needles","doi":"10.1080/00043125.2023.2167157","DOIUrl":"https://doi.org/10.1080/00043125.2023.2167157","url":null,"abstract":"","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41527335","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 : 2023-05-04DOI: 10.1080/00043125.2023.2167815
Mindi Reich-Shapiro, Kristin Scarola
transform
使转换
{"title":"Inspiring Creativity in a Virtual Learning Environment: Supporting Community College Students Through Engagement With the Arts","authors":"Mindi Reich-Shapiro, Kristin Scarola","doi":"10.1080/00043125.2023.2167815","DOIUrl":"https://doi.org/10.1080/00043125.2023.2167815","url":null,"abstract":"transform","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46728684","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 : 2023-05-04DOI: 10.1080/00043125.2023.2177438
T. Holland, E. Nogrady
{"title":"Using Photographs to Teach the Human Rights of Children Caught Up in Armed Conflicts","authors":"T. Holland, E. Nogrady","doi":"10.1080/00043125.2023.2177438","DOIUrl":"https://doi.org/10.1080/00043125.2023.2177438","url":null,"abstract":"","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812176","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 : 2023-05-04DOI: 10.1080/00043125.2023.2203665
A. Kantawala
Schön (1983) explains that reflection-in-action occurs during an actual experience or event. Thus, in our teaching practices, this involves adapting and responding to emerging classroom needs and challenges in real-time. In the same vein, artists engage in reflection-in-action as they continuously assess, adjust and experiment with their own work and techniques while immersed in the artistic process. Both educators and artists rely on reflection and adaptation for growth and skill development. Simply put, reflection-in-action entails thinking on one’s feet and being attuned to classroom dynamics or artistic nuances while making informed decisions based on immediate observations and interactions. On the other hand, reflection-on-action happens after an experience or event and also encompasses a deliberate retrospective analysis of one’s actions and outcomes to identify areas for improvement. In the context of teaching, reflection-on-action requires educators to critically examine instructional strategies, classroom management techniques, and student interactions, which enables us to understand the methods that worked, the ones that didn’t, and how we can strengthen our practice overall. For artists, this reflective process involves assessing their creative choices and artistic techniques. Therefore, reflection-on-action allows teachers and artists to learn from their experiences, which enables us to make informed decisions about modifying our practices to achieve better outcomes. Reflecting and Adapting:
{"title":"Reflecting and Adapting: The Role of Reflective Practice in Transforming Education During the Pandemic and Beyond","authors":"A. Kantawala","doi":"10.1080/00043125.2023.2203665","DOIUrl":"https://doi.org/10.1080/00043125.2023.2203665","url":null,"abstract":"Schön (1983) explains that reflection-in-action occurs during an actual experience or event. Thus, in our teaching practices, this involves adapting and responding to emerging classroom needs and challenges in real-time. In the same vein, artists engage in reflection-in-action as they continuously assess, adjust and experiment with their own work and techniques while immersed in the artistic process. Both educators and artists rely on reflection and adaptation for growth and skill development. Simply put, reflection-in-action entails thinking on one’s feet and being attuned to classroom dynamics or artistic nuances while making informed decisions based on immediate observations and interactions. On the other hand, reflection-on-action happens after an experience or event and also encompasses a deliberate retrospective analysis of one’s actions and outcomes to identify areas for improvement. In the context of teaching, reflection-on-action requires educators to critically examine instructional strategies, classroom management techniques, and student interactions, which enables us to understand the methods that worked, the ones that didn’t, and how we can strengthen our practice overall. For artists, this reflective process involves assessing their creative choices and artistic techniques. Therefore, reflection-on-action allows teachers and artists to learn from their experiences, which enables us to make informed decisions about modifying our practices to achieve better outcomes. Reflecting and Adapting:","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813267","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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