Pub Date : 2022-07-03DOI: 10.1080/00393541.2022.2081033
C. Black
between the aesthetic and the political dimensions of middle-class a teacher; a this to disprove, rather to perspectives, critical questions further erasure. critical
{"title":"Review of Public Art and the Fragility of Democracy: An Essay in Political Aesthetics","authors":"C. Black","doi":"10.1080/00393541.2022.2081033","DOIUrl":"https://doi.org/10.1080/00393541.2022.2081033","url":null,"abstract":"between the aesthetic and the political dimensions of middle-class a teacher; a this to disprove, rather to perspectives, critical questions further erasure. critical","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"35 1","pages":"275 - 280"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90510703","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 : 2022-07-03DOI: 10.1080/00393541.2022.2080998
Hyunji Kwon
This study examines the art pedagogies at Southern African American high schools during the civil rights era (1955–1969). I examine three segregated high schools located in South Carolina as a lens to highlight art pedagogies that were practiced; I expose counterstories by three former students, a student teacher, and the wife of an art teacher; I support my findings by reviewing archival data; and I illustrate how several caring African American Art Educators contributed to the agency of African American Students to achieve racial equality and justice. By locating these counterstories alongside an African American care-and-justice framework developed by Siddle Walker and Snarey, I discuss how exemplary art teachers’ pedagogical practices actualize and expand care and racial equality.
{"title":"Pedagogies of Care and Justice: African American High School Art Teachers During the Civil Rights Era in the Segregated South","authors":"Hyunji Kwon","doi":"10.1080/00393541.2022.2080998","DOIUrl":"https://doi.org/10.1080/00393541.2022.2080998","url":null,"abstract":"This study examines the art pedagogies at Southern African American high schools during the civil rights era (1955–1969). I examine three segregated high schools located in South Carolina as a lens to highlight art pedagogies that were practiced; I expose counterstories by three former students, a student teacher, and the wife of an art teacher; I support my findings by reviewing archival data; and I illustrate how several caring African American Art Educators contributed to the agency of African American Students to achieve racial equality and justice. By locating these counterstories alongside an African American care-and-justice framework developed by Siddle Walker and Snarey, I discuss how exemplary art teachers’ pedagogical practices actualize and expand care and racial equality.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"78 10 1","pages":"256 - 274"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84180797","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 : 2022-07-03DOI: 10.1080/00393541.2022.2081014
C. Fowler
Ralph Pearson’s Design Workshop was a center of progressive art education in New York. However, based on the correspondence courses that he developed, he was able to reach artists and art educators across the United States. Women artists and art educators dominated his courses and went on to play an important role in spreading progressive art education ideas within their local communities. Recognition of the contributions of these Design Workshop women, as well as other women studying modern art education in similar venues, is essential in moving away from constructions of art education history that have been overly determined by a disproportionate focus on modern art education in large urban areas, and doing so will lead to a more comprehensive history that is inclusive of local communities as important spaces of experimentation.
{"title":"Women Art Educators of the Design Workshop and the Advancement of Progressive Art Education","authors":"C. Fowler","doi":"10.1080/00393541.2022.2081014","DOIUrl":"https://doi.org/10.1080/00393541.2022.2081014","url":null,"abstract":"Ralph Pearson’s Design Workshop was a center of progressive art education in New York. However, based on the correspondence courses that he developed, he was able to reach artists and art educators across the United States. Women artists and art educators dominated his courses and went on to play an important role in spreading progressive art education ideas within their local communities. Recognition of the contributions of these Design Workshop women, as well as other women studying modern art education in similar venues, is essential in moving away from constructions of art education history that have been overly determined by a disproportionate focus on modern art education in large urban areas, and doing so will lead to a more comprehensive history that is inclusive of local communities as important spaces of experimentation.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"28 1","pages":"236 - 255"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90506072","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 : 2022-07-03DOI: 10.1080/00393541.2022.2096358
R. Sweeny
O n May 24, 2022, 19 children and two teachers were killed by an 18-yearold gunman in Uvalde, Texas (Bogel-Burroughs et al., 2022). In the aftermath of the second deadliest school shooting in U.S. history, the polarized political responses have become all too familiar. The crisis of gun violence in the United States continues with no signs of slowing, leaving U.S. citizens caught between two firmly held and often diametrically opposed positions; gun rights advocates argue for the unassailable nature of the Second Amendment, while citizens concerned with the loss of innocent lives demand gun-safety measures.
2022年5月24日，19名儿童和2名教师在德克萨斯州Uvalde被一名18岁的枪手杀害(Bogel-Burroughs et al.， 2022)。在美国历史上第二次最致命的校园枪击事件发生后，两极分化的政治反应已经变得太熟悉了。美国的枪支暴力危机仍在继续，没有任何减缓的迹象，使美国公民陷入两种截然相反的坚定立场之间;拥枪权的倡导者主张宪法第二修正案是无懈可击的，而担心无辜生命损失的公民则要求采取枪支安全措施。
{"title":"Dialogue and Tension","authors":"R. Sweeny","doi":"10.1080/00393541.2022.2096358","DOIUrl":"https://doi.org/10.1080/00393541.2022.2096358","url":null,"abstract":"O n May 24, 2022, 19 children and two teachers were killed by an 18-yearold gunman in Uvalde, Texas (Bogel-Burroughs et al., 2022). In the aftermath of the second deadliest school shooting in U.S. history, the polarized political responses have become all too familiar. The crisis of gun violence in the United States continues with no signs of slowing, leaving U.S. citizens caught between two firmly held and often diametrically opposed positions; gun rights advocates argue for the unassailable nature of the Second Amendment, while citizens concerned with the loss of innocent lives demand gun-safety measures.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"18 1","pages":"183 - 187"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89205525","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 : 2022-07-03DOI: 10.1080/00393541.2022.2081029
C. Tam
Art classrooms and museums are places where teachers and students talk about artworks. However, there is a lack of empirical research into dialogue—the most basic component of classroom teaching and the most used education strategy in museums. I investigated the development and experimentation of a dialogue-and-questioning framework for art classrooms and museums. I conducted a design-based research study with seven primary schoolteachers and 187 6th-grade students in Hong Kong. I found that the total number of questions asked by the teacher participants increased significantly. Teachers’ performance, when asking personal connection, observation, interpretation, and evaluation questions, also improved significantly. They became more conscious of relating artworks to the students in a personal way and developed a practice that fostered a more comprehensive understanding of artworks. Student participants began to approach artworks from different perspectives and engaged in more in-depth examinations.
{"title":"Dialogue-and-Questioning Strategies in Art Classrooms and Museums","authors":"C. Tam","doi":"10.1080/00393541.2022.2081029","DOIUrl":"https://doi.org/10.1080/00393541.2022.2081029","url":null,"abstract":"Art classrooms and museums are places where teachers and students talk about artworks. However, there is a lack of empirical research into dialogue—the most basic component of classroom teaching and the most used education strategy in museums. I investigated the development and experimentation of a dialogue-and-questioning framework for art classrooms and museums. I conducted a design-based research study with seven primary schoolteachers and 187 6th-grade students in Hong Kong. I found that the total number of questions asked by the teacher participants increased significantly. Teachers’ performance, when asking personal connection, observation, interpretation, and evaluation questions, also improved significantly. They became more conscious of relating artworks to the students in a personal way and developed a practice that fostered a more comprehensive understanding of artworks. Student participants began to approach artworks from different perspectives and engaged in more in-depth examinations.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"1 1","pages":"202 - 219"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74932104","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 : 2022-07-03DOI: 10.1080/00393541.2022.2081027
Kwangsook Chung
Early childhood educators have been encouraged to pedagogically engage with children, materials, and their given environments. However, neither dialogue nor the creation of a space for practicing the pedagogy of listening have received considerable attention. This article describes a phenomenological research study that aimed to examine the pedagogical engagement of early childhood educators in an artmaking space. I observed art/drawing events of young children and two early childhood educators in two different early childhood centers and interviewed the educators to gather and explore narratives that could become part of the phenomenological reflection and understanding of the phenomena under review. The study’s findings highlight the potential of drawing and artmaking as pedagogical tools in early education, and they also offer insights into how and why early childhood educators might practice radical dialogues with children within a pedagogy of listening.
{"title":"A Dialogical Artmaking Space: Cultivating a Pedagogy of Listening in Early Childhood Art Education","authors":"Kwangsook Chung","doi":"10.1080/00393541.2022.2081027","DOIUrl":"https://doi.org/10.1080/00393541.2022.2081027","url":null,"abstract":"Early childhood educators have been encouraged to pedagogically engage with children, materials, and their given environments. However, neither dialogue nor the creation of a space for practicing the pedagogy of listening have received considerable attention. This article describes a phenomenological research study that aimed to examine the pedagogical engagement of early childhood educators in an artmaking space. I observed art/drawing events of young children and two early childhood educators in two different early childhood centers and interviewed the educators to gather and explore narratives that could become part of the phenomenological reflection and understanding of the phenomena under review. The study’s findings highlight the potential of drawing and artmaking as pedagogical tools in early education, and they also offer insights into how and why early childhood educators might practice radical dialogues with children within a pedagogy of listening.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"37 1","pages":"188 - 201"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78559792","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 : 2022-07-03DOI: 10.1080/00393541.2022.2081449
David Burton
F or many of us, drawing is a habit we do “just because...” We do it without reflecting on why we do it. Seymour Simmons’s The Value of Drawing Instruction in the Visual Arts and Across Curricula is an insightful and needed excursion into the history and heuristics of drawing and drawing instruction arcing over centuries. He perceptively examines why we draw, the motives behind the motifs. This is not a how-to drawing book; it is a book about drawing instruction. It meticulously recounts how and why artists, art teachers, designers, architects, and others have taught drawing as they have, and how their motives and methods have changed and evolved over time. It covers a remarkable range of teaching methods past and present, familiar and distant. He boldly sets out three goals for The Value of Drawing Instruction:
{"title":"Review of The Value of Drawing Instruction in the Visual Arts and Across Curricula: Historical and Philosophical Arguments for Drawing in the Digital Age","authors":"David Burton","doi":"10.1080/00393541.2022.2081449","DOIUrl":"https://doi.org/10.1080/00393541.2022.2081449","url":null,"abstract":"F or many of us, drawing is a habit we do “just because...” We do it without reflecting on why we do it. Seymour Simmons’s The Value of Drawing Instruction in the Visual Arts and Across Curricula is an insightful and needed excursion into the history and heuristics of drawing and drawing instruction arcing over centuries. He perceptively examines why we draw, the motives behind the motifs. This is not a how-to drawing book; it is a book about drawing instruction. It meticulously recounts how and why artists, art teachers, designers, architects, and others have taught drawing as they have, and how their motives and methods have changed and evolved over time. It covers a remarkable range of teaching methods past and present, familiar and distant. He boldly sets out three goals for The Value of Drawing Instruction:","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"20 1","pages":"281 - 285"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81573102","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 : 2022-07-03DOI: 10.1080/00393541.2022.2081028
David M. Donahue
Art museum educators have drawn on contemporary learning theories emphasizing viewers’ meaning-making as individual, constructed, contextual, and subject to interpretation. This learner-centered turn toward meaning-making and away from the object and the discipline of art applies especially to young children’s learning, which needs to be scaffolded. Children’s picture books are a tool for introducing young learners to the museum and making meaning from art. Content analysis of children’s picture books reveals portrayals of museums as temples for passive contemplation as well as active learning; not all learning strategies emphasize meaning-making, and children work against and with the museum to connect their own experiences to meaning-making. Teachers using children’s literature to introduce the art museum as a viewer-centered place of meaning-making should use care in selecting books and consider counternarratives to frame the books’ stories to suit their purpose, methods, and learning outcomes for visiting the museum.
{"title":"Viewer-Centered Learning in the Museum: Tensions in Children’s Books About Why and How","authors":"David M. Donahue","doi":"10.1080/00393541.2022.2081028","DOIUrl":"https://doi.org/10.1080/00393541.2022.2081028","url":null,"abstract":"Art museum educators have drawn on contemporary learning theories emphasizing viewers’ meaning-making as individual, constructed, contextual, and subject to interpretation. This learner-centered turn toward meaning-making and away from the object and the discipline of art applies especially to young children’s learning, which needs to be scaffolded. Children’s picture books are a tool for introducing young learners to the museum and making meaning from art. Content analysis of children’s picture books reveals portrayals of museums as temples for passive contemplation as well as active learning; not all learning strategies emphasize meaning-making, and children work against and with the museum to connect their own experiences to meaning-making. Teachers using children’s literature to introduce the art museum as a viewer-centered place of meaning-making should use care in selecting books and consider counternarratives to frame the books’ stories to suit their purpose, methods, and learning outcomes for visiting the museum.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"184 1","pages":"220 - 235"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85676879","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 : 2022-04-03DOI: 10.1080/00393541.2022.2066940
R. Sweeny
For more than a decade, renowned Harvard scholar Henry Louis Gates, Jr. has helped to expand America’s sense of itself, stimulating a national conversation about identity with humor, wisdom, and compassion. Professor Gates has explored the ancestry of dozens of influential people from diverse backgrounds, taking millions of viewers deep into the past to reveal the connections that bind us all. (PBS, n.d., para. 1)
{"title":"Rethinking the Root","authors":"R. Sweeny","doi":"10.1080/00393541.2022.2066940","DOIUrl":"https://doi.org/10.1080/00393541.2022.2066940","url":null,"abstract":"For more than a decade, renowned Harvard scholar Henry Louis Gates, Jr. has helped to expand America’s sense of itself, stimulating a national conversation about identity with humor, wisdom, and compassion. Professor Gates has explored the ancestry of dozens of influential people from diverse backgrounds, taking millions of viewers deep into the past to reveal the connections that bind us all. (PBS, n.d., para. 1)","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"7 4","pages":"79 - 84"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72474073","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 : 2022-04-03DOI: 10.1080/00393541.2022.2050987
T. Kukkonen
Research has demonstrated that the successful implementation of arts education necessitates partnerships across sectors, disciplines, and institutions. Many arts education partnerships rely on third-party or intermediary entities to make connections between arts education stakeholders and to help coordinate their partnership initiatives. The advantages of intermediary involvement are promoted by partnership research across domains, but very few studies offer conceptualizations of what an intermediary is and does within arts education. Accordingly, in this article, I (1) review cross-sector examples of intermediary organizations to identify their roles and functions, (2) position the work of intermediaries within arts integration theory and practice, and (3) offer a conceptualization of arts education intermediaries based on the cross-sector review. Implications for arts education policy and practice are also discussed; namely, the usefulness of the conceptual model in identifying intermediary organizations and leveraging their services.
{"title":"Conceptualizing Intermediary Organizations in Arts Education Through a Cross-Sector Review of the Literature","authors":"T. Kukkonen","doi":"10.1080/00393541.2022.2050987","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050987","url":null,"abstract":"Research has demonstrated that the successful implementation of arts education necessitates partnerships across sectors, disciplines, and institutions. Many arts education partnerships rely on third-party or intermediary entities to make connections between arts education stakeholders and to help coordinate their partnership initiatives. The advantages of intermediary involvement are promoted by partnership research across domains, but very few studies offer conceptualizations of what an intermediary is and does within arts education. Accordingly, in this article, I (1) review cross-sector examples of intermediary organizations to identify their roles and functions, (2) position the work of intermediaries within arts integration theory and practice, and (3) offer a conceptualization of arts education intermediaries based on the cross-sector review. Implications for arts education policy and practice are also discussed; namely, the usefulness of the conceptual model in identifying intermediary organizations and leveraging their services.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"72 1","pages":"152 - 168"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79584781","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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