Pub Date : 2019-04-03DOI: 10.1080/15411796.2019.1595971
Shantá R. Robinson
ABSTRACT As the arts are integral to shaping our culture, rigorous education that will prepare art students to create compelling artworks is necessary. Employing a tool such as Bloom's Taxonomy aids instructors in creating assignments that fulfill high-order concerns in the art-writing classroom. Because writing is one way for would-be artists to shape ideas and create complex thoughts, the art-writing classroom, as a precursor to the art world, challenges students to perform at high cognitive levels. Pedagogy employed in art-writing classrooms across the curriculum allows for criticality that results in sophisticated reasoning.
{"title":"Evaluating Course Goals to Achieve High-Order Assignments","authors":"Shantá R. Robinson","doi":"10.1080/15411796.2019.1595971","DOIUrl":"https://doi.org/10.1080/15411796.2019.1595971","url":null,"abstract":"ABSTRACT As the arts are integral to shaping our culture, rigorous education that will prepare art students to create compelling artworks is necessary. Employing a tool such as Bloom's Taxonomy aids instructors in creating assignments that fulfill high-order concerns in the art-writing classroom. Because writing is one way for would-be artists to shape ideas and create complex thoughts, the art-writing classroom, as a precursor to the art world, challenges students to perform at high cognitive levels. Pedagogy employed in art-writing classrooms across the curriculum allows for criticality that results in sophisticated reasoning.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"11 - 18"},"PeriodicalIF":0.2,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1595971","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48850379","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 : 2019-04-03DOI: 10.1080/15411796.2019.1595974
E. Schmidt
ABSTRACT The word performance is the basis for our medium. It's what we work toward, look forward to, and talk about with endless fervor. But does this word, this concept, this idea, actually stifle learning, artistic expression, and growth? As a director and professor of theatre for the past 13 years, I have watched this word become the knave from which we cannot turn away. The devil, not so much in the details but in the atmospheric layer that hangs over every classroom I have ever taught in, every play I have ever directed.
{"title":"Toward a Process Theatre: Moving Away From Performance and Into Artistic Nirvana","authors":"E. Schmidt","doi":"10.1080/15411796.2019.1595974","DOIUrl":"https://doi.org/10.1080/15411796.2019.1595974","url":null,"abstract":"ABSTRACT The word performance is the basis for our medium. It's what we work toward, look forward to, and talk about with endless fervor. But does this word, this concept, this idea, actually stifle learning, artistic expression, and growth? As a director and professor of theatre for the past 13 years, I have watched this word become the knave from which we cannot turn away. The devil, not so much in the details but in the atmospheric layer that hangs over every classroom I have ever taught in, every play I have ever directed.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"19 - 22"},"PeriodicalIF":0.2,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1595974","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49294301","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 : 2019-04-03DOI: 10.1080/15411796.2019.1595977
Sandra Trimble
ABSTRACT In January 2019, third graders at Penns Manor Elementary used known math skills and new math skills to draft a pattern and dress a four harness loom to create a woven wall hanging. Twelve core students learned the basic skills and then taught their peers and classroom teachers under the guidance of teaching artist Sandra Trimble. It turned out to be a very successful exercise in integrated learning for the third grade and the whole school.
{"title":"Weaving the Arts Into Math Curriculum","authors":"Sandra Trimble","doi":"10.1080/15411796.2019.1595977","DOIUrl":"https://doi.org/10.1080/15411796.2019.1595977","url":null,"abstract":"ABSTRACT In January 2019, third graders at Penns Manor Elementary used known math skills and new math skills to draft a pattern and dress a four harness loom to create a woven wall hanging. Twelve core students learned the basic skills and then taught their peers and classroom teachers under the guidance of teaching artist Sandra Trimble. It turned out to be a very successful exercise in integrated learning for the third grade and the whole school.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"62 - 65"},"PeriodicalIF":0.2,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1595977","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362468","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 : 2019-04-03DOI: 10.1080/15411796.2019.1595975
Barbara J. Bergstrom
ABSTRACT If the roles students play earning an MFA and the work they pursue after graduation vary considerably, how do those within MFA programs prepare students for professional lives? Where does one's sense of self as an art student begin to shift toward a professional identity? This article addresses literature about earning the degree and the work-related lives of MFA graduates as well as what some scholars claim should be taught within graduate-level visual arts programs. Supporting students' multifaceted lives, the author shares pedagogies employed within a course for MFA students that assist in clarifying understandings of self and professional identity.
{"title":"Considering Self: Shaping MFA Students' Professional Identity and Habits of Mind","authors":"Barbara J. Bergstrom","doi":"10.1080/15411796.2019.1595975","DOIUrl":"https://doi.org/10.1080/15411796.2019.1595975","url":null,"abstract":"ABSTRACT If the roles students play earning an MFA and the work they pursue after graduation vary considerably, how do those within MFA programs prepare students for professional lives? Where does one's sense of self as an art student begin to shift toward a professional identity? This article addresses literature about earning the degree and the work-related lives of MFA graduates as well as what some scholars claim should be taught within graduate-level visual arts programs. Supporting students' multifaceted lives, the author shares pedagogies employed within a course for MFA students that assist in clarifying understandings of self and professional identity.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"23 - 33"},"PeriodicalIF":0.2,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1595975","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44557662","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 : 2019-04-03DOI: 10.1080/15411796.2019.1595976
Attwell Mamvuto
ABSTRACT African art education discourse is deeply enshrined in community visual arts and its programming. This article is an analytical narrative documentation of anecdotal historical debate on art education in Zimbabwe. The referential data-based entry provides a historical analysis of the evolution of art education and its programming as a post-CIET phenomenon. The CIET observations provide points of departure for continued debate on achievements and areas requiring further interrogation in art education and community visual arts in Zimbabwe. I conclude by coining a road map for art education in the quest for comparable programming against regional and international best practices.
{"title":"Visual Arts and Art Education in Zimbabwe Since the 1999 Presidential Commission of Inquiry into Education and Training (CIET) Report","authors":"Attwell Mamvuto","doi":"10.1080/15411796.2019.1595976","DOIUrl":"https://doi.org/10.1080/15411796.2019.1595976","url":null,"abstract":"ABSTRACT African art education discourse is deeply enshrined in community visual arts and its programming. This article is an analytical narrative documentation of anecdotal historical debate on art education in Zimbabwe. The referential data-based entry provides a historical analysis of the evolution of art education and its programming as a post-CIET phenomenon. The CIET observations provide points of departure for continued debate on achievements and areas requiring further interrogation in art education and community visual arts in Zimbabwe. I conclude by coining a road map for art education in the quest for comparable programming against regional and international best practices.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"34 - 44"},"PeriodicalIF":0.2,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1595976","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48380671","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 : 2018-10-02DOI: 10.1080/15411796.2018.1535645
Anooj Bhandari
ABSTRACT The interruption of the school-to-prison pipeline has had a greater presence in many educational policies across the nation, many of these outlining Restorative Justice as a step toward the deconstruction of that system. In looking at policy asks, a question comes up as to how a culture change can be funded that can allow restorative practices to thrive in communities. The practice of storytelling sets valuable foundations for how restorative practices can thrive in groups on a microlevel while moving communities at-large toward potentials of social transformation. By examining transformational justice and the deconstruction of anti-Blackness in communities, best practices that form storytelling development, and their relationship to the current state of identity politics, we can find new ways to see restorative practices and their ability to grow within communities.
{"title":"Restorative Practice: Developing a Community of Storytellers","authors":"Anooj Bhandari","doi":"10.1080/15411796.2018.1535645","DOIUrl":"https://doi.org/10.1080/15411796.2018.1535645","url":null,"abstract":"ABSTRACT The interruption of the school-to-prison pipeline has had a greater presence in many educational policies across the nation, many of these outlining Restorative Justice as a step toward the deconstruction of that system. In looking at policy asks, a question comes up as to how a culture change can be funded that can allow restorative practices to thrive in communities. The practice of storytelling sets valuable foundations for how restorative practices can thrive in groups on a microlevel while moving communities at-large toward potentials of social transformation. By examining transformational justice and the deconstruction of anti-Blackness in communities, best practices that form storytelling development, and their relationship to the current state of identity politics, we can find new ways to see restorative practices and their ability to grow within communities.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"100 - 105"},"PeriodicalIF":0.2,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1535645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47476646","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 : 2018-10-02DOI: 10.1080/15411796.2018.1535678
Adam Odsess-Rubin
ABSTRACT Social Activism Through Theater” chronicles the author's first full year as a teaching artist in New York City, including the launch of National Queer Theater and its inaugural show, Speechless, as well as his experiences investigating film and storytelling with teenagers at the Refugee Youth Summer Academy.
{"title":"Social Activism Through Theater","authors":"Adam Odsess-Rubin","doi":"10.1080/15411796.2018.1535678","DOIUrl":"https://doi.org/10.1080/15411796.2018.1535678","url":null,"abstract":"ABSTRACT Social Activism Through Theater” chronicles the author's first full year as a teaching artist in New York City, including the launch of National Queer Theater and its inaugural show, Speechless, as well as his experiences investigating film and storytelling with teenagers at the Refugee Youth Summer Academy.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"123 - 129"},"PeriodicalIF":0.2,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1535678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42759601","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 : 2018-10-02DOI: 10.1080/15411796.2018.1530525
C. Heinemeyer
ABSTRACT The need for dialogue between diverse groups within society is pressing, but the shrinking of shared public space makes it difficult for storytelling to cross social divides. Through an evolving practice of multi-artform “storyhacking,” I and various collaborators have attempted to facilitate creative intercommunity dialogue by indirect means.
{"title":"Adventures in Storyhacking: Facilitating Indirect Intercommunity Dialogue Through Story","authors":"C. Heinemeyer","doi":"10.1080/15411796.2018.1530525","DOIUrl":"https://doi.org/10.1080/15411796.2018.1530525","url":null,"abstract":"ABSTRACT The need for dialogue between diverse groups within society is pressing, but the shrinking of shared public space makes it difficult for storytelling to cross social divides. Through an evolving practice of multi-artform “storyhacking,” I and various collaborators have attempted to facilitate creative intercommunity dialogue by indirect means.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"83 - 90"},"PeriodicalIF":0.2,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1530525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44066540","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 : 2018-10-02DOI: 10.1080/15411796.2018.1535663
Micaela Blei
ABSTRACT The Moth is a nonprofit performing arts organization dedicated to true stories told live, and its education programs make space for students and educators to tell their stories. In this edited transcript of a panel discussion given by student alumni of Moth storytelling programs, participants discuss the impact of personal narrative performance on their lives and perspectives, as well as the challenges and surprises of doing personal narrative performance work.
{"title":"Students Speak: The Impact of Personal Narrative Performance on Student Experience","authors":"Micaela Blei","doi":"10.1080/15411796.2018.1535663","DOIUrl":"https://doi.org/10.1080/15411796.2018.1535663","url":null,"abstract":"ABSTRACT The Moth is a nonprofit performing arts organization dedicated to true stories told live, and its education programs make space for students and educators to tell their stories. In this edited transcript of a panel discussion given by student alumni of Moth storytelling programs, participants discuss the impact of personal narrative performance on their lives and perspectives, as well as the challenges and surprises of doing personal narrative performance work.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"117 - 122"},"PeriodicalIF":0.2,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1535663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202659","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 : 2018-10-02DOI: 10.1080/15411796.2018.1530520
Sam Beale
ABSTRACT This article considers ideas about the performance of personal stories in stand-up comedy that emerged during a teaching and performance project in a refugee camp in Palestine. After experimenting with a range of stand-up techniques and approaches, participants created public performances sharing their experiences of life under military occupation.
{"title":"A Funny Thing Happened on the Way to the Checkpoint: Teaching Stand-Up Comedy in Occupied Palestine","authors":"Sam Beale","doi":"10.1080/15411796.2018.1530520","DOIUrl":"https://doi.org/10.1080/15411796.2018.1530520","url":null,"abstract":"ABSTRACT This article considers ideas about the performance of personal stories in stand-up comedy that emerged during a teaching and performance project in a refugee camp in Palestine. After experimenting with a range of stand-up techniques and approaches, participants created public performances sharing their experiences of life under military occupation.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"91 - 99"},"PeriodicalIF":0.2,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1530520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46896593","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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