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This collection of essays focuses on such topics as the daily experience of teaching art in today's public schools; the tradition of honoring only the European patriarchal canon; structural change in school policy and curriculum and teaching.
This book is a comprehensive introduction to the theory and practice of Community-Based Art Education (CBAE). CBAE encourages learners to make connections between their art education in a classroom setting and its application in the community beyond school, with demonstrable examples of how the arts impact responsible citizenship. Written by and for visual art educators, this resource offers guidance on how to thoughtfully and successfully execute CBAE in the pre-K–12 classroom and with adult learners, taking a broad view towards intergenerational art learning. Chapters include vignettes, exemplars of practice, curriculum examples that incorporate the National Coalition for Core Arts Standards, and research frameworks for developing, implementing, and assessing CBAE projects. “This is the book I have been waiting for—carefully researched, thought-provoking, and inspiring.” —Lily Yeh, Barefoot Artists Inc. “A practical guide for community-based art education that is theoretically grounded in social justice. Insightful suggestions for working with communities, planning, creating transformative learning, and evaluating outcomes are based in the authors’ deep experience. This book is a timely and welcome volume that will be indispensable to individuals and community organizations working in the arts for positive change.” —Elizabeth Garber, professor emeritus, University of Arizona
Real-World Learning: Preparing for Your Profession Outside of the Classroom is designed to help students get the most out of experiential education opportunities. Through twelve engaging chapters, students explore topics such as lifelong learning, communication in the workplace, project management, work-life balance, professional ethics, and whether to pursue a career in academia or in the industry. Each chapter is designed around a specific career-related or career-development topic. The chapters provide students with a theoretical basis for the exploration of the topic, as well as opportunities for practical application through carefully crafted activities. The second edition features new chapters that discuss diversity and goalsetting, expanded content based on student feedback, and freshly reorganized chapters. All chapters feature clear learning objectives, real-life examples, personal reflection and development activities, and suggested readings. Real-World Learning is applicable to any student seeking an internship, cooperative education experience, service learning opportunity, or study abroad program. Bernadette Friedrich earned her Ph.D. in higher education administration at Michigan State University, where she is now the director of student advancement. Dr. Friedrich works with students and alumni at all levels to integrate their classroom knowledge with real-world work opportunities such as internships, cooperative education, and research experiences. A member of the American Society of Engineering Education, in Dr. Friedrich received the Alvah K. Borman Award in 2016 for her contributions to cooperative education in engineering.
Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), this essential handbook synthesizes existing research literature, reflects on the past, and contributes to shaping the future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the live practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each focusing on a major area or issue in arts education research.
This volume presents a series of papers concerned with the interrelations between the postmodern and the present state of art and design education. Spanning a range of thematic concerns, the book reflects upon existing practice and articulates revolutionary prospects potentially viable through a shift in educative thinking. Many of the essays pinpoint the stagnancy of teaching methods today and discuss the reductive parameters enforced by the current curriculum. The radical tone that echoes through the entire series of papers is unmistakable. Throughout the book, postmodern theory informs the polemical debate concerning new directions in educative practice. Contributors shed new light on a postmodern view of art in education with emphasis upon difference, plurality and independence of mind. Ultimately, the paper provides a detailed insight into the various concepts that shape and drive the contemporary art world and expands the debate regarding the impression of postmodern thinking in art education.
Critical Literacy as Resistance is a collaborate effort among secondary and university educators from across the United States that addresses questions such as: What does a critical literacy classroom look like? What various texts are used? What strategies do teachers use to encourage students and teacher candidates to recognize how texts construct power and privilege? How do educators inspire activism in and out of the classroom? This book documents the experiences of scholars and teachers who have successfully bridged theory and practice by applying critical literacy into their respective content areas. The authors spell out the difference between critical thinking and critical literacy, then show how to write and implement curriculum that incorporates diverse texts and multiple literacies in all content areas (including world language), and includes the voices of students as they confront issues of race, class, gender, and power. The principles and practices laid out here will help teachers use literacy to liberate and empower students both in and outside the classroom by respecting and studying the literacies students bring to school, while simultaneously teaching (and challenging) the literacies of those in power. This is a book for pre- and in-service teachers in all content areas, staff developers, secondary literacy specialists, university professors, and anyone interested in social justice.
This book is a comprehensive introduction to the theory and practice of Community-Based Art Education (CBAE). CBAE encourages learners to make connections between their art education in a classroom setting and its application in the community beyond school, with demonstrable examples of how the arts impact responsible citizenship. Written by and for visual art educators, this resource offers guidance on how to thoughtfully and successfully execute CBAE in the pre-K–12 classroom and with adult learners, taking a broad view towards intergenerational art learning. Chapters include vignettes, exemplars of practice, curriculum examples that incorporate the National Coalition for Core Arts Standards, and research frameworks for developing, implementing, and assessing CBAE projects. “This is the book I have been waiting for—carefully researched, thought-provoking, and inspiring.” —Lily Yeh, Barefoot Artists Inc. “A practical guide for community-based art education that is theoretically grounded in social justice. Insightful suggestions for working with communities, planning, creating transformative learning, and evaluating outcomes are based in the authors’ deep experience. This book is a timely and welcome volume that will be indispensable to individuals and community organizations working in the arts for positive change.” —Elizabeth Garber, professor emeritus, University of Arizona
This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.
