Art Education最新文献_第6页

Standing On the “Right” Side of History: How Can We Remain Alert and Stop Eliminating Black Artists and Institutions From Our Curriculum? 站在历史的“正确”一边:我们如何保持警惕，停止从我们的课程中消除黑人艺术家和机构?

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2023.2185441

A. Kantawala

引用次数: 0

Evidence of Transformative Learning Experience From the Art Museum’s Adult Program 来自艺术博物馆成人项目的变革性学习经验的证据

Art Education Pub Date : 2023-03-04 DOI: 10.1080/00043125.2022.2153574

Juyoung Yoo

{"title":"Evidence of Transformative Learning Experience From the Art Museum’s Adult Program","authors":"Juyoung Yoo","doi":"10.1080/00043125.2022.2153574","DOIUrl":"https://doi.org/10.1080/00043125.2022.2153574","url":null,"abstract":"47 The inquiry-based approach in museum education often takes the form of an educator asking open-ended questions to facilitate discussions around artworks, while encouraging students in careful observation and interpretive processes (Terrassa et al., 2016). Openended questions might include “What do you notice?,” “Can you describe what you see?,” and “What makes you say that?” (Herz, 2010). However, although art museums are emphasizing learners’ experiences and their interpretative processes, many of these institutions still continue their “traditional deeply engrained, didactic, and expert driven practices” for adult learners (Clover & Bell, 2013, p. 40). Accordingly, adult learners are still more accustomed to lecture-based tours. For example, to encourage a group of adults to observe the details and share their imaginative thoughts about an abstract sculpture—tall, rectangular, empty in the center, and made of smooth marble stone—I asked them to imagine that they were the air surrounding the sculpture, and then asked what they saw and how they felt. Right away, one woman with a frown on her face stopped me and told me that she wanted to learn about the artist’s philosophy and intention, as well as the meaning of the artworks, and that I should talk instead of asking questions. Soon after, most of the participants walked away and looked for wall labels.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"47 - 52"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47310044","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}

引用次数: 1

Critical Reflective Practice for Art Educators 艺术教育家的批判性反思实践

Art Education Pub Date : 2023-01-02 DOI: 10.1080/00043125.2022.2131201

E. Hood, Sarah Travis

引用次数: 1

Reformulating Crafts in Art Education Curriculum 美术教育课程中工艺的重新建构

Art Education Pub Date : 2023-01-02 DOI: 10.1080/00043125.2022.2131203

Nanyoung Kim

{"title":"Reformulating Crafts in Art Education Curriculum","authors":"Nanyoung Kim","doi":"10.1080/00043125.2022.2131203","DOIUrl":"https://doi.org/10.1080/00043125.2022.2131203","url":null,"abstract":"As a university supervisor for intern students, I have the unique pleasure of witnessing interesting projects created and taught by clinical teachers. One such lesson was “Let Your Inner Monster Out,” taught by art teacher Charlotte Kassnove to 5th graders at the Eastern Elementary School in Greenville, North Carolina. In this project, the students (1) learned basic stitching techniques; (2) looked at and discussed the “art dolls” made by artist Catherine Zacchino (a.k.a. “Junker Jane”; see Figure 1) to learn how an everyday object like a sewn “doll” can be a fantastic artwork; (3) explored facial features related to various emotions, which is a basic vocabulary for visual communication; and (4) planned and constructed their own monster dolls, cutting and stitching fabrics, stuffing forms with artificial cotton, and decorating them with different materials, a process that encouraged the students to think logically and procedurally. This project had everything I like to see in art classes: the serious acquisition of a skill, emphasis on multistep procedures, and the incorporation of children’s own personal choices with inspiration from an adult artist. Moreover, it is a project that centers on crafts.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"44 - 49"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45045625","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}

引用次数: 0

Teaching in Tumultuous Times 动荡时代的教学

Art Education Pub Date : 2023-01-02 DOI: 10.1080/00043125.2022.2154072

B. Carpenter, Amber C. Coleman, Kimberly Cosier, D. Desai, A. Kantawala

引用次数: 1

Intersectional Antiracist Art Inquiry Through Asian American Art 通过亚裔美国人的艺术探究交叉的反种族主义艺术

Art Education Pub Date : 2023-01-02 DOI: 10.1080/00043125.2022.2131199

Michelle S. Bae-Dimitriadis, Injeong Yoon-Ramirez

引用次数: 0

Revisiting Personal Stories Through Connections to Daily Consumed Objects 通过与日常消费物品的联系重新审视个人故事

Art Education Pub Date : 2023-01-02 DOI: 10.1080/00043125.2022.2131205

Ting Fang Claire Chien

引用次数: 0

Make It New: In Support of Collaborative Early Field Experience for Preservice Teachers in Art Museums 创新:支持艺术博物馆职前教师的合作早期实地体验

Art Education Pub Date : 2023-01-02 DOI: 10.1080/00043125.2022.2131206

Teresa L. Cotner

引用次数: 0

Mobile Arte Museos: Creating Spaces Through Nepantla 移动艺术博物馆:通过Nepantla创造空间

Art Education Pub Date : 2023-01-02 DOI: 10.1080/00043125.2022.2131319

Christen Sperry García, Monica Padilla Gutierrez, Kassandra Leal, Jose Hernandez

{"title":"Mobile Arte Museos: Creating Spaces Through Nepantla","authors":"Christen Sperry García, Monica Padilla Gutierrez, Kassandra Leal, Jose Hernandez","doi":"10.1080/00043125.2022.2131319","DOIUrl":"https://doi.org/10.1080/00043125.2022.2131319","url":null,"abstract":"about a carne asada fries burrito? Some of these foods are considered more U.S. American (i.e., donuts) and the others more Mexican (i.e., pan dulce), and others reside in-between food worlds (i.e., carne asada fries burrito). As defined by Gloria Anzaldúa (1999, 2012, 2015; Keating, 2009), the border is an ideological site called nepantla—a Nahuatl word that refers to the process of living in-between worlds. Nepantla is ambiguous, tense, and contradictory. One who passes through this threshold is “suspended between traditional values and feminist ideas, [and doesn’t] know whether to assimilate, separate, or isolate” (Anzaldúa, 2015, p. 127). The authors of this instructional resource are three students and one faculty member, all Chicana/x identifying, at a Hispanic-Serving Institution on the U.S.–Mexico borderlands (Figure 1). Our privileges and disadvantages vary depending on our skin color, age, sexual orientation, class, gender, and language(s) spoken. Nepantla is a space that we negotiate every day. For example, some of us were raised to be mothers and wives as our Mexican mothers were, but we were not raised to value education and career as is emphasized for women in U.S. culture. The tension between the two can be frustrating, painful, and disorienting. We create mobile art spaces using borderlands foods as an entry point into the process of living in-between worlds. For example, carne asada fries are a way for us to describe how our two worlds merge at the intersection of fries (American food) and carne asada (Mexican food). Neither fully American nor Mexican, our lives are a borderlands patchwork. In this instructional resource, we introduce the concept of mobile art museums. We frame our museos through nepantla (or living in-between worlds). Next, we outline a three-step process of writing visual testimonios, and creating and traveling our mobile museums. We then provide pedagogical prompts for educators.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":"76 1","pages":"73 - 78"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46530036","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}

引用次数: 0

Intersectionality for Art Education: A Manifesto for Engaging Homeplace Through Hip-Hop Feminist Arts Praxis 艺术教育的交叉性：嘻哈女性主义艺术实践的家园宣言

Art Education Pub Date : 2023-01-02 DOI: 10.1080/00043125.2022.2132792

Gloria J. Wilson, Flavia Zuñiga-West

引用次数: 1