Studies in Art Education最新文献_第5页

Expressing Trauma Through Therapeutic Art-Based Trauma-Informed Practice With/in a Collective Happening 通过基于治疗性艺术的创伤知情实践与集体事件表达创伤

IF 0.6

Studies in Art Education Pub Date : 2023-09-15 DOI: 10.1080/00393541.2023.2220100

Linda Helmick

{"title":"Expressing Trauma Through Therapeutic Art-Based Trauma-Informed Practice With/in a Collective Happening","authors":"Linda Helmick","doi":"10.1080/00393541.2023.2220100","DOIUrl":"https://doi.org/10.1080/00393541.2023.2220100","url":null,"abstract":"<p>This study explores artmaking as a therapeutic arts- and trauma-informed practice in critical inquiry with others during the collective activity of a happening. Happenings are nonhierarchical environments that offer the exciting, nontraditional promise of taking art off the walls and into a larger context. In the space of mutual respect and creative collaboration of the happening we, as coresearchers, explored the ways in which we observe and make art, and how this prompts us to examine, validate, and share personal experiences of trauma. In addition, we examined how, or if, these activities facilitate empathy and understanding of our experiences, while simultaneously working to prevent retraumatization. We found therapeutic arts and trauma-informed practices successful in promoting critical inquiry, empathy, peer support, collaboration, and encouragement, while visually resymbolizing our experiences of trauma. Based on this experience, this author concludes that educators can utilize these methods to build an empathetic and caring community that helps students and fellow teachers, as well as ourselves, in dealing with traumatic events.</p>","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"67 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543637","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

Dreams of Collective Joyful Resistance 集体快乐抵抗的梦想

IF 0.6

Studies in Art Education Pub Date : 2023-09-15 DOI: 10.1080/00393541.2023.2237852

Robert W. Sweeny

引用次数: 0

Photographic Doings: Considering the Force of Photographs in Early Childhood Studio Research 摄影行为:幼儿工作室研究中摄影的力量思考

IF 0.6

Studies in Art Education Pub Date : 2023-09-15 DOI: 10.1080/00393541.2023.2220103

Sylvia Kind

引用次数: 0

Yes, I Do: An Artists’ Community of Practice 是的，我愿意:一个艺术家的实践社区

IF 0.6

Studies in Art Education Pub Date : 2023-09-15 DOI: 10.1080/00393541.2023.2220165

Carlos Camacho

引用次数: 0

Disparities in Dream Capital Among Adolescents: Focused on the Role of Arts Education in Schools of South Korea 青少年梦想资本的差异:关注韩国学校艺术教育的作用

IF 0.6

Studies in Art Education Pub Date : 2023-09-15 DOI: 10.1080/00393541.2023.2220098

Dooiee Kim, Jiyoun Ahn

引用次数: 0

Creating Visitor-Centered Museum Experiences for Adults With Developmental Disabilities: A Collaborative Story 为有发育障碍的成年人创造以游客为中心的博物馆体验:一个合作的故事

IF 0.6

Studies in Art Education Pub Date : 2023-09-15 DOI: 10.1080/00393541.2023.2220102

Anthony Woodruff

{"title":"Creating Visitor-Centered Museum Experiences for Adults With Developmental Disabilities: A Collaborative Story","authors":"Anthony Woodruff","doi":"10.1080/00393541.2023.2220102","DOIUrl":"https://doi.org/10.1080/00393541.2023.2220102","url":null,"abstract":"<p>Museums have a history of being elitist institutions for educated, upper-class, White audiences. However, in recent decades, many museums have worked to overcome this idea by providing visitor-centered approaches to refocus their efforts and concentrate on the needs and interests of all visitors, rather than the objects on display. One population of visitors that is often overlooked by museums is adults with developmental disabilities. This audience serves as the primary participant group for this qualitative case study, along with their parents or caregivers and museum staff members. By using disability studies as a guiding framework, the participants in this study collaborated with the researcher and museum staff members to document their museum experiences through inclusive artmaking, interviews, discussions, and observations. The purpose of this research was to explore how such collaborations might create more inclusive and visitor-centered museum experiences for adults with developmental disabilities within a small regional local art center. The findings were used to make recommendations for future programming and consisted of several themes developed during the coding process. The themes included understanding, accessibility, interactive, collaboration, communication, and evaluation.</p>","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"51 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541433","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

Review of Steppingstones: Pivotal Moments in Art Education History 《踏脚石:艺术教育史上的关键时刻》书评

IF 0.6

Studies in Art Education Pub Date : 2023-04-03 DOI: 10.1080/00393541.2023.2180312

Gloria J. Wilson, Amber C. Coleman

{"title":"Review of Steppingstones: Pivotal Moments in Art Education History","authors":"Gloria J. Wilson, Amber C. Coleman","doi":"10.1080/00393541.2023.2180312","DOIUrl":"https://doi.org/10.1080/00393541.2023.2180312","url":null,"abstract":"A rt education today might be viewed as a field ripe for novel perspectives, leading to research, pedagogy, and curriculum development related to critical historical perspectives and narratives (Bolin & Kantawala, 2017). In their latest scholarly pursuit, Steppingstones: Pivotal Moments in Art Education History, art education historians, pedagogues, and editors Paul Bolin, Ami Kantawala, and Mary Ann Stankiewicz offer a text of significant historical junctures and social contexts within the field by assembling an edited volume—a series of pathways (steppingstones) through past histories for exploring overlooked narratives tracing people, institutions, events, tensions, and international perspectives that have shaped the course of art education. It could be said that by establishing steppingstones, the editors are not only providing a nonlinear historical bridge of sorts but are also examining what has yet to be known beneath the surface (Bolin et al., 2000). What is offered in this text could be articulated as exploring beneath the tip of the iceberg. What is visible at the water’s surface level is but a fraction of a larger ecosystem. This idiom alludes to the phenomenon of a small part of a much larger, more expansive reality that remains obscured. Often, when curiosity strikes, we are made aware of the presence of something more. It is only when scrutiny arises that we begin probing the rest of the iceberg.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"28 1","pages":"261 - 266"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87305701","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

Antiracist Strategies and Arts-Based Interventions 反种族主义战略和基于艺术的干预

IF 0.6

Studies in Art Education Pub Date : 2023-04-03 DOI: 10.1080/00393541.2023.2204057

J. Rolling

引用次数: 0

Threads of the White Web: Exposing and Contesting the Hegemony of Whiteness in Art Education 白色网络的丝线:艺术教育中白色霸权的暴露与挑战

IF 0.6

Studies in Art Education Pub Date : 2023-04-03 DOI: 10.1080/00393541.2023.2180252

Alexa R. Kulinski

引用次数: 0

Decolonizing Intervention for Asian Racial Justice: Advancing Antiracist Art Inquiry Through Contemporary Asian Immigrant Art Practice 亚洲种族正义的非殖民化干预:通过当代亚洲移民艺术实践推进反种族主义艺术探究

IF 0.6

Studies in Art Education Pub Date : 2023-04-03 DOI: 10.1080/00393541.2023.2180310

Michelle S. Bae-Dimitriadis

{"title":"Decolonizing Intervention for Asian Racial Justice: Advancing Antiracist Art Inquiry Through Contemporary Asian Immigrant Art Practice","authors":"Michelle S. Bae-Dimitriadis","doi":"10.1080/00393541.2023.2180310","DOIUrl":"https://doi.org/10.1080/00393541.2023.2180310","url":null,"abstract":"Drawing on scholarship about decolonization and anti-Asian racism, this article offers a decolonizing mode of thinking that intervenes in and advances antiracist art inquiries and praxis. Refusing a nationalist and fictitious Americanization that focuses on the successful stories of Asian immigrants, this new mode of antiracist art inquiries and praxis challenges the existing paradigm of antiracism for and of Asian immigrants that heavily centers on the communities’ empowerment and inclusion within a multicultural discourse. By viewing racism as a function of settler colonialism, a decolonizing intervention helps to uncover the limitations of forms of Asian American racial justice work that collide with the work of Indigenous survivance while submitting to the development and maintenance of the settler colonial system. Based on a contemporary Asian immigrant artist’s site-specific video performance, this article discusses new orientations of antiracist art inquiries that critique settlers’ colonial representational strategies that manage the racial formation and relations of Asian immigrants/Natives/White settlers to secure White settlers’ supremacy and sovereignty. A critical understanding of Asian American positionalities that explains its roles in the settler colonial framework requires a contextual understanding of the transcultural context where both imperial and settler colonial powers are consolidated to shape Asian immigrants’ settlement and an ethics of relationality for Asian–Indigenous solidarity that sustains Asian American communities’ racial equity and liberation in line with Indigenous survivance.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"96 1","pages":"132 - 149"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76582419","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