Offering a conceptual framework for teaching the visual arts (K-12 and higher education) from a cultural standpoint, the author discusses visual culture in a democracy.
This diverse collection focuses on international themes in art education, ranging from discussions of educational policy and art theory to exemplary art projects based on both local and international political issues. This political aspect of art education expressed through community projects will ensure the books appeal to a diverse readership.
Art is a multi-faceted part of human society, and often is used for more than purely aesthetic purposes. When used as a narrative on modern society, art can actively engage citizens in cultural and pedagogical discussions. Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement is a pivotal reference source for the latest scholarly material on the relationship between popular media, art, and visual culture, analyzing how this intersection promotes global pedagogy and learning. Highlighting relevant perspectives from both international and community levels, this book is ideally designed for professionals, upper-level students, researchers, and academics interested in the role of art in global learning.
Visual art has been tied to hip-hop culture since its emergence in the 1970s. Commentary on these initial connections often emphasizes the importance of graffiti and fashion during hip-hop’s earliest days. Forty years later, hip-hop music has grown into a billion-dollar global industry, and its influence on visual art and society has also expanded. This book-length printed edition of Arts collects essays by scholars who explore this evolving influence through their work in art education, cultural theory, and visual culture studies. The topics covered by these authors include discussions on identity and cultural appropriation, equity and access as represented in select works of art, creativity and copyright in digital media, and the use of fine art tropes within the sociocultural history of hip-hop. As a collected volume, these essays make potentially important contributions to broadening the narrative on art education and hip-hop beyond the topics of graffiti, fashion, and the use of cyphers in educational contexts.
Issues in Art and Design Teaching draws together a range of pedagogical and ethical issues for trainee and newly qualified teachers of art and design, and their mentors in art and design education. Arguing for a critical approach to the art and design curriculum, the collection encourages students and teachers to consider and reflect on issues in order that they can make reasoned and informed judgments about their teaching of art and design. Among the key issues addressed include: challenging orthodoxies and exploring contemporary practices measuring artistic performance art history and multicultural education research in art and design education transitions in art and design education: primary/secondary and secondary/tertiary the role of art and design in citizenship education.
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.
With my background in Graphic Design, I wondered how the images and structures of visual culture were understood and used inside the art classroom. I analyzed 32 of 40 anonymous questionnaires returned from select art teachers throughout western New York. The questions used were geared toward finding the participants' definitions and knowledge of visual culture, how they felt visual culture affected their students, and how they could teach using visual culture. I compared these anonymous responses to the data from observations and semi-structured interviews of a middle and secondary art teacher who said they used visual culture in their art teaching. The findings produced from the data showed a variety of definitions of visual culture, as well as differences in the methods and techniques that the two participating teachers used to incorporate visual culture in their teaching. The data seemed to fall into two categories of physical and personal influences of visual culture with teachers' advocacy for visual culture playing a large role in its use. The better defined ideas that emerged from the data were teachers' use of visual culture in concept-based lessons that affect student perception, how playing the role of devil's advocate influences student perspective, how visual culture can bring greater awareness of the outside world or the environment to students, and the potential for greater teacher-student connections by using visual culture. Along with these ideas came a variety of suggestions from the questionnaires of how visual culture could be used as a motivational tool or a hook. The important concepts I learned from this research is that the teacher-student connection and trust is essential to the success of the student and the teacher in their learning. A concept based lesson may allow for more in depth discussion and critique, allowing for a larger connection by the student because of the overall idea that binds it together. Lastly, I found a need for the definition of visual culture to have a more solid foundation. The research shows that the definitions produced were similar but still coming from a variety of different sources with no one thing to staple it down. For further research I would recommend collecting perspectives from more teachers and more time for observations. I would also recommend getting the students' perspectives in future studies.
As pressures of standardised testing and the focus on English and maths impact on teaching time, how can teachers ensure that the curriculum truly is broad and balanced? How do we ensure that we are educating the whole child? This book provides both an exploration of the current challenges in the curriculum as well as practical guidance on how to tackle them. This book is needed to contextualise the current situation and to inform and inspire today's teachers to teach across the curriculum.
Art, Culture, and Pedagogy: Revisiting the Work of Graeme Chalmers is an anthology of scholarship and a conversation of international scholars who look back and look forward to the enduring potentialities and possibilities inspired by Graeme Chalmers, and his legacy of critical multiculturalism in art education.
Although educators are increasingly interested in art education research, there are few anthologies tackling the subject. Research in Art and Design Education answers this call, summarizing important issues in the field such as non-text based approaches and interdisciplinary work. Contributions from internationally renowned researchers explore a broad range of topics in art education, highlighting particular problems and strengths in the literature. An indispensable and engaging resource, this volume provides a long-awaited aid for students and teachers alike. "Research in Art & Design Education confirms Picasso's claim that artists do not seek, but find; thus capturing the real meaning of art's doing and how in doing art, we learn. From their respective positions, this book's contributors converge in making a strong case for art and design research as a horizon of specificities; as a wide and ever-expanding ground of autonomous plurality; and as a discipline that is neither restricted to the empire of fact and measure, nor to generalist platitudes. Under Richard Hickman's careful editorship, this book boldly makes the case that research in art and design education is not a subject-in-waiting and less so an affair restricted to arcane practices. Rather, it is a discipline invested in the exciting prospects of art's humanity and the design by which humans work together for a better world."--John Baldacchino, Columbia University
