Socially Engaged Art as Living Form: Activating Spaces and Creating New Ways of Being in a Middle School Setting

Autor/in	Sanders-Bustle, Lynn
Titel	Socially Engaged Art as Living Form: Activating Spaces and Creating New Ways of Being in a Middle School Setting
Quelle	In: Art Education, 71 (2018) 6, S.38-44 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2018.1505389
Schlagwörter	Art Education; College Students; Middle School Students; Grade 6; Grade 7; Aesthetics; Educational Environment; Social Development; Interaction + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Collegestudent; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Ästhetik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Entwicklung; Interaktion
Abstract	In this article, Sanders-Bustle recounts what happened when university art education students created socially engaged art (SEA), "Project Unway" and "Project Unity," in the hallways of a middle school. The events represented in this article stem from activities that took place in a secondary art education curriculum course that she taught at a large university in the south during spring 2017. Scheduled for 3 hours, twice a week, the class met on Mondays at the university and on Wednesdays at a local middle school where they immersed themselves in middle-school culture and designed and taught art lessons to 6th- and 7th-graders. Four guiding principles for the design of the SEA experiences were identified by the art education students: implementation in a common area of the school; active participation by teachers, students, and staff; opportunity for dialogue; and relinquishing ownership through collective making. With these ideas in mind, the students generated five designs and over a period of 2 weeks, through in-depth discussions that oscillated between logistics and aesthetics, the students refined their ideas, arriving at "Project Unity" and "Project Unway." Meant to disrupt the schoolwide practice of requiring students to walk down the hall without stepping in the center, "Project Unway" involved laying a long piece of white paper all the way down the middle of a very long 6th-grade hall. Purposefully, no directions were provided for participation. Designed to build unity in the school community, "Project Unity"--created in hallways outside the lunchroom and across from the administrative offices--was designed for participants to share what they valued most and, in doing so, to open up conversations with others and reveal shared values. It involved hanging two large pieces of white paper and stringing colored markers from the ceiling for use by participants. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01