Cultivating Critical Conversations in Art Education: Honoring Student Voice, Identity, and Agency

Sonst. Personen	Stewart, Connie (Hrsg.); Burke, Eli (Hrsg.); Hochtritt, Lisa (Hrsg.); Northington, Toya (Hrsg.)
Titel	Cultivating Critical Conversations in Art Education: Honoring Student Voice, Identity, and Agency
Quelle	(2023), (176 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6899-0
Schlagwörter	Art Education; Relevance (Education); Current Events; History; Cultural Awareness; Elementary Secondary Education; Higher Education; Museums; Nontraditional Education; Art Products; Art Teachers; Teacher Role; Culturally Relevant Education; Race; LGBTQ People; Family Structure; Democratic Values; Social Change + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Relevance; Relevanz; Aktualität; Geschichte; Geschichtsdarstellung; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Museum; Museumswesen; Museen; Non-traditional education; Alternative Erziehung; Künstlerische Produktion; Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerrolle; Rasse; Abstammung; Familienkonstellation; Familiensystem; Sozialer Wandel
Abstract	These stories from art educators highlight how art and visual culture can bridge learning with lived experience. Written "by" and "for" art educators from all backgrounds and contexts, this volume offers guidance for expanding students' opportunities to critically examine current events, histories, and cultural assumptions in ways that are relevant and inclusive of all identities. Readers will learn how to use contemporary art and dialogue as tools to acknowledge and value the unique perspectives of each person. Authors from diverse settings offer topics, insights, resources, and research for centering voices and critical conversations in K-12, higher education, museums, and nontraditional classrooms. Including artwork in full-color, the book addresses such questions as: (1) How can a teacher reflect on their own assumptions and biases before crafting lessons and discussion prompts?; (2) In what ways can contemporary art encourage dialogue in art learning spaces?; (3) What happens when current national issues intersect with the personal lives of students?; (4) How can teachers democratize the classroom so all students are represented?; and (5) How can teachers demonstrate ways to critically examine information? Book Features: (1) Offers insights from art educators in public, independent, museum, and community settings; (2) Addresses the role of art teachers in responding to the current highly politicized educational climate; (3) Critically examines concepts of practice, power, and vulnerability in teaching; (4) Discusses issues of race, LGBTQ+ rights, family structures, current events, democratic values, and social change as they concern students; (5) Provides examples of dialogue in various art learning spaces and contexts; and (6) Includes many full-color images of artwork throughout the text. [Foreword written by James Haywood Rolling Jr.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01