Gillespie, Jethro (2018) Rethinking and Remaking a High School Art Foundations Curriculum. PhD thesis, Concordia University.
Preview |
Text (application/pdf)
5MBGillespie_PhD_S2018.pdf - Accepted Version Available under License Spectrum Terms of Access. |
Abstract
This research study examines my experience as a high school art educator as I attempted to rethink and remake a high school art foundations curriculum. For this study, I utilized a theoretical framework of complexity thinking as it pertains to the dynamic phenomena of teaching and learning to critically approach and challenge traditional pedagogical approaches to teaching an art foundations course. Processing data collected from two classes over the course of a semester (January-May, 2016), I utilized a Design-Based Research (DBR) methodology to iteratively examine the effects of a newly designed curriculum whose central focus was to promote the potential benefits of treating contemporary artists as creative role models by examining various aspects of their artistic practices with students. Through the experience of this study, I found that greater success and stronger student engagement could be cultivated in a high school art foundations course by 1) conceiving of the classroom as an ecosystem, 2) welcoming the tension between contemporary curricular choices and the many traditional structures in his school, and 3) advocating for a classroom culture and class time to be focused on ideation, studious play, and ambiguous spaces to cultivate more authentic and meaningful art projects.
Divisions: | Concordia University > Faculty of Fine Arts > Art Education |
---|---|
Item Type: | Thesis (PhD) |
Authors: | Gillespie, Jethro |
Institution: | Concordia University |
Degree Name: | Ph. D. |
Program: | Art Education |
Date: | February 2018 |
Thesis Supervisor(s): | Castro, Juan Carlos |
Keywords: | complexity thinking, design-based research, contemporary art, art foundations, curriculum, high school |
ID Code: | 983712 |
Deposited By: | JETHRO GILLESPIE |
Deposited On: | 31 Oct 2018 16:38 |
Last Modified: | 13 Nov 2018 01:00 |
References:
Agamben, G. (2007). Profanations. New York: MIT Press.Anderson, T. & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in
Education Research? Educational Researcher, 41(1), p. 16–25.
Aoki, T. (1983/2005) Curriculum implementation as instrumental action and as
situational praxis, in W. F. Pinar & R. L. Irwin [Eds], Curriculum in a New Key:
The Collected Works of Ted T. Aoki. Mahwah, NJ: Lawrence Erlbaum, pp.
111–23
Aoki, T. T. (2004). Curriculum in a new key: The collected works of Ted T. Aoki. New
York: Routledge.
Art21. Season 7. (2016). Thomas Hirschhorn in Investigation. Retrieved from:
https://art21.org/watch/art-in-the-twenty-first-century/s7/thomas-hirschhorn-in-inv
estigation-segment/.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground.
Journal of the Learning Sciences, 13(1), 1–14.
Barkan, M. (1955). A foundation for art education. Ronald Press: University of Michigan.
Barney, D. T. (2009). A study of dress through artistic inquiry: Provoking
understandings of artist, researcher, and teacher identities. Doctoral dissertation, Curriculum Studies. University of British Columbia.
Barney, D. & Graham, M. (2014). The troubling metaphor of foundations in art
education: What foundations affords and limits in high school and college art
programs. Fate in Review. Foundations in art: Theory and Education, vol. 35, p.
2-7.
Barrett, T. (2006). Approaches to postmodern art making. FATE in Review, 28, 2-15.
Bergson, H. (2010). The evolution of life—Mechanism and teleology (1911) (Extract). In
A. Juarrero & C. Rubino (Eds.), Emergence, complexity, and self-organization: Precursors and prototypes (pp. 61–78). Litchfield pk, AZ: Emergent Publications.
Bishop, C. (2012). Artificial hells: Participatory art and the politics of spectatorship.
Verso; Brooklyn, NY, & London.
Bolin, P. E. (2009). Imagination and speculation as historical impulse: Engaging
uncertainties within art education history and historiography. Studies in Art
Education, 50(2), 110-123.
Bolin, P. & Blandy, D. (2003). Beyond visual culture: Seven statements of support for
material culture studies in art education. Studies in Art Education, 44(3),
246-263.
Boud, D. (1988). Developing student autonomy in learning. Second edition. Oxon, Great
Britain:Taylor & Francis.
Bouma, G. D., Ling, R., & Wilkinson, L. (2012). The research process. Second
Canadian edition. Ontario: Oxford University Press.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in
creating complex interventions in classroom settings. The Journal of The
Learning Sciences, 2(2), 141-178.
Brown, Becky. (2013). Artcritical. “Not on the Highline: Scenes from Thomas
Hirschhorn’s Gramsci Monument. (Oct. 13, 2013). Retrieved from:
http://www.artcritical.com/2013/10/13/gramsci-monument/
Bruner, J. (1961). Essays for the Left Hand. Cambridge, MA: Harvard University Press.
Calderon-Berumen, F. & O’Donald, K. (2017). A living curriculum of orgullo. Journal of
curriculum theorizing, Vol. 31. 31-43.
Campbell, L. H. (2012). Five emerging themes of holistic art education, in L. H.
Campbell & S. Simmons, III (Eds.), The heart of art education: Holistic
approaches to creativity, integration, and transformation. (pp. 76-86). Reston VA:
The National Art Education Association.
Castro, J. C. (2007a). Enabling artistic inquiry. Canadian Art Teacher, 6(1), 6-16.
Castro, J. C. (2007b). Constraints that enable: Creating spaces for artistic inquiry.
Complexity Science and Educational Research Conference. Feb 18–20.
Vancouver, British Columbia, pp. 75–86.
Castro, J. C. (2010). A Study of New Media Art and Social Networking in The
Secondary Art Class. (Doctoral dissertation). University of British Colombia,
Vancouver.
Castro, J. C. (2012). Thinking complexly in art classrooms. In L. H. Campbell & S.
Simmons III’s (Eds.) The heart of art education: Holistic approaches to creativity,
integration, and transformation. (p. 88-95.) Reston, VA: The National Art
Education Association.
Castro, J. C. (2014). Genealogies, family resemblances, and ideations: Art education’s
place of possibility in the 21st century. Visual Arts Research, 40(2), p. 14-24.
Castro, J. C. (2015). Visualizing the collective learner through decentralized networks.
International Journal of Education & the Arts, 16(4). Retrieved from
http://www.ijea.org/v16n4/
Castro, J. C. & Grauer, K. (2010). Structuring democratic places of learning: The Gulf
Island Film and Television School. Art Education, 63(5), 14-21.
Chalmers, F. G. (1998). “Teaching drawing in nineteenth-century Canada - Why?” In
Curriculum, culture and art education: Comparative perspectives. Eds. by K.
Freedman and F. Hernandez, 47-58. New York: State University of New York
Press.
Chalmers, F. G. (2004). Learning from histories of art education: An overview of
research and issues. In E. Eisner & M. D. Day’s (Eds.), Handbook of Research
and Policy in Art Education. Mahwah, N. J.: Lawrence Erlbaum Associates,
Publishers.
Chapman, L. H. (2011). Report cards from hell on the near horizon: High stakes and
ridiculous expectations. Paper presented at the National Art Education
Association National convention, Seattle, Washington, March.
Charmaz, K. (2008). Grounded theory in the 21st century: Applications for advancing
social justice studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of
qualitative inquiry (pp. 203-241). Los Angeles: Sage.
Chemi, T. (2014) The artful teacher: A conceptual model for arts integration in schools.
Studies in Art Education, 56(1), 370-383.
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design
experiments in educational research. Educational Researcher, 32(1), 9–13. Retrieved from http://www.aera.net/uploadedFiles/Journals_and_Publications/Journals/Educational_Researcher/3201/3201_Cobb.pdf
Collins, A. (1992). Towards a design science of education. In E. Scanlon & T. O’Shea
(Eds.), New directions in educational technology (pp. 15–22). Berlin: Springer.
Connelly, M., & Clandin, D. J. (1988). Teachers as curriculum planners: Narratives of
experience. New York: Teachers College, Columbia University.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed method
approaches. Third edition. Los Angeles: Sage.
Darwin, C. (1859/2014). On the origin of species. 150th anniversary edition. New York:
Signet.
Darts, D. (2004). Visual culture jam: Art, pedagogy, and creative resistance. Studies in
Art Education, 45(4). p. 313-327.
Darts, D. (2007). Learning through new eyes: Rethinking media, popular culture and art
education. In R. L. Irwin, K. Grauer & M. J. Emme (Eds.), Revisions: Readings in
Canadian Art Teacher Education. Thunder Bay, Ontario: Canadian Society for
Education through Art.
Davis, B. & Sumara, D. (2006). Complexity and education: Inquiries into learning,
teaching, and research. New York: Routledge.
Davis, B. & Sumara, D. (2008). Complexity as a theory of education. Transnational
Curriculum Inquiry. 5(2).
Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Changing teaching in
complex times. New York: Routledge.
Deleuze, G., & Guttari, F. (1987). A thousand plateaus: Capitalism and schizophrenia.
(Brian Massumi, Trans.) Minneapolis, MN: University of Minneapolis Press.
Derrida, J. (1978). Writing and difference. London: Routledge.
Dewey, J. (1902/1952). The child and the curriculum. Phoenix: University of Chicago
Press.
Dey, I. (1999). Grounding grounded theory: Guidelines for qualitative inquiry. Bingley
UK: Emerald group publishing limited.
Dickerman, L. (2012). Bauhaus fundamentals. In B. Bergdoll & L. Dickerman (Eds.),
Bauhaus 1919-1933. New York: Museum of Modern Art, p. 15-38.
Doll, W. (2005). The culture of method. In W. Doll, M. J. Fleener, D. Trueit, & J. St.
Julien (Eds.), Chaos, complexity, curriculum and culture (pp. 21-75). New York:
Lang.
Doll, W., Fleener, M. J., Trueit, D. & St. Julien, J. (eds.) (2005). Chaos, Complexity,
Curriculum and Culture. New York: Lang.
Duncum, P. (2002). Clarifying visual culture art education. Art Education, 55(3), 6-11.
Duncum, P. (2006). Visual culture in the art class: Case studies. National Art Education
Association: Reston, VA.
Duncum, P. (2010). Seven principles for visual culture education. Art Education 63(1), p.
6-10.
Dyke, C. (1998). The evolutionary dynamics of complex systems. Oxford: Oxford
University Press.
Efland, A. (1988). How art became a discipline: Looking at our recent history. Studies in
Art Education 29(3) Spring. p. 262-274.
Efland, A. (1990). A history of art education: Intellectual and social currents in teaching \
the visual arts. New York: Teachers College Press.
Efland, A. (1992). The history of art education as criticism: On the use of the past. In P.
M. Amburgy, D. Soucy, M. A. Stankiewicz, B. Wilson, & M. Wilson’s (Eds.), The
history of art education: Proceedings from the second Penn State conference,
1989. National Art Education Association.
Efland, A. (1996). The threefold curriculum and the arts. Art Education, 49(5), 49-56.
Eisner, E. (1991). What the arts taught me about education. Art Education, 44(5), 10-19.
Eisner, E. (2002). The arts and the creation of mind. Yale University Press: New Haven,
CT.
Eisner, E. (2005). Reimagining schools: The selected work of Elliot W. Eisner. New York:
Routledge.
Ellsworth, E. (1994). Why doesn’t this feel empowering? Working through the myths of
critical pedagogy. In Lynda Stone’s (Ed) The Education Feminism Reader. New
York: Routledge.
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life
of art. Teachers College Press: New York, NY.
Freire, P. (1970). Pedagogy of the oppressed. 30th anniversary edition. New York, NY
& London: Continuum International Publishing Group.
Foucault, M. (1977). Discipline and punish: The birth of the prison. New York, NY:
Pantheon Books.
Foucault, M. (1994). The order of things: An archaeology of the human sciences
(Vintage Books ed.). New York: Vintage Books.
Funk, C. & Castro, J.C. (2015). Visualizing discourse: Making meaning from data. Visual
Inquiry. 4(2), 123-132.
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic
Books.
Gillespie, J. (2014). The portable art gallery: Fostering student autonomy through
exhibiting student artwork. Art Education, 67(4), 13-17.
Gillespie, J. (2016). Oliver Herring’s TASK in the classroom: A case for process, play
and possibility. Art Education, 69(1), 31-37.
Gillespie, J. (2017). Areas for Action in the classroom. School Arts. March issue, p.
38-39.
Graham, M. (2007). Art, ecology, and art education: Locating art education in a critical
place-based pedagogy. Studies in Art Education, 48(4), 375-391.
Graham, M. (2009). AP Studio Art as an enabling constraint for secondary art
education. Studies in Art Education 50(2), 201-204.
Graham, M. & Hamlin, J. (2014). Teaching with Art21 and contemporary artists: Mark
Bradford and the use of improvisation, layering and text. Art Education, 67(4),
47-54.
Graham, M. & Sims-Gunzenhauser. (2009). Advanced placement in studio art and
secondary art education policy: Countering the null curriculum. Arts Education
Policy Review, 110(3), 18-24.
Greer, D. (1997). Art as a basic: The reformation in art education. Bloomington, IN: Phi
Delta Kappa Educational Foundation.
Grubbs, J. B. (2012). Adding a chapter to art education history: Visual culture
curriculum. Visual Inquiry: Learning & Teaching Art, 1(1), 33-45.
Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art
Education, 57(1), 6-14.
Gude, O. (2007). Principles of possibility: Considerations for a 21st century art and
culture curriculum. Art Education, 60(1). p. 6-17.
Hafeli, M. (2001). Encountering student learning. Art Education, 54(6). p. 19-24.
Hafeli, M. (2015). Exploring studio materials: Teaching creative art making to children.
Oxford University press: London.
Hafeli, M., Castro, J. C., Marshall, J., & Grodoski, C. (2017). Cultivating research
through digital ecosystems. Visual arts research, 43(1). p. 1-7.
Helguera, P. (2011). Education for socially-engaged art: A materials and techniques
handbook. New York: Jorge Pinto Books, Inc.
Herring, O. (2011). TASK. Illinois: University Galleries of Illinois State University.
hooks, b. (2009). Teaching critical thinking: Practical wisdom. New York: Routledge.
Husserl, E. (2006). The basic problems with phenomenology: From the lectures, Winter
semester 1910/1911. Translated by Ingo Farin and James G. Hart. Dordrecht:
Springer. (Original work published 1911)
Irwin, R. (2003). Toward an aesthetic of unfolding in/sights through curriculum. Journal
of the Canadian Association for Curriculum Studies, 1(2), 63-77.
Irwin, R. L. & Chalmers, G. F. (2007). Experiencing the visual and visualizing
experiences, in L. Bresler [Ed.] The International Handbook on Research in Arts
Education. New York: Springer, pp. 179–194.
jagodzinski, j. (2007). The e(thi)co-political aesthetics of designer water: The need for a
strategic visual pedagogy. Studies in Art Education, 48(4), 341-359.
Johnson, N. (2007). Simply complexity: A clear guide to complexity theory. Oxford:
Oneworld Publications.
Johnson, S. (2001). Emergence: The connected lives of ants, brains, cities, and
software. New York, NY: Scribner.
Johnson, S. (2010). Where good ideas come from: The natural history of innovation.
New York, NY: Riverhead.
Juarrero, A. (2002). Complex dynamical systems and the problem of identity.
Emergence, 4, p. 94–104.
Kalin, N. & Barney, D. (2014a). Inoperative art education. Journal of social theory in art
education. Vol. 34, 63-75.
Kalin, N. & Barney, D. (2014b). Hunting for monsters: Visual arts curriculum as agonistic
inquiry. International journal of art and design education, 33(1). 19-31.
Kalin, N. & Barney, D. (2015). Re-describing creativity in visual arts education. In F.
Bastos and E. Zimmerman’s (Eds.) Connecting creativity research and practice in
art education, p. 81-87. National Art Education Association: Reston, VA.
Kant, I. (2010). Analytic of teleological judgement (1790). In A. Juarrero & C. Rubino
(Eds.), Emergence, complexity, and self-organization: Precursors and prototypes
(pp. 21–38). Litchfield pk, AZ: Emergent Publications.
Koopmans, M. (2017). Perspectives on complexity, its definition and application in the
field. Complicity: An international journal of complexity and education, 14(1). p.
16-35.
Kuhn, G., & Quigley, A. (1997). Understanding and using action research in practice
settings. In A. Quigley & G. Kuhne (Eds.), Creating practical knowledge through
action research (pp. 23–40). San Francisco: Jossey-Bass.
Larsson, J. & Dahlin, B. (2012). Educating far from equilibrium: Chaos philosophy and
the quest for complexity in education. Complicity: An international journal of
complexity and education, 9(2). p. 1-14.
Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory.
New York: Oxford University Press.
Lewis, T. E. (2014a). Education as free use: Giorgio Agamben on studious play, toys,
and the inoperative schoolhouse. Studies in Philosophy and Education, 33(2),
201-214.
Lewis, T. E. (2014b). It’s a profane life: Giorgio Agamben on the freedom of
im-potentiality in education. Educational Philosophy and Theory, 46(4),
334-347.
Ligon, G. (2013). Monumental endeavor: Thomas is a trip. Artforum, November issue. p.
228-232.
Lowenfeld, V., & Brittain, W. L. (1975). Creative and mental growth. Sixth edition.
New York: Macmillan.
Lyotard, J. F. (1984). The postmodern condition: A report on knowledge. United States:
University of Minnesota Press.
Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum
integration. Studies in Art Education, 46(3), 227-241.
Marshall, J. (2014). Transdisciplinarity and arts integration: Toward a new understanding
of art-based learning across the curriculum. Studies in Art Education 55(2),
104-127.
May, H., O’Donoghue, D., Irwin, R. (2014). Performing an intervention in the space
between art and education. International Journal of Education through Art 10(2),
163-177.
McFee, J. (1970). Preparation for Art. Wadsworth Publishing Company, Inc., Belmont,
California.
McFee, J. K. (1988). Cultural dimensions in the teaching of art. In F. H. Farley & R. W.
Neperud (Eds.)., The foundations of aesthetics, art and art education. New York:
Praeger.
Merleau-Ponty, M. (2014). Phenomenology of Perception. New York, NY: Routledge.
(Original work published 1945)
Miller, J. P. (1993). The holistic teacher. Toronto, ON: The Ontario Institute for Studies in
Education.
Miller, J. & Seller, W. (1990). Curriculum: Perspectives and practice. Toronto: Copp
Clark Pittman.
Mitchell, M. (2009). Complexity: A guided tour. New York: Oxford University Press.
Neill, A. S. (1992). Summerhill school: A new view of childhood. New York; St. Martin’s
Griffin.
Nietzsche, F. (1993/1872). The birth of tragedy: Out of the spirit of music. Penguin
books: London, England.
Pariser, D., Castro, J. C., Lalonde, M. (2016). Mobilities, aesthetics and civic
engagement: Getting at-risk youth to look at their communities. International
journal of education through the arts, 12(2). p. 211-225.
Pearse, H. (2006). From drawing to visual culture: A history of art education in Canada.
McGill-Queen’s University Press: Montreal, QC.
Perkins, D. (2009). Making learning whole: How seven principles of teaching can
transform education. San Francisco, CA: Jossey-Bass. McGill-Queen’s University
Press: Montreal, QC.
Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
Pinar, W. (1999). The reconceptualizing of curriculum studies: Counterpoints.
Contemporary curriculum discourses: twenty years of JCT, Vol. 70. 483-497.
Pinar, W. (2012). What is curriculum theory? Second edition. New York, NY: Routledge.
Plummer-Rohloff, R. (2006). Beyond the circus: Grounding a visual culture pedagogy. In
P. Duncum’s (Ed.), Visual culture in the art class: Case studies (p. 65-72).
National Art Education Association: Reston, VA.
Powell, K., & Lajavec, L. (2011). Emergent places in preservice art teaching: Living
curriculum, relationality, and embodied knowledge. Studies in Art Education (Fall)
59(1), 35-52.
Ravitch, D. (2010). The death and life of the great American school system: How testing
and choice are undermining education. New York: Basic.
Reeder, S. (2005). Classroom dynamics and emergent curriculum. In W. Doll, M. J.
Fleener, Truitt, D., & St. Julien, J. (Eds.), Chaos, complexity, curriculum, and
culture: A conversation (p. 247-260). New York, NY: Peter Lang.
Rorty, R. (1979). Philosophy and the mirror of nature. New Jersey: Princeton.
Rorty, R. (1989). Contingency, irony, and solidarity. New York: Cambridge.
Rourke, L. & Friesen, N. (2006). The learning sciences: The very idea. Educational
Media International, 43(4), December 2006, 271–284.
Schoenfeld, A. H. (1992). On paradigms and methods: What do you do when the ones
you know don't do what you want them to? Issues in the analysis of data in the
form of videotapes. The Journal of The Learning Sciences, 2(2), 179-214.
Seymour, M. (2004). Introduction. In M. Seymour (Ed.), Educating for humanity:
Rethinking the purposes of education (p. 1-10). Boulder, CO: Paradigm
Publishers.
Shirky, C. (2008). Here comes everybody: the power of organizing without
organizations. New York, NY: Penguin.
Shirky, C. (2010). Cognitive surplus: How technology makes consumers into
collaborators. New York: Penguin Group.
Soucy, D. (1987). Waves: Approaches to art education 1887-1987. Exhibition
catalogue. Halifax, NS: Anna Leonowens Gallery.
Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Stankiewicz, M., Amburgy, P. M., & Bolin, P. E. (2004). Questioning the past: Contexts,
functions, and stakeholders in 19th century art education. In E. Eisner & M. D. Day’s (Eds.), Handbook of Research and Policy in Art Education. Mahwah, N. J.: Lawrence Erlbaum Associates, Publishers.
Stuhr, P. (1994). Multicultural art education and social reconstruction. Studies in Art
Education, 35(3), 171-178.
Sullivan, G., & Miller, J. M. (2013). Teaching for the possible: Doing creative and critical
research. In C. J. Stout (Ed.), Teaching and learning emergent research
methodologies in art education (pp. 1-20). National Art Education Association:
Reston, VA.
Surowiecki, J. (2004). The wisdom of crowds. New York: Anchor Books.
Tavin, K. (2000). Teaching in and through visual culture. Journal of Multicultural and
Cross-cultural Research in Art Education, 18(1), 37-40.
Tavin, K., Kushins, J., & Elniski, J. (2007). Shaking the foundations of postsecondary
art(ist) education in visual culture. Art Education, 60(5), 13-19.
Taylor, M. (1986) Learning for self-direction in the classroom: The pattern of a transition
process. Studies in Higher Education. 11(1), 55 - 72.
Taylor, P., Carpenter, B. S., Ballengee-Morris, C, & Sessions, B. (2006). Interdisciplinary
approaches to teaching art in high school. Reston, VA: National Art Education
Association.
Thompson, N. (2012). Living as form: Socially engaged art from 1991-2011. New York:
The MIT Press.
Video Arts. (2017, June 21). John Cleese on creativity in management. [Video file].
Retrieved from https://www.youtube.com/watch?v=Pb5oIIPO62g.
Waldrop, M.M. (1992). Complexity: The emerging science at the edge of order and
chaos. New York: Touchstone.
Walker, M. (2014). From theory to practice: Concept-based Inquiry in a high school art
classroom. Studies in Art Education, 55(4), 287-299.
Walker, S. (2001). Teaching meaning in artmaking. Davis Publications: Worcester, MA.
Walling, D. (2001). Rethinking visual arts education: a convergence of influences. Phi
Delta Kappan, 82(8). 626-631.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced
learning environments. Educational Technology Research and Development, 53(4), 5–23.
Wasson, R., Stuhr, P., and Petrovich-Mwaniki, L. (1990). Teaching art in the
multicultural classroom: Six position statements. Studies in Art Education. 31(4)
(Summer), 234-246.
Watson, J. & Elkin, T. (2016). Teaching with Big Questions. Art21 Summer Institute
Presentation. [Google Slides presentation]. Retrieved from
http://art21educatorsnetwork.ning.com/profiles/blogs/day-2-thursday-july-7-2016.
Weedon, C. (1987). Feminist practice and poststructuralist theory. 2nd Edition.
Cambridge: Blackwell.
Wexler, A. (2014). Reaching higher? The impact of the Common Core State Standards
on the visual arts, poverty, and disabilities. Arts Education Policy Review, 115(2),
52- 61.
Whitford, F. (1994). Bauhaus. London: Phaidon.
Wolin, R. (2010). Richard Rorty in retrospect. Dissent, Winter edition, p. 73-79.
Zahner, M. (1987). Manuel Barkan: Twentieth century art education. Dissertation
abstracts International, 8(5), starting on page 1095.
Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory
and practice. Studies in Art Education, 50(4), 382-299.
Repository Staff Only: item control page