Multicultural Education and the Visual Arts

Chanda, Jacqueline

doi:10.1080/10632913.1992.9940918

Cited by 5 publications

(2 citation statements)

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“…In the area of K-12 art education curricula, non-mainstream concerns are still left as adjunct subjects taught on special occasions. For example, African-American art is taught during Black History month in February, or, Hispanic art is taught during festivities of Cinco de Mayo (Chanda, 1992). Similarly, women's art typically is only taught during Women's History month (McCormick, 1994).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…One way the challenge of multiculturalism in art education can be met would be to focus the curriculum on comparative aesthetics. According to Chanda (1992), comparative aesthetics encourages the practice of viewing and interpreting works of art from multiple perspectives. For example, the Chinese symbol of good luck can be interpreted differently from a western society point of view.…”

Section: Defining Multicultural Educationmentioning

confidence: 99%

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Middle school students' perceptions of multicultural education in visual art education

Miller¹

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Defining Multicultural Educationmentioning

confidence: 99%

Middle school students' perceptions of multicultural education in visual art education

Miller¹

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Back to the Basics: Multicultural Theories Revisited and Put into Practice

Kuster

2006

Art Education

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Voices from Arizona's Classrooms: Teaching Dilemmas in Visual Arts Education

Galbraith¹

1995

Journal of Art & Design Education

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This paper reports on a round‐table dialogue that took place in 1993 in Tucson, Arizona. The participants ‐ eight educators involved in teaching the visual arts and acting as representatives of voices from Arizona's classrooms ‐ were asked to identify and discuss problematic and practical teaching issues and dilemmas which surfaced in their diverse and multicultural classrooms during the past school year. The specific aims of the paper are two‐fold: first, to present the reader with a series of themes, voiced in the form of questions, generated by the teachers themselves as they described their dilemmas and reasons for concern; secondly, to analyse the teachers' comments further, in relation to research with reference to research in the field. This work was supported by a research grant from The Arizona Arts Education Research Institute for 1992–93.

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Multicultural Education and the Visual Arts

Cited by 5 publications

References 0 publications

Middle school students' perceptions of multicultural education in visual art education

Middle school students' perceptions of multicultural education in visual art education

Back to the Basics: Multicultural Theories Revisited and Put into Practice

Voices from Arizona's Classrooms: Teaching Dilemmas in Visual Arts Education

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