Preventing Art Education from Becoming “a Handmaiden to the Social Studies”

Stinespring, John A.

doi:10.1080/10632910109600003

Cited by 12 publications

(2 citation statements)

References 15 publications

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“…In his discussion of a review of K–12 art teachers dealing with popular culture in their classrooms, Duncum (, 247), himself a historically strong advocate of critical pedagogy, argues that the approaches taken by many art educators have often been too simplistic, leading to learning outcomes that appear ‘to have more to do with a reforming zeal or advocacy than evidence’. This in turn can lead teachers to find themselves at risk of being accused of using their positions of authority to push their own political agendas (Eisner ; Freedman ; Pariser ; Stinespring ).…”

Section: Issues Concerning Artistic Freedom In the Classroommentioning

confidence: 99%

Turning Polemics into Pedagogy: Teaching about Censorship in Art Education

Fitch¹

2016

Int J Art Design Ed

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In recent decades, the field of art education has seen an increasing interest in issues of social justice and social reconstruction which has led to pre‐service art educators often being encouraged to include potentially controversial topics in their pedagogy. Surprisingly, however, there seems to have been little concurrent discussion concerning the inherent risks involved in introducing polemical themes within the classroom. Indeed, despite its obvious importance, the subject of censorship is often given little attention in art education circles, save for when it has already become an active problem, such as when an instructor is accused of censorship by a student, or when forces outside the classroom seek to involve themselves in pedagogical decisions. In this article, I describe my experience creating and implementing an undergraduate pre‐service art education course on the subject of censorship. I begin by examining my students’ reactions to some of the themes explored, and then explain how discussing cases of art censorship and controversy can serve as a platform for introducing students to the key role that context plays in how we perceive, value and react to artworks. Finally, I make the argument that by including censorship as a subject within their curriculum, teachers can help students better to navigate the psychological, moral and ethical complexities of contemporary art making.

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Section: Issues Concerning Artistic Freedom In the Classroommentioning

confidence: 99%

Turning Polemics into Pedagogy: Teaching about Censorship in Art Education

Fitch¹

2016

Int J Art Design Ed

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“…The various factors involved, technological, philosophical, economic, political etc., are generally known to readers. I will therefore avoid going into an involved history lesson, and simply state that one of the results of this ground-shaking paradigm was that politics became an essential, some might say unavoidable, subject for artists to explore in their work (Fehr, 1997;Stinespring, 2001).…”

Section: The Politics Of Postmodernism: From Art To Art Educationmentioning

confidence: 99%

Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

Fitch¹

2017

CRAE

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Abstract:In this paper, a case is made for a critical re-examination of current trends in art education which support the adoption of inherently politically motivated curricula. The author examines the historical influence of Postmodernism upon both the fields of art and education, and argues that the potential for art to serve as a vehicle for ideology has caused many art educators to mistakenly conflate their moral role as teachers with their drive to disseminate their personallyheld political beliefs.

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Hauntological Shifts: Fear and Loathing of Popular (Visual) Culture

Tavin¹

2005

Studies in Art Education

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Preventing Art Education from Becoming “a Handmaiden to the Social Studies”

Cited by 12 publications

References 15 publications

Turning Polemics into Pedagogy: Teaching about Censorship in Art Education

Turning Polemics into Pedagogy: Teaching about Censorship in Art Education

Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

Hauntological Shifts: Fear and Loathing of Popular (Visual) Culture

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