Principles of Possibility: Considerations for a 21st-Century Art & Culture Curriculum

Art Education

Volumn 60, Issue 1, 2007, Pages 6-17

  Gude, Olivia ^a  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84867063894     PISSN: 00043125     EISSN: 23255161     Source Type: Journal    
DOI: 10.1080/00043125.2007.11651621     Document Type: Editorial

References (64)

1. Anderson, H., (1999). Landscape art and the role of the natural environment in built environment education. In J.K., Guifoil and A.R., Sandler (Eds.) Built environment education in art education. Reston, VA: National Art Education Association.
2. Anderson, R., (1990). Calliope's sisters: A comparative study of philosophies of art. Englewood Cliffs, NJ: Simon & Schuster.
3. Anderson, T., (1995). Toward a cross-cultural approach to art criticism. Studies in Art Education, 36(4), 198–209.
4. Bang, M., (1991/2000). Picture this: How pictures work. New York: SeaStar Books.
5. Barrett, T., (2003). Interpreting art: Reflecting, wondering, and responding. New York: McGraw Hill.
6. Baseman. (2004). Dumb luck: The art of Baseman. San Francisco: Chronicle Books.
7. Beane, J., (1990/1993). A middle school curriculum: From rhetoric to reality. Columbus, OH: National Middle School Association.
8. Blandy, D., & Congdon, K., (Eds.) (1987). Art in a democracy. New York: Teachers College Press.
9. Bou, L., (2005). Street art: The spray files. New York: HarperCollins.
10. Boughton, D., (2004). The problem of seduction: Assessing visual culture. Studies in Art Education, 45(3), 265–269.
11. Bracken, L., (1997). Guy Debord: Revolutionary. Venice, CA: Feral House.
12. Breton, A., (1933/1997). The automatic message. In Anti-classics of surrealism: The automatic message, the magnetic fields, the immaculate conception. London: Atlas Press.
13. Brotchie, A., (1995). A book of surrealist games. Boston: Shambhala Restone Editions.
14. Burnham, L. F., & Durland, S., (1998). The citizen artist: An anthology from High Performance Magazine 1978–1998. Gardiner, New York: Critical Press.
15. Cahan, S., & Kocur, Z., (1996). Contemporary art and multicultural education. New York: Routledge.
16. Carroll, K., (2006). Development and learning for art: Moving in the direction of a holistic paradigm for art education. Visual Arts Research, 32(1) 16–28.
17. Chalmers, G., (1987). Culturally based versus universally based understanding of art. In D., Blandy and K., Congdon (Eds.) Art in a democracy (pp. 4–12), New York: Teachers College Press.
18. Check, E., (2005). Unbecoming working class? Living across the lines. The Journal of Social Theory in Art Education, 25, 43–68.
19. Coe, S., (1986). X. New York: Raw Books & Graphics.
20. Congdon, K. G., (2004). Community art in action. Worcester, MA: Davis Publications.
21. Debord, G., (1967/1994). The society of the spectacle. New York: Zone.
22. Debord, G., (1958a). Methods of detournement. In K., Knabb (Ed.), Situationist International Anthology, 8–14. Berkeley, CA: Bureau of Public Secrets, 1981.
23. Debord, G., (1958b). Theory of the dérive. French Situationist International Journal #2. In K., Knabb (Ed.), Situationist International Anthology, 50–54. Berkeley, CA: Bureau of Public Secrets, 1981.
24. Desai, D., (2000). Imaging difference: The politics of representation in multicultural art education. Studies in Art Education, 41(2), 114–129.
25. Desai, D., (2002). The ethnographic move in contemporary art: What does it mean for art education? Studies in Art Education, 43(4), 307–323.
26. Dikovitskaya, M., (2005). Visual culture: The study of the visual after the cultural turn. Cambridge, MA: MIT Press.
27. Duncum, P., & Bracy, T., (Eds.). (2001). On Knowing: art and visual culture. Christchurch, New Zealand: University of Canterbury Press.
28. Efland, A., (2004). Art education as imaginative cognition. In E., Eisner and M., Day (Eds.), Handbook of research and policy in art education (pp. 751–773). Mahwah, NJ: Lawrence Erlbaum Associates.
29. Efland, A., (1995). Changes in the conception of art teaching. In R., Neperud, R. Content, context, and community in art education: Beyond postmodernism (pp. 25–40). New York: Teachers College Press.
30. jagodzinski, j. (1997). The nostalgia of art education: Reinscribing the masters narrative. Studies in art Education, 38(2), 80–95.
31. James Gonzalez, G. M., & Mamary, A. J. M., (Eds.). (1999). Cultural activisms: Poetic voices, political voices. Albany: State University of New York Press.
32. Keifer-Boyd, K., (2003). A pedagogy to expose and critique gendered cultural stereotypes embedded in art interpretations. Studies in Art Education, 44(4), 315–334.
33. Klein, D., (2003). Artists & communities: America creates for the millennium. Baltimore: Mid Atlantic Arts Foundation and the National Endowment for the Arts.
34. Knabb, K., (Ed.) (1981). Situationist International Anthology, 8–14. Berkeley, CA: Bureau of Public Secrets.
35. Lampela, L., & Check, E., (Eds.). (2003). From our voices: Art educators and artists speak out about lesbian, gay, bisexual, and transgendered issues. Dubuque, IA: Kendall/Hunt Publishing Company.
36. Lemos, P., (1931). The art teacher. Worcester, MA: The Davis Press.
37. London, P., (2003). Drawing closer to nature. Boston: Shambhala Publications.
38. Lowenfeld, V., & Brittain, W.L., (1965). Creative and mental growth, New York: The Macmillan Company.
39. Marcus, G., (1989). Lipstick traces. Cambridge, MA: Harvard University Press.
40. McFee, J., (1995). Change and the cultural dimensions of art education. In R.R., Neperud (Ed.), Content, context, and community in art education: Beyond postmodernism (pp. 171–192). New York: Teachers College Press.
41. Menzel, P., (1994). Material world: A global family portrait. San Francisco: Sierra Club Books.
42. Mitchell, S., (1988). Relational concepts in psychoanalysis: An integration. Cambridge, MA: Harvard University Press.
43. Mitchell, W.J.T., (2005). What do pictures want? Chicago: University of Chicago Press.
44. Neperud, R., (1995). Introduction. In R., Neperud (Ed.), Content, context, and community in art education: Beyond postmodernism (pp. 91–22), New York: Teachers College Press.
45. Paley, N., (1995). Finding arts place: Experiments in contemporary education and culture. New York: Routledge.
46. Parsons, M., (2004). Art and integrated curriculum. In E., Eisner and M., Day (Eds.), Handbook of research and policy in art education (pp. 795–814). London: Lawrence Erlbaum Associates.
47. Romo, T., (1999). Patssi Valdez: A precious comfort=una comodidad precaria. San Francisco: The Mexican Museum.
48. Said, E. W., (1978). Orientalism. New York: Random House.
49. Smith, P., (1996). The history of American art education: Learning about art in American schools. Westport, CT: Greenwood Press.
50. Smith, P., (1989). A modest proposal, or using the ingredients at hand to make an art curriculum. Art Education, 42(6), 8–15.
51. Stankiewicz, M. A., Amburgy, P. M., & Bolin, P. E., (2004). Questioning the past: Contexts, functions, and stakeholders in 19th century art education. In E., Eisner and M., Day (Eds.), Handbook of research and policy in art education (pp. 55–84). Mahwah, NJ: Lawrence Erlbaum Associates.
52. Sturken, M., & Cartwright, L., (2001). Practices of looking: An introduction to visual culture. Oxford, UK: Oxford University Press.
53. Sullivan, G., (2004). Studio art as research practice. In E., Eisner and M., Day (Eds.), Handbook of research and policy in art education (pp. 795–814). London: Lawrence Erlbaum Associates.
54. Tavin, K., (2001). Swimming upstream in the jean pool: Developing a pedagogy toward critical citizenship in visual culture. The Journal of Social Theory in Art Education, 21, 129–158.
55. Tavin, K., (2000). Teaching in and through visual culture. The Journal of Multicultural and Cross-cultural Research in Art Education, 18, 37–40.
56. Tolstoy, L., (1898/1996). What is art? New York: Penguin Classics.
57. Wallerstein, N., (1987). Problem-posing education: Freire's method for transformation. In I., Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching. Portsmouth, NH: Boynton/Cook Publishers.
58. Weintraub, L., (1996). Art on the edge and over: Searching for arts meaning in contemporary society 1970s-1990s. Litchfield, CT: Art Insights, Inc.
59. Weitz, M., (1962). The role of theory in aesthetics. In J., Margolis (Ed.), Philosophy looks at the arts: Contemporary readings in aesthetics (pp. 48–60). New York: Scribners.
60. White, J. H., (2004). 20th-century art education: A historical perspective. In E., Eisner and M., Day (Eds.), Handbook of research and policy in art education (pp. 55–84), Mahwah, NJ: Lawrence Erlbaum Associates.
61. White, J. H., (1998). Pragmatism and art. Studies in Art Education, 39(3), 215–229.
62. Wilson, B., (1997). The second search: Metaphor, dimensions of meaning, and research topics in art education. In S. D., La Pierre and E., Zimmerman (Eds.), Research methods and methodologies for art education. Reston, VA: National Art Education Association.
63. Young, B., (2002). Multicultural challenges in art education. In M., Erickson and B., Young (Eds.), Multicultural artworlds: Enduring, evolving, and overlapping traditions. Reston, VA: National Art Education Association.
64. Zinn, H., (1980). A peoples history of the United States. New York: Harper & Row.