Curriculum Change for the 21st Century: Visual Culture in Art Education

Handbook of Research and Policy in Art Education

Volumn , Issue , 2004, Pages 815-828

  Freedman, Kerry ^a   Stuhr, Patricia ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84945300989     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410609939-44     Document Type: Chapter

References (55)

1. Aronowitz, S. (1994). Technology and the future of work. In G. Bender & T. Drnckrey (Eds.), Culture on the brink: Ideaologies of technology (pp. 15-30). Seattle: Bay Press.
2. Ballengee-Morris, C. B., & Striedieck, I. M. (1997). A postmodern feminist perspective on visual art and visual culture in elementary teacher education. In D. R. Walling (Ed.), Under Construction: The role of the art and visual culture and humanities in postmodern schooling (pp. 193-215.) Indianapolis: Phi Delta Kappa.
3. Ballengee-Morris, C., & Stuhr, P. L. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54(4), 6-13.
4. Barbosa, A. M. (1991). Art education and environment. Journal of Multicultural and Cross-Cultural Research in Art Education, 9(1), 59-64.
5. Barone, T., & Eisner, E. (1997). Another example of arts-based research. Complementary Methods for Research in Education. Washington, DC: American Educational Research Association.
6. Blandy, D. (1994). Assuming responsibility: Disability rights and the preparation of art educators. Studies in Art Education, 35(3) 179-187.
7. Boughton, D. (1994). Evaluation and assessment in visual arts education. Geelong, VIC: Deakin University.
8. Boughton, D. (1997). Reconsidering issues of assessment and achievement standards in art education. Studies in Art Education, 38(4), 199-213.
9. Chalmers, F. G. (1981). Art education as ethnology. Studies in Art Education, 22(3), 6-14.
10. Clifford, J. (1988). The predicament of culture: Twentieth-century ethnography, literature, and art. Cambridge, MA: Harvard University Press.
11. Collins, J. (1989). Uncommon cultures: Popular culture and post-modernism. New York: Routledge.
12. Congdon, K. G. (1991). A folk art focus. Journal of Multicultural and Cross-cultural Research in Art Education, 9, 65-72.
13. Duncum, P. (1990). Clearing the decks for dominant culture: Some first principles for a contemporary art education. Studies in Art Education: A Journal of Issues and Research, 31(4), 207-215.
14. Efland, A. (1976). The school art style: A functional analysis. Studies in Art Education, 17, 37-44.
15. Efland, A. (1983). School art and its social origins. Studies in Art Education, 24, 49-57.
16. Ewen, S. (1988). All consuming images: The politics of style in contemporary culture. New York: Basic Books.
17. Freedman, K. (1994). Interpreting gender and visual culture in art classrooms. Studies in Art Education, 35(3), 157-170.
18. Freedman, K. (1995). Educational change within structures of history, culture, and discourse. In R. W. Neperud (Ed.), Context, content, and community in art education. New York: Teachers College Press.
19. Freedman, K. (2000). Social perspectives on art education in the U.S.: Teaching visual culture in a democracy. Studies in Art Education, 41(4), 314-329.
20. Freedman, K. (2003). Teaching visual culture. New York: Teachers College Press.
21. Freedman, K., & Wood, J. (1999). Student knowledge of visual culture: Images inside and outside of school. Studies in Art Education, 2(40), 128-142.
22. Garber, E. (1995). Teaching art in the context of culture: A study in the borderlands. Studies in Art Education, 36(4), 218-232.
23. Gardner, H. (1972). The development of sensitivity to figural and stylistic aspects of paintings. British Journal of Psychology, 63, 605-615.
24. Gaines, J. M., & Renow, M. (Eds.). (1999). Collecting visible evidence. Minneapolis, MN: University of Minnesota Press.
25. Garoian, C. (1999). Performing pedagogy: Toward an art of politics. Albany: SUNY Press.
26. Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. New York, London: Routledge.
27. Grigsby, J. (1977). Art & ethnics. Dubuque, Iowa: Wm. C. Brown.
28. Hernandez, F. (2000). Education y cultura visual. Barcelona: Octacdro.
29. Hicks, L. (1990). A feminist analysis of empowerment and community in arts education. Studies in Art Education, 32(1), 36-46.
30. Jagodzinski, J. (1997). The nostalgia of art education: Reinscribing the master's narrative. Studies in Art Education, 38(2), 80-95.
31. Lanier, V. (1969). The teaching of art as social revolution. Phi Delta Kappan, 50(6), 314-319.
32. Lanier, V. (1974). A plague on all your houses. NAEA Journal, 27(3), 12-15.
33. McFee, J. K., & Degge, R. (1977). Art, culture, and environment: A catalyst for teaching. Belmont, CA: Wadsworth.
34. Mirzoeff, N. (Ed.). (1998). Visual culture reader. New York: Routledge.
35. Morley, D. (1992). Television, audiences, and cultural studies. London: Routledge.
36. Neperud, R. (1973). Art education: Towards an environmental aesthetic. Art Education, 26(3).
37. Neperud, R. (Ed.). (1995). Context, content, and community in art education. New York: Teacher College Press.
38. Parsons, M. (1998). Integrated curriculum and ourparadigm of cognition in the arts. Studies in Art Education, 39(2), 103-116.
39. Pinar, W. F. (Ed.). (1988). Contemporary curriculum discourses. Scottsdale, AZ: Gorsuch Scarisbrick.
40. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1996). Understanding curriculum. New York: Peter Lang.
41. Prosser, J. (Ed.). (1998). Image-based research: A sourcebook for qualitative researchers. Bristol: Falmer.
42. Rose, G. (2001). Visual methodologies. London: Sage.
43. Rushkoff, D. (1994). Media virus: Hidden agendas in popular culture. Sydney: Random House.
44. Scollon, R., & Scollon, S. W. (1995). Intercultural communication. Cambridge, MA: Blackwell.
45. Shusterman, R. (1989). Pragmatist aesthetics: Living beauty, rethinking art. Oxford: Blackwell.
46. Slattery, P. (1995). Postmodernism as a challenge to dominant representations of curriculum. In J. Glanz & L. Behar-Horenstein (Eds.), Paradigm debates in curriculum and supervision. New York: Greenwood.
47. Smith-Shank, D. (1996). Microethnography of a Grateful Dead event: American subculture aesthetics. Journal of Multicultural and Cross-cultural Research in Art Education, 14, 80-91.
48. Solso, R. (1997). Mind and brain sciences in the 21st century. Cambridge, MA: MIT Press.
49. Stuhr, P. L. (1995). A social reconstructionist multicultural art curriculum design: Using the powwow as an example. In R. W. Neperud (Ed.), Context, content, and community in art education: Beyond postmodernism. New York: Teachers College Press.
50. Stuhr, P. L. (1999). Response to Brian Allison's article, "Colour, culture, language, and education." Journal of Multicultural and Cross-cultural Research in Art Education. 18(1), 14-15.
51. Sturken, M., & Cartwright, L. (2001). Practices of looking: An introduction to visual culture. Oxford, England: Oxford University Press.
52. Tavin, K. (2000). Just doing it: Towards a critical thinking of visual culture. In D. Wiel & H. K. Anderson (Eds.). Perspectives in critical theory: Essays by teachers in theory and practice (pp. 187-210). New York: Peter Lang.
53. Tavin, K. (2001). Teaching in and through visual culture. Journal of Multicultural and Cross-Cultural Research in Art Education, 18(1), 37-40.
54. Wilson, B., & Wilson, M. (1977). An iconoclastic view of the imagery sources of the drawing of young people. Art Education, 30(1), 5-11.
55. Wilson, B., Hurwitz, A., & Wilson, M. (1987). Teaching drawing from art. Worchester, MA: Davis.