Conference Proceedings 2010 [pdf] - Art & Design Symposium ...

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Anderson, R. (1990). Calliope’s sisters: A comparative study of philosophies of art (2 nd ed.). Upper Saddle River, NJ: Pearson. Anderson, T., & Milbrandt, M. K. (2005). Art for life: Authentic instruction in art. New York: McGraw-Hill. Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348 Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57(3), 220-231. doi: 10.1177/0022487105285966 Duncan-Andrade, J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban schools. International Journal of Qualitative Studies in Education (QSE), 20(6), 617-638. doi: 10.1080/09518390701630767 Freedman, S. W., & Appleman, D. (2009). “In it for the long haul”: How teacher education can contribute to teacher retention in high-poverty, urban schools. Journal of Teacher Education, 60(3), 323-337. Gaudelius, Y., & Speirs, P. (Eds.). (2005). Contemporary issues in art education. Upper Saddle River, NJ: Prentice Hall. Gude, O. (2004). Postmodern principles: In search of a 21 st century art education. Art Education, 57(1), 6-14. Hagiwara, S, & Wray, S. (2009). Transformation in reverse: Naïve assumptions of an urban educator. Education and Urban Society, 41(3), 338-363. Knight, W. B. (2006). Using contemporary art to challenge cultural values, beliefs, and assumptions. Art Education, 59(4), 39-45. Kowalchuk, E. A. (1999). Perceptions of practice: What art student teachers say they learn and need to know. Studies in Art Education, 41(1), 71-90. Lalas, J. (2007). Teaching for social justice in multicultural urban schools: Conceptualization and classroom implication. Multicultural Education, 14(3), 17- 21. Marshall, J. (2006). Substantive art integration = exemplary art education. Art Education,59(6), 17-24. Sandell, R. (2009). Using Form+Theme+Context (FTC) for rebalancing 21 st -century art education. Studies in Art Education, 50(3), 287-299. Stewart, M. G., & Walker, S. R. (2005). Rethinking curriculum in art. Worcester, MA: Davis. Swartz, E., & Bakari, R. (2005). Development of the teaching in urban schools scale. Teaching and Teacher Education, 21, 829-841. doi: 10.1016/j.tate.2005.05.014 Ullucci, K. (2005). Picking battles, finding joy: Creating community in the “uncontrolled” classroom. Multicultural Education, 12(3), 41-44. 68
The Effect of Music Videos on African-American Males: Implications for Art Education Zerric Clinton, Florida State University Zerric Clinton Presenting his Poster Abstract Human development is complicated, as there are many things that influence and shape what a person becomes. Initiatives promoted by the National Institute of Mental Health and the American Academy of Pediatrics have noted that the media sometimes perpetuates things to adolescents that might not be very good for them. However, it is apparent that adolescent African American males are often overlooked when it comes to learning how the media affects them. Especially, in regard to how they process the visual culture, which pervades popular music videos. The overall objective of this study was to determine the effect of music videos on African-American males. Thus, the specific objective here is to begin the discussion on learning how the visual culture of music videos affects adolescent African American males. A group of 30 rural adolescent African-American males were administered a pre-survey and critique response to begin the research study. Then they participated in a focus group discussion and completed a final survey to end the study. Overall the impact as the participants noted was that in many cases the music videos serve as a blueprint for the ways they should navigate the world. For instance, several participants stated how they identified with the things that were occurring in their favorite music videos because it reminded them of their neighborhood. Thus, the participants appeared to often interpret the visual culture of their favorite music videos in a literal way. Statistically, this literal interpretation was evident as the majority of the participants noted how they wanted the same types of things their artists seemed to posses like expensive clothes, large stacks of money and access to a lot of females. These are all visual aspects that the participants can easily view and interpret in a literal way without much thought. Narrative The discussion has begun on how the media affects adolescents through initiatives supported by the National Institute of Mental Health and the American Academy of Pediatrics. However, the research supported by these 69
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2010 ART&DESIGN for Social Justice
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5:30-6:00 Buffet Dinner 6:00-6:45 O
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Symposium Activities, January 18 Su
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(2 sessions combined- 1 hour 10 min
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Art, Education and the Internet: A
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There are basically four steps to j
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noisy doors, and dark classroom env
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highlighting slavery’s historic r
Page 18 and 19: Identity and Voice: Constructivist
Page 20 and 21: esources and venues we hope to secu
Page 22 and 23: Keller, G. D., Erickson, M., & Vill
Page 24 and 25: Our class partnered with a high sch
Page 26 and 27: Background: Eastern Woodland Indian
Page 28 and 29: design very much throughout the pro
Page 30 and 31: Work in Progress- Kids’ Guernica
Page 32 and 33: Examples of the Gap Between Art and
Page 34 and 35: Varbanova, L. (2009). Social entrep
Page 36 and 37: field for community building. This
Page 38 and 39: Gurin, Dey, Hurtado, and Gurin (200
Page 40 and 41: times from presenters that discrimi
Page 42 and 43: Levin, S., Van Laar, C., and Sidani
Page 44 and 45: of building and sustaining peace. L
Page 46 and 47: There is therefore clearly an inter
Page 48 and 49: Service Learning as a Strategy in t
Page 50 and 51: Enos, S.L., & Troppe, M. L. (1996).
Page 52 and 53: the artist was brought for a week o
Page 54 and 55: Fazey, I., Fazey, J. A., & Fazey, D
Page 56 and 57: The Affordable House: Making Design
Page 58 and 59: No doubt, it was not a miracle that
Page 60 and 61: Figure 2. Second Kids’ Guernica p
Page 62 and 63: Figure 6. Hamza, a visually impair
Page 64 and 65: health and safety issues for occupa
Page 66 and 67: Exemplary Teaching in Urban Schools
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Page 72 and 73: Growing Home: Creating Living, Sust
Page 74 and 75: housing method for refugees. The pr
Page 76 and 77: Filtering Access through Social Eng
Page 78 and 79: artists, engineers, community worke
Page 80 and 81: References Art 21 (2007a). Mel Chin
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Page 84 and 85: Poster Images Poster Image # 1 84
Page 86 and 87: Artmaking as a Process for Explorin
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Page 92 and 93: Art and Life With Children Boris Ti
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Page 96 and 97: lacked anywhere else to put these i
Page 98 and 99: References Baldassare, M. (1979). R
Page 100 and 101: Table 1. Environmental features add
Page 102 and 103: Figure 7. A view of the room’s en
Page 104 and 105: Radstone, S. (Ed.), (2000). Memory
Page 106 and 107: For centuries we have drawn on the
Page 108 and 109: Figure 2. Spiral Shell with Transpa
Page 110: Photographs Ansley Simmons Allys Pa
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