Philosophy & History of Art Education
ED400 Syllabus | Fall 2014 | |
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1. An Introduction to Educational Philosophy
Week 1: Aug. 25
Welcome and Introduction
StorySwap: Sharing stories about schooling and beyond – what is your experience of education? What kinds of approaches to learning do you admire/strive to include in your own teaching practice? How does your art practice intersect with your teaching/learning strategy?
Exploring Philosophical Inquiry: How do we approach philosophical inquiry? What methods of inquiry and interpretation can we draw from and imagine together as a group? How can we work together throughout the course to create something meaningful and useful for future career paths?
Syllabus Review + Assignment Scheduling
Welcome and Introduction
StorySwap: Sharing stories about schooling and beyond – what is your experience of education? What kinds of approaches to learning do you admire/strive to include in your own teaching practice? How does your art practice intersect with your teaching/learning strategy?
Exploring Philosophical Inquiry: How do we approach philosophical inquiry? What methods of inquiry and interpretation can we draw from and imagine together as a group? How can we work together throughout the course to create something meaningful and useful for future career paths?
Syllabus Review + Assignment Scheduling
2. Idealism
Week 2: Sept. 8
Themes: Functionalism, Leisure, “The Good”, Justice, Utopia, Order and Systems, Truth and Holism
Readings:
Themes: Functionalism, Leisure, “The Good”, Justice, Utopia, Order and Systems, Truth and Holism
Readings:
Chapter 1: Idealism and Education. Philosophical Foundations of Education by Howard Ozmon and Samuel Craver (Focus on Plato, Kant and Hegel) | |
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Recommend Reading:
Plato. Republic - Book II, Book VI, Book VII - http://classics.mit.edu/Plato/republic.html
In-Class Project: Imagining our Schools of the Future
Artists: Francois Jacques Delannoy, Jean-Rene Billaudel, Le Corbusier, Christoph Leonhard Sturm, Superstudio, Whose Utopia (Cao Fei, 2006 - https://vimeo.com/76026916), The Land by Kamin Letchaiprasert and Rirkrit Tiravanija
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. Consider how the philosophies of Plato, Augustine, Kant and others relate to your own approach to education. Do you see evidence of idealism in schools today? Why/why not? What historical/social contexts should we consider in re-reading and understanding some of these philosophic approaches and considerations?
Plato. Republic - Book II, Book VI, Book VII - http://classics.mit.edu/Plato/republic.html
In-Class Project: Imagining our Schools of the Future
Artists: Francois Jacques Delannoy, Jean-Rene Billaudel, Le Corbusier, Christoph Leonhard Sturm, Superstudio, Whose Utopia (Cao Fei, 2006 - https://vimeo.com/76026916), The Land by Kamin Letchaiprasert and Rirkrit Tiravanija
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. Consider how the philosophies of Plato, Augustine, Kant and others relate to your own approach to education. Do you see evidence of idealism in schools today? Why/why not? What historical/social contexts should we consider in re-reading and understanding some of these philosophic approaches and considerations?
3. Realism
Week 3: Sept. 15
Themes: Materiality and Objecthood, Sensate and Sensual, Environment, Perception
Readings:
Themes: Materiality and Objecthood, Sensate and Sensual, Environment, Perception
Readings:
Aristotle: On Education by Charles Hummel | |
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Realism in Education by Dr. V. K. Maheshwari | |
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Recommended Reading:
Aristotle. The Nicomachean Ethics, Book 1 and Book 6
Rousseau, J. (1979). Emile: or on Education. Basic Books
Artists: Allan McCollum, John Baldessari, Kimsooja, Learning Site, Mark Dion, Duane Hanson, Robert Bechtle, Denis Peterson (Hyperrealism), Chuck Close
In-Class Project: Exploring the Really Real - creating polar scales of real and unreal concepts, ideas and things.
Assignment: Writing Reflection & Artwork - Alongside a brief writing reflection create 2-3 drawings, paintings, videoworks, sculptures or sketches inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings.
Aristotle. The Nicomachean Ethics, Book 1 and Book 6
Rousseau, J. (1979). Emile: or on Education. Basic Books
Artists: Allan McCollum, John Baldessari, Kimsooja, Learning Site, Mark Dion, Duane Hanson, Robert Bechtle, Denis Peterson (Hyperrealism), Chuck Close
In-Class Project: Exploring the Really Real - creating polar scales of real and unreal concepts, ideas and things.
Assignment: Writing Reflection & Artwork - Alongside a brief writing reflection create 2-3 drawings, paintings, videoworks, sculptures or sketches inspired by the concepts of the readings and or processes of a selected artist whose work relates to the readings.
aristotle_-_nicomachean_ethics.docx | |
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rousseau_-_emile_selections.pdf | |
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4. Non-Western Ways of Knowing
Week 4: Sept. 22
Themes: Holism, Communal, Metaphysical, Global, collective knowledge, communities of practice
Themes: Holism, Communal, Metaphysical, Global, collective knowledge, communities of practice
Non-Western Perspectives on Learning and Knowing by Sharan B. Merriam and Young Sek Kim | |
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Recommended Reading:
Tlön, Uqbar, Orbis Tertius by Jorge Luis Borges in Ficciones
Artists: Lygia Clark, Valie Export, Tania Bruguera, Pushpamala N., Pablo Helguera, Romuald Hazoume, Liu Ding, Chen Qiulin, Wang Jinsong
In-Class Project: Collaborative Fictions - Imagining new ways of organizing and understanding knowledge - Viewing chambers etc.
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. Share your thoughts on the approaches and techniques shared in this weeks article. How can we learn from and with non-Western cultures in public school and cultural settings? What opportunities and challenges do these approaches pose for the art room and administrative integrations? How is the idea and concept of democratic learning understood within these contexts?
Tlön, Uqbar, Orbis Tertius by Jorge Luis Borges in Ficciones
Artists: Lygia Clark, Valie Export, Tania Bruguera, Pushpamala N., Pablo Helguera, Romuald Hazoume, Liu Ding, Chen Qiulin, Wang Jinsong
In-Class Project: Collaborative Fictions - Imagining new ways of organizing and understanding knowledge - Viewing chambers etc.
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. Share your thoughts on the approaches and techniques shared in this weeks article. How can we learn from and with non-Western cultures in public school and cultural settings? What opportunities and challenges do these approaches pose for the art room and administrative integrations? How is the idea and concept of democratic learning understood within these contexts?
tlon_by_jorge_luis_borges.pdf | |
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5. Philosophical Approaches in U.S. Education
Week 5: Sept. 29
Themes: Nationalism, Assimilation, Power, Tradition, Vocation, Religion, Hierarchy
Readings:
Themes: Nationalism, Assimilation, Power, Tradition, Vocation, Religion, Hierarchy
Readings:
The American School: Colonial Education by Joel Spring | |
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The American School: Meritocracy by Joel Spring | |
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spring_-_thinking_critically_about_history.pdf | |
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Recommended Reading:
Theory and Its Influence on the Purposes of Schooling by Kathleen Bennett deMarrais and Margaret D. LeCompte
Artists: Steve Lambert, Allen Sekula, Judy Chicago, Bruce High Quality University, Hans Haake, Andrea Fraser, Michael Asher, Marcel Broodthaers, Daniel Buren, Fred Wilson, Helen Reed (http://thepedagogicalimpulse.com/category/artists/)
In-Class Project: Racing to the Top – Creating historiographies of our own schooling experience and history.
Assignment: Writing Reflection and Artwork - Alongside your written reflection create a series of 2-3 drawings, paintings, videos, sculptures or artworks that explore your own personal history of school and/or your vision for its future. What are some of the philosophical approaches being used by educators at the turn of the 19th century in a newly formed United States? How are issues of obedience, assimilation, patriotism, economics, morality and/or vocation used inside of schools pedagogically? How does the history of american public education - its ideas, concepts and frameworks - influence our current philosophy of education? How does it influence global ideas of what education can or should be?
Try to find ways to connect history and philosophy - ie. how do the ways we setup and create schooling cultures, impact what we believe in and care about as people in the world?
Theory and Its Influence on the Purposes of Schooling by Kathleen Bennett deMarrais and Margaret D. LeCompte
Artists: Steve Lambert, Allen Sekula, Judy Chicago, Bruce High Quality University, Hans Haake, Andrea Fraser, Michael Asher, Marcel Broodthaers, Daniel Buren, Fred Wilson, Helen Reed (http://thepedagogicalimpulse.com/category/artists/)
In-Class Project: Racing to the Top – Creating historiographies of our own schooling experience and history.
Assignment: Writing Reflection and Artwork - Alongside your written reflection create a series of 2-3 drawings, paintings, videos, sculptures or artworks that explore your own personal history of school and/or your vision for its future. What are some of the philosophical approaches being used by educators at the turn of the 19th century in a newly formed United States? How are issues of obedience, assimilation, patriotism, economics, morality and/or vocation used inside of schools pedagogically? How does the history of american public education - its ideas, concepts and frameworks - influence our current philosophy of education? How does it influence global ideas of what education can or should be?
Try to find ways to connect history and philosophy - ie. how do the ways we setup and create schooling cultures, impact what we believe in and care about as people in the world?
purpose_of_schools.pdf | |
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6. Pragmatism/Progressive Education
Week 6: Oct. 6
Themes: Democracy in Society, utilitarianism
Readings:
Dewey, J. (1916). Democracy and education in Allen, F. (2011). Education: documents in contemporary art. (pp.30-1). MIT Press/Whitechapel Gallery.
Themes: Democracy in Society, utilitarianism
Readings:
Dewey, J. (1916). Democracy and education in Allen, F. (2011). Education: documents in contemporary art. (pp.30-1). MIT Press/Whitechapel Gallery.
Progressive Education by Alfie Kohn | |
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dewey_-_my_pedagogic_creed.pdf | |
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Recommend Reading:
Dewey, J. (1997). Experience and Education (pp.5-91). New York: Touchstone.
Dewey, John. (1916). Democracy and Education: An Introduction to the Philosophy of Education. (pp.81-99) New York: The Free Press.
Artists: Roni Horn, Matthew Ritchie, Fred Wilson, Richard Tuttle, Teresa Hubbard, Alexander Birchler, Diego Rivera
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. Consider the time period in which Dewey’s Pedagogic Creed was written (1897!) - have his ideas been integrated into schools or learning environment’s you’ve experienced? What are some of the challenges and opportunities of progressive forms of education in urban contexts? If we know community-based learning that attends to the whole child is a “good” and potential beneficial tool for learning - why isn’t it used more often in public schools? What issues of race, class, privilege and gender intersect with these discussions and ideas?
Dewey, J. (1997). Experience and Education (pp.5-91). New York: Touchstone.
Dewey, John. (1916). Democracy and Education: An Introduction to the Philosophy of Education. (pp.81-99) New York: The Free Press.
Artists: Roni Horn, Matthew Ritchie, Fred Wilson, Richard Tuttle, Teresa Hubbard, Alexander Birchler, Diego Rivera
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. Consider the time period in which Dewey’s Pedagogic Creed was written (1897!) - have his ideas been integrated into schools or learning environment’s you’ve experienced? What are some of the challenges and opportunities of progressive forms of education in urban contexts? If we know community-based learning that attends to the whole child is a “good” and potential beneficial tool for learning - why isn’t it used more often in public schools? What issues of race, class, privilege and gender intersect with these discussions and ideas?
dewey_-_democracy_and_education.docx | |
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dewey_artasexperience.pdf | |
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7. Modernism: The Bauhaus and Black Mountain College
Week 7: Oct. 20
Themes: Design for function, confronting capitalism, conceptual art, abstraction and minimalism
Readings:
Prospectus (pp. 36-38), Black Mountain College Experiment in Art. In Allen, F. (2011). Education: documents in contemporary art. (pp.30-1). MIT Press/Whitechapel Gallery
Themes: Design for function, confronting capitalism, conceptual art, abstraction and minimalism
Readings:
Prospectus (pp. 36-38), Black Mountain College Experiment in Art. In Allen, F. (2011). Education: documents in contemporary art. (pp.30-1). MIT Press/Whitechapel Gallery
black_mountain_college.pdf | |
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bauhaus_-_manifesto__program_statement.pdf | |
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Recommended Reading:
For Democracy: Lessons from Black Mountain College by Emile Bojesen
Bauhaus Learning Resource
Artists: Fluxus (George Maciunas, Nam June Paik, John Cage etc.), Josef Albers, Ray Johnson, Buckminster Fuller, Robert Rauschenberg, Michael Asher, Marcel Broodthaers, Daniel Buren, Hans Haacke, Fred Wilson
Assignment: Weekly Writing Reflection & Artwork - In addition to a 1 pg. writing reflection, create a functional object, design or artwork that could be used as a pedagogical tool or device in a NYC classroom. Use this as a focal point for your reflection writing. Consider some of the opportunities and challenges of design-thinking in the classroom. What kinds of philosophical and modernist ideas from the Bauhaus/Black Mountain College are used in today’s art classrooms? How do they limit and/or encourage creativity?
For Democracy: Lessons from Black Mountain College by Emile Bojesen
Bauhaus Learning Resource
Artists: Fluxus (George Maciunas, Nam June Paik, John Cage etc.), Josef Albers, Ray Johnson, Buckminster Fuller, Robert Rauschenberg, Michael Asher, Marcel Broodthaers, Daniel Buren, Hans Haacke, Fred Wilson
Assignment: Weekly Writing Reflection & Artwork - In addition to a 1 pg. writing reflection, create a functional object, design or artwork that could be used as a pedagogical tool or device in a NYC classroom. Use this as a focal point for your reflection writing. Consider some of the opportunities and challenges of design-thinking in the classroom. What kinds of philosophical and modernist ideas from the Bauhaus/Black Mountain College are used in today’s art classrooms? How do they limit and/or encourage creativity?
bauhaus_learning_resource.pdf | |
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for_democracy_-_lessons_from_blackmountain_college.docx | |
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8. Critical Theory & Pedagogy
Week 8: Oct. 27
Themes: Power, privilege, social class, politics of knowledge, intersectionality
Readings:
Freire P. (1968), Pedagogy of the Oppressed in Allen, F. (2011) Education: Documents in contemporary art. (pp.83). MIT Press/Whitechapel Gallery.
Themes: Power, privilege, social class, politics of knowledge, intersectionality
Readings:
Freire P. (1968), Pedagogy of the Oppressed in Allen, F. (2011) Education: Documents in contemporary art. (pp.83). MIT Press/Whitechapel Gallery.
hooks-engaged-pedagogy.pdf | |
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Recommend Reading:
Freedom School Curriculum, Kathy Emery, Sylvia Braselmann, and Linda Reid Gold
Freire, Paulo (2009). Pedagogy of the Oppressed (pp. 43-86) New York: Continuum
Greene, M. (1988). The Dialectic of Freedom. (87-116). New York: Teachers College Press.
Artists: Cai Guo-Qiang, Hubbard/Birchler, Ida Applebroog, Krzysztof Wodiczko, Laylah Ali, Yinka Shonibare, etc.
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. How does critical pedagogy intersect with art education? Is it in conflict with modern approaches to public schooling? Especially in an urban context - how can issues of race, class and privilege be discussed through art practice and process? What are some of the pressing concerns and ideas that still linger today in Freire and hook’s call for more critically engaged scholars, teachers and students?
Freedom School Curriculum, Kathy Emery, Sylvia Braselmann, and Linda Reid Gold
Freire, Paulo (2009). Pedagogy of the Oppressed (pp. 43-86) New York: Continuum
Greene, M. (1988). The Dialectic of Freedom. (87-116). New York: Teachers College Press.
Artists: Cai Guo-Qiang, Hubbard/Birchler, Ida Applebroog, Krzysztof Wodiczko, Laylah Ali, Yinka Shonibare, etc.
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. How does critical pedagogy intersect with art education? Is it in conflict with modern approaches to public schooling? Especially in an urban context - how can issues of race, class and privilege be discussed through art practice and process? What are some of the pressing concerns and ideas that still linger today in Freire and hook’s call for more critically engaged scholars, teachers and students?
9. Field Trip
10. Post-Modernism, Unschooling and Free Schools
Week 10: Nov. 10
Themes: existentialism, decentralization, horizontality, negation, post-structuralism, deconstruction
Themes: existentialism, decentralization, horizontality, negation, post-structuralism, deconstruction
possessive_subject_radical.pdf | |
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when_students_build_their_schools.pdf | |
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Recommend Reading:
Chris Mercogliano, History. Making It Up as We Go Along: The Story of the Albany Free School
Podcast – This American Life - Minor Authorities (Episode: 424, Part 3)
Art Education in a Post-Modern World. Chapter 1: A Manifesto for Art in Schools by John Swift & John Steers
Artists: Warhol, Frank Stella, Robert Smithson, Donald Judd, Dan Flavin, Sherrie Levine, Christo, Roy Ascott, Robert Longo
Assignment: Weekly Writing Reflection & Artwork - In addition to a 1 pg. writing reflection, create/design 2-3 artworks (drawings, sculptures, video, paintings etc) exploring the idea of de/unschooling. You might consider creating a design for your own free school or unschooling experience - represent this visually or materially to share with the group.
Chris Mercogliano, History. Making It Up as We Go Along: The Story of the Albany Free School
Podcast – This American Life - Minor Authorities (Episode: 424, Part 3)
Art Education in a Post-Modern World. Chapter 1: A Manifesto for Art in Schools by John Swift & John Steers
Artists: Warhol, Frank Stella, Robert Smithson, Donald Judd, Dan Flavin, Sherrie Levine, Christo, Roy Ascott, Robert Longo
Assignment: Weekly Writing Reflection & Artwork - In addition to a 1 pg. writing reflection, create/design 2-3 artworks (drawings, sculptures, video, paintings etc) exploring the idea of de/unschooling. You might consider creating a design for your own free school or unschooling experience - represent this visually or materially to share with the group.
mercogliano_-_history_of_a_free_school.pdf | |
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11. Multiculturalism & Identity Politics
Week 11: Nov. 17
Themes: Pluralism, Culturally-specific education, diversity, intersectionality
Readings:
Ewing, E. L. (201). Salvation or segregation? A look at culturally-specific education. Proximity Magazine, (5). Chicago, IL: Public Media Institute.
Cahan, S. E. & Kocur, Z. (2010). Contemporary art and multicultural education. In E. Joo & J. Keehn (Eds.) Rethinking contemporary art and multicultural education. New York, NY: New Museum.
Themes: Pluralism, Culturally-specific education, diversity, intersectionality
Readings:
Ewing, E. L. (201). Salvation or segregation? A look at culturally-specific education. Proximity Magazine, (5). Chicago, IL: Public Media Institute.
Cahan, S. E. & Kocur, Z. (2010). Contemporary art and multicultural education. In E. Joo & J. Keehn (Eds.) Rethinking contemporary art and multicultural education. New York, NY: New Museum.
salvation_or_segregation.pdf | |
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multicultural_art_education.pdf | |
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Recommended Reading:
Greene, M. (1997). The Passions of Pluralism: Multiculturalism and the Expanding Community. In S. M. Cahn (Ed.), Classic and Contemporary Readings in the Philosophy of Education (pp. 510-521). New York: McGraw Hill.
Artists: Kara Walker, Mikeline Thomas, Kehindy Wiley, William Wegman, Bruce Nauman, Kerry James Marshall, Maya Lin, Louise Bourgeois, Teddy Cruz, Coco Fusco (http://borderartists.com/)
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. What are the new demands of culturally aware pedagogies? How can art be a platform for conversation and confrontations of contemporary issues that explore race, class, privilege and gender in the classroom? What challenges/opportunities arise from a globally connected classroom environment?
Greene, M. (1997). The Passions of Pluralism: Multiculturalism and the Expanding Community. In S. M. Cahn (Ed.), Classic and Contemporary Readings in the Philosophy of Education (pp. 510-521). New York: McGraw Hill.
Artists: Kara Walker, Mikeline Thomas, Kehindy Wiley, William Wegman, Bruce Nauman, Kerry James Marshall, Maya Lin, Louise Bourgeois, Teddy Cruz, Coco Fusco (http://borderartists.com/)
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. What are the new demands of culturally aware pedagogies? How can art be a platform for conversation and confrontations of contemporary issues that explore race, class, privilege and gender in the classroom? What challenges/opportunities arise from a globally connected classroom environment?
greene_-_the_passions_of_pluralism.pdf | |
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12. Visual Culture & The Communication Society
Week 12: Nov. 24
Themes: Consumerism, media literacy, the gaze, spectacle
Readings:
Themes: Consumerism, media literacy, the gaze, spectacle
Readings:
vc-3approaches.pdf | |
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visual_culture_jam_-_darts.pdf | |
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Recommend Reading:
Brian Holmes, The Communication Society
Guy Debord, Situationist Internationale Manifesto
Roland Barthes, Myth Today
Artists: Andrea Zittel, Barbara Kruger, Matthew Barney, Mel Chin, Michael Ray Charles
Assignment: Weekly Writing Reflection & Artwork - In addition to a 1 pg. writing reflection, create a series of 2-3 drawings/sculptures/videos, graphic design elements that draw from popular forms of media and visual culture that you interact with personally. Use these artworks to further reflect on the readings and artists discussed through a brief writing reflection.
Brian Holmes, The Communication Society
Guy Debord, Situationist Internationale Manifesto
Roland Barthes, Myth Today
Artists: Andrea Zittel, Barbara Kruger, Matthew Barney, Mel Chin, Michael Ray Charles
Assignment: Weekly Writing Reflection & Artwork - In addition to a 1 pg. writing reflection, create a series of 2-3 drawings/sculptures/videos, graphic design elements that draw from popular forms of media and visual culture that you interact with personally. Use these artworks to further reflect on the readings and artists discussed through a brief writing reflection.
situationist-international-manifesto.pdf | |
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myth_today_-_barthes.pdf | |
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13. Public Pedagogy, Social Practice & Education As Art
Week 13: Dec. 1
Themes: Situated learning, community-based education, informal learning, post-studio, Education aesthetics, post-formalism
Readings:
Themes: Situated learning, community-based education, informal learning, post-studio, Education aesthetics, post-formalism
Readings:
expanding_the_center_-_paul_sargent_-_proximity_2010.pdf | |
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a_pedagogical_turn_-_education_as_art.doc | |
File Size: | 57 kb |
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Recommend Reading:
Helguera, P. (2011). Education for socially engaged art. New York: Jorge Pinto Books http://pablohelguera.net/2011/11/education-for-socially-engaged-art-2011/
Encountering Pedagogy through Relational Art Practices by Rita Irwin and Donal O’Donoghue
Gibb, C. (2010) Room 13 art studio in Allen, F. (2011) Education: documents in contemporary art. (pp.113-115), Whitechapel Gallery MIT Press.
Outside Curricula and Public Pedagogy by William Schubert
Artists: Future Farmers, Caroline Woolard, Temporary Services, Mierele Ukeles, Jim Duignan (Stockyard Institute), Anne Frederick (Hester Street Collaborative), Cassie Thornton, Anne Elizabeth Moore, Oda Projesi, Marjetica Potrc, Bruce High Quality University, University of Trash, Nils Norman, 16 Beaver, Pablo Helguera, Hito Steyerl
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. What are some of the ethical and political implications of making work with youth that is socially engaged? How does context and site-specificity play an integral role in situating your own personal practice as an artist-teacher and your work with youth? What are some of the challenges of sensationalizing social art practice as a way to address community-based issues, especially as they become more popular amongst cultural institutions, museums and universities?
Helguera, P. (2011). Education for socially engaged art. New York: Jorge Pinto Books http://pablohelguera.net/2011/11/education-for-socially-engaged-art-2011/
Encountering Pedagogy through Relational Art Practices by Rita Irwin and Donal O’Donoghue
Gibb, C. (2010) Room 13 art studio in Allen, F. (2011) Education: documents in contemporary art. (pp.113-115), Whitechapel Gallery MIT Press.
Outside Curricula and Public Pedagogy by William Schubert
Artists: Future Farmers, Caroline Woolard, Temporary Services, Mierele Ukeles, Jim Duignan (Stockyard Institute), Anne Frederick (Hester Street Collaborative), Cassie Thornton, Anne Elizabeth Moore, Oda Projesi, Marjetica Potrc, Bruce High Quality University, University of Trash, Nils Norman, 16 Beaver, Pablo Helguera, Hito Steyerl
Assignment: Weekly Writing Reflection - a 1-2 page reflection on this weeks readings. What are some of the ethical and political implications of making work with youth that is socially engaged? How does context and site-specificity play an integral role in situating your own personal practice as an artist-teacher and your work with youth? What are some of the challenges of sensationalizing social art practice as a way to address community-based issues, especially as they become more popular amongst cultural institutions, museums and universities?
outside_curricula_and_public_pedagogy_-_schubert.pdf | |
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encountering_pedagogy_through_relational_art_practices.pdf | |
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14. Reflection & Editing
Week 14: Dec. 8th