The Narratives of Adolescents and Young Adults: Foundations of a Contemporary Art Curriculum

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Notes

1 A 2012–2013 survey, A Comparison of Fine and Popular Visual Art Learning and Production by 18–21-Year-Olds in Traditional Secondary Schools and Extracurricular Online Contexts, funded by a National Art Education Foundation grant, gathered data from 387 respondents who were solicited from online fandom sites. A 2015–2016 Institutional Review Board–approved survey, Maker Art in Maker Spaces was conducted independently and queried 24 youths, solicited from undergraduate-level art courses for non–art majors, who shared their work with one another online and in an on-campus makerspace.

2 The names used to identify respondents and artists throughout this article were self-selected as the preferred avatar, pseudonym, or actual name of the participant.

3 Italics are in the original.

4 The National Assessment of Educational Progress report “indicates major gaps in instructional practices where over 50% of students never choose their own projects, work in pairs or groups, write about their art, view films and television about art, use new media such as cameras and [computers] to make art, exhibit their own art, keep sketchbooks of art journals, receive homework assignments, or visit museums or galleries” (Burton, 2016,p. 176).

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Notes on contributors

Marjorie Cohee Manifold

Marjorie Cohee Manifold, Professor, Arts Education & Curriculum Studies, Indiana University in Bloomington. Email: [email protected]