1,650
Views
90
CrossRef citations to date
0
Altmetric
Editorial

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

Pages 6-17 | Published online: 21 Dec 2015

References

  • 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.
  • Anderson, R. (1990). Calliope's sisters: A comparative study of philosophies of art. Englewood Cliffs, NJ: Simon & Schuster.
  • Anderson, T. (1995). Toward a cross-cultural approach to art criticism. Studies in Art Education, 36(4), 198–209.
  • Bang, M. (1991/2000). Picture this: How pictures work. New York: SeaStar Books.
  • Barrett, T. (2003). Interpreting art: Reflecting, wondering, and responding. New York: McGraw Hill.
  • Baseman. (2004). Dumb luck: The art of Baseman. San Francisco: Chronicle Books.
  • Beane, J. (1990/1993). A middle school curriculum: From rhetoric to reality. Columbus, OH: National Middle School Association.
  • Blandy, D., & Congdon, K. (Eds.) (1987). Art in a democracy. New York: Teachers College Press.
  • Bou, L. (2005). Street art: The spray files. New York: HarperCollins.
  • Boughton, D. (2004). The problem of seduction: Assessing visual culture. Studies in Art Education, 45(3), 265–269.
  • Bracken, L. (1997). Guy Debord: Revolutionary. Venice, CA: Feral House.
  • Breton, A. (1933/1997). The automatic message. In Anti-classics of surrealism: The automatic message, the magnetic fields, the immaculate conception. London: Atlas Press.
  • Brotchie, A. (1995). A book of surrealist games. Boston: Shambhala Restone Editions.
  • Burnham, L. F., & Durland, S. (1998). The citizen artist: An anthology from High Performance Magazine 1978–1998. Gardiner, New York: Critical Press.
  • Cahan, S., & Kocur, Z. (1996). Contemporary art and multicultural education. New York: Routledge.
  • 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.
  • 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.
  • Check, E. (2005). Unbecoming working class? Living across the lines. The Journal of Social Theory in Art Education, 25, 43–68.
  • Coe, S. (1986). X. New York: Raw Books & Graphics.
  • Congdon, K. G. (2004). Community art in action. Worcester, MA: Davis Publications.
  • Debord, G. (1967/1994). The society of the spectacle. New York: Zone.
  • Debord, G. (1958a). Methods of detournement. In K. Knabb (Ed.), Situationist International Anthology, 8–14. Berkeley, CA: Bureau of Public Secrets, 1981.
  • 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.
  • Desai, D. (2000). Imaging difference: The politics of representation in multicultural art education. Studies in Art Education, 41(2), 114–129.
  • Desai, D. (2002). The ethnographic move in contemporary art: What does it mean for art education? Studies in Art Education, 43(4), 307–323.
  • Dikovitskaya, M. (2005). Visual culture: The study of the visual after the cultural turn. Cambridge, MA: MIT Press.
  • Duncum, P., & Bracy, T. (Eds.). (2001). On Knowing: art and visual culture. Christchurch, New Zealand: University of Canterbury Press.
  • 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.
  • 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.
  • jagodzinski, j. (1997). The nostalgia of art education: Reinscribing the masters narrative. Studies in art Education, 38(2), 80–95.
  • James Gonzalez, G. M., & Mamary, A. J. M. (Eds.). (1999). Cultural activisms: Poetic voices, political voices. Albany: State University of New York Press.
  • 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.
  • Klein, D. (2003). Artists & communities: America creates for the millennium. Baltimore: Mid Atlantic Arts Foundation and the National Endowment for the Arts.
  • Knabb, K. (Ed.) (1981). Situationist International Anthology, 8–14. Berkeley, CA: Bureau of Public Secrets,
  • 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.
  • Lemos, P. (1931). The art teacher. Worcester, MA: The Davis Press.
  • London, P. (2003). Drawing closer to nature. Boston: Shambhala Publications.
  • Lowenfeld, V., & Brittain, W.L. (1965). Creative and mental growth, New York: The Macmillan Company.
  • Marcus, G. (1989). Lipstick traces. Cambridge, MA: Harvard University Press.
  • 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.
  • Menzel, P. (1994). Material world: A global family portrait. San Francisco: Sierra Club Books.
  • Mitchell, S. (1988). Relational concepts in psychoanalysis: An integration. Cambridge, MA: Harvard University Press.
  • Mitchell, W.J.T. (2005). What do pictures want? Chicago: University of Chicago Press.
  • 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.
  • Paley, N. (1995). Finding arts place: Experiments in contemporary education and culture. New York: Routledge.
  • 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.
  • Romo, T. (1999). Patssi Valdez: A precious comfort=una comodidad precaria. San Francisco: The Mexican Museum.
  • Said, E. W. (1978). Orientalism. New York: Random House.
  • Smith, P. (1996). The history of American art education: Learning about art in American schools. Westport, CT: Greenwood Press.
  • Smith, P. (1989). A modest proposal, or using the ingredients at hand to make an art curriculum. Art Education, 42(6), 8–15.
  • 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.
  • Sturken, M., & Cartwright, L. (2001). Practices of looking: An introduction to visual culture. Oxford, UK: Oxford University Press.
  • 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.
  • 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.
  • Tavin, K. (2000). Teaching in and through visual culture. The Journal of Multicultural and Cross-cultural Research in Art Education, 18, 37–40.
  • Tolstoy, L. (1898/1996). What is art? New York: Penguin Classics.
  • 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.
  • Weintraub, L. (1996). Art on the edge and over: Searching for arts meaning in contemporary society 1970s-1990s. Litchfield, CT: Art Insights, Inc.
  • 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.
  • 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.
  • White, J. H. (1998). Pragmatism and art. Studies in Art Education, 39(3), 215–229.
  • 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.
  • 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.
  • Zinn, H. (1980). A peoples history of the United States. New York: Harper & Row.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.