Beyond Stereotype: Contemporary Art in Children’s Picture Books About Going to the Museum

References

• Adams, J. (2010). Risky choices: The dilemmas of introducing contemporary art practices into schools. British Journal of Sociology of Education, 31(6), 683–701.
   Google Scholar
• Atkinson, D. (2012). Contemporary art and art in education: The new, emancipation and truth. International Journal of Art & Design Education, 31(1), 5–18.
   Web of Science ®Google Scholar
• Burnham, R., & Kai-Kee, E. (2011). Teaching in the art museum: Interpretation as experience. Getty.
   Google Scholar
• Cascone, S. (2021, April 23). Sculptor Alex Da Corte brought a bright blue Big Bird to the Metropolitan Museum of Art’s rooftop. Artnet News. https://news.artnet.com/art-world/alex-da-corte-big-bird-met-roof-1961534
   Google Scholar
• Chappell, B. (2021, September 29). For $84,000, an artist returned two blank canvasses titled “Take the Money and Run.” NPR. https://www.npr.org/2021/09/29/1041492941/jens-haaning-kunsten-take-the-money-and-run-art-denmark-blank
   Google Scholar
• Cooperative Children’s Book Center. (2020). Data on books by and about Black, Indigenous, and people of color published for children and teens. School of Education, University of Wisconsin-Madison.
   Google Scholar
• Day, M. (2009). Contemporary art and student learning. International Journal of Arts Education, 7(1), 125–140.
   Google Scholar
• Dear, J. (2001). Motivation and meaning in contemporary art: From Tate Modern to the primary school classroom. Journal of Art and Design Education, 20(3), 274–283.
   Google Scholar
• Efland, A. (1990). A history of art education. Teachers College Press.
   Google Scholar
• Hirsch, E. D., Jr. (1988). Cultural literacy: What every American needs to know. Vintage Books.
   Google Scholar
• Jeffers, C. S., & Parth, P. (1996). Relating controversial contemporary art and school art: A problem-position. Studies in Art Education, 38(1), 21–33.
   Google Scholar
• Knight, W. B. (2006). Using contemporary art to challenge cultural values, beliefs, and assumptions. Art Education, 59(4), 39–45.
   Google Scholar
• Linzer, D. (2014). Youth empowerment and contemporary art: Where are we now? Journal of Museum Education, 39(3), 236–249.
   Google Scholar
• Marsh, A. (2004). Pragmatist aesthetics and new visions of the contemporary art museum: The Tate Modern and the Baltic Centre for Contemporary Art. Journal of Aesthetic Education, 38(3), 91–106.
   Web of Science ®Google Scholar
• Marshall, J., Stewart, C., & Thulson, A. (2021). Teaching contemporary art with young people: Themes in art for K–12 classrooms. Teachers College Press.
   Google Scholar
• MoMA Learning. (n.d.). The artist is present. Metropolitan Museum of Art. https://www.moma.org/learn/moma_learning/marina-abramovic-marina-abramovic-the-artist-is-present-2010
   Google Scholar
• Olivares, A., & Piatak, J. (2022). Exhibiting inclusion: An examination of race, ethnicity, and museum participation. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 33, 121–133. https://doi.org/10.1007/s11266-021-00322-0
   Web of Science ®Google Scholar
• Ostrower, F. (2008). Multiple motives, multiple experiences: The diversity of cultural participation. In S. Tepper & B. Ivey (Eds.), Engaging act: The next great transformation of America’s cultural life (pp. 85–101). Routledge.
   Google Scholar
• Pérez Huber, L., Camargo Gonzalez, L., & Solórzano, D. G. (2020). Theorizing a critical race content analysis for children’s literature about people of color. Urban Education, 0(0), 1–25.
   Google Scholar
• Quinn, T. (2020). About museums, culture, and justice to explore in your classroom. Teachers College Press.
   Google Scholar
• Savva, A., & Trimis, E. (2005). Responses of young children to contemporary art exhibits: The role of artistic experiences. International Journal of Education & the Arts, 6(13), 1–22.
   Google Scholar
• Short, K. (with the Worlds of Words Community). (2019). Critical content analysis of visual images. In H. Johnson, J. Mathis, & K. G. Short (Eds.), Critical content analysis of visual images in books for young people (pp. 3–22). Routledge.
   Google Scholar
• Sipe, L. (2001). Using picturebooks to teach art history. Studies in Art Education, 42(3), 197–213.
   Google Scholar
• Szubielska, M., Ratomska, M., Wójtowicz, M., & Szymańska, A. (2020). The effect of educational workshops in an art gallery on children’s evaluation and interpretation of contemporary art. Empirical Studies of the Arts, 38(2), 131–148.
   Web of Science ®Google Scholar
• Vahter, E. (2016). Looking for a possible framework to teach contemporary art in primary school. International Journal of Art & Design Education, 35(1), 51–67.
   Web of Science ®Google Scholar
• Weier, K. (2004). Empowering young children in art museums: Letting them take the lead. Contemporary Issues in Early Childhood, 5(1), 106–116. https://doi.org/10.2304/ciec.2004.5.1.2
   Google Scholar
• Yohlin, E. (2012). Pictures in pictures: Art history and art museums in children’s books. Children’s Literature in Education, 43(3), 260–272.
   Web of Science ®Google Scholar