Publication Cover
Studies in Art Education
A Journal of Issues and Research
Volume 54, 2013 - Issue 3
112
Views
8
CrossRef citations to date
0
Altmetric
Articles

Laying a Foundation for Artmaking in the 21st Century: A Description and Some Dilemmas

Pages 246-259 | Published online: 25 Nov 2015

References

  • AICAD. (2007, October 25-27). AICAD 2007 Symposium: Rethinking the core. Paper presented at the Association of Independent Colleges of Art and Design (AICAD), 2007 Symposium: Rethinking the Core, New York, NY.
  • Anderson, T., & Milbrandt, M. (2004). Art for life: Authentic instruction in art. New York, NY: McGraw-Hill.
  • Appel, J. (2003). President David Rhodes: School of Visual Arts. Presidents Series. Retrieved from Education update online: Education news today for a better world tomorrow. Retrieved from www.educationupdate.com/archives/2003/may03/index.html
  • Bain, K. (2004). What the best college teachers do. Boston, MA: Harvard University Press.
  • Bass, J., & Jacob, M. J. (Eds.). (2010). Learning mind: Experience into art. Berkeley: University of California Press.
  • Becker, C. (1996). Reimagining art schools. In Zones of contention: Essays on art, institutions, gender, and anxiety (pp. 97–105). Albany: State University of New York Press.
  • Becker, C. (2009). Countervailance: Educating creative practictioners. In Thinking in place: Art, action, and cultural production (pp. 53–74). London, England: Paradigm.
  • Bekkala, E. (1999). The development of artists at Rhode Island School of Design. (Unpublished doctoral dissertation). Teachers College, Columbia University, New York, NY.
  • Belenky, M., Clichy, B., Goldberger, N., & Tarule, J. (1997). Women’s ways of knowing: The development of self, voice and mind, 10th anniversary edition. New York, NY: Basic Books.
  • Buckley, B., & Conomos, J. (Eds.). (2010). Rethinking the contemporary art school: The artist, the PhD, and the academy. Halifax: The Press of the Nova Scotia College of Art and Design.
  • Burton, J. M. (2004). A guide for teaching and learning in the visual arts. New York, NY: Teachers College, Columbia University.
  • Burton, J. M. (2005). The integrity of personal experience, or, the presence of life in art. International Journal of Education & the Arts, 3(2), 9–36.
  • Burton, J. M., & Hafeli, M. (Eds.). (2012). Conversations in art: The dialectics of teaching and learning. Reston, VA: National Art Education Association.
  • Carroll, K. L. (2005). Development and learning in art: Moving in the direction of a holistic paradigm for art education. Visual Arts Research, 32(1), 16–28.
  • Carroll, K. L. (2007). Better visual arts education. Annapolis: Maryland State Department of Educaiton.
  • Davis, B. (2004). Inventions of teaching: A geneology. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Edström, A.-M. (2008). To rest assured: A study of artistic development. International Journal of Education & the Arts, 9(3).
  • Eisner, E. (1984). No easy answers: Joseph Schwab’s contributions to curriculum. Curriculum Inquiry, 14(2), 201–210.
  • Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
  • ElDahab, M. A., Vidokle, A., & Waldvogel, F. (Eds.). (2006). Notes for an art school. Nicosia, Cyprus: International Foundation Manifesta.
  • Enwezor, O., Dillemuth, S., & Rogoff, L (September 2006). Schools of thought. frieze, 101. pp. 142–147.
  • Gardner, H. (1990). Art education and human development. Los Angeles, CA: The J. Paul Getty Museum.
  • Gregg, G. (2003, April). What are they teaching art students these days? ArtNews, 106–109. Retreived from www.gailgregg.com.
  • Gruber, H. E., & Wallace, D. B. (1989). Creative people at work. New York, NY: Oxford University Press.
  • Gruber, H. E., & Wallace, D. B. (1999). The case study method and evolving systems approach for understanding unique creative people at work. In R. Sternberg (Ed.), Handbook of Creativity (pp. 93–115). Cambridge, MA: Cambridge University Press.
  • Gude, O. (2004). Postmodern principles: In search of a 21st-century art education. Art Education, 57(1), 6–14.
  • Gude, O. (2010). Playing, creativity, possibility. Art Education, 63(2), 31–37.
  • Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College Press.
  • Hurwitz, A., & Day, M. (2007). Children’s artistic development: How children grow and learn. In Children and their art: Methods for the elementary school (pp. 43–67). Belmont, CA: Thomson Wadsworth.
  • James, P. (1996). The construction of learning and teaching in a sculpture studio class. Studies in Art Education, 37(3), 145–159.
  • James, P. (1997). Artistic creativity: A case study. Studies in Art Education, 39(1), 74–88.
  • James, P. (2004). Beyond her own boundaries: A portrait of creative work. Studies in Art Education, 45(4), 359–373.
  • Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177–228.
  • Kane, R., Sandretto, S., & Heath, C. (2004). An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47(3), 282–310.
  • Kent, L. (2001). The case of Lucio Pozzi: An artist/teacher’s studio critique method. (Unpublished doctoral dissertation). Teacher’s College, Columbia University. New York, NY.
  • Kindler, A. (1999). “From endpoints to repertoires”: A challenge to art education. Studies in Art Education, 40(4), 330–349.
  • Knefelkamp, L. (1999). Introduction and theory update. In William Perry, Forms of intellectual and ethical development in the college years (pp. xi–xxxviii). San Francisco, CA: Jossey-Bass.
  • Kroger, J. (2004). Identity in adolescence: The balance between self and other. London, England: Routledge.
  • Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
  • Kuhn, L. (2008). Complexity theory in educational research. In M. Mason (Ed.), Complexity theory and the philosophy of education (pp. 169–180). Chichester, West Sussex: John Wiley & Sons.
  • Kushins, J. (2007). Brave new basics: Case portraits of innovation in undergraduate studio art foundations curriculum. (Unpublished doctoral dissertation). The Ohio State University.
  • Lehrer, J. (2012). Imagine: How creativity works. New York, NY: Houghton Mifflin Harcourt.
  • Levine, D. N. (2006). Powers of mind: The reinvention of liberal learning in America. Chicago, IL: The University of Chicago Press.
  • Lupton, E. (2005, March 29). The reskilling of the American art student. Filed in Voice: AIGA Journal of Design. Retrieved from http://elupton.com/critic/
  • Madge, C., & Weinberger, B. (1973). Art students observed. New York, NY: Oxford University Press.
  • Madoff, S. H. (2009). Art school (propositions for the twenty-first century). Boston, MA: MIT Press.
  • Matarasso, F. (2005, November 22-25). Reflections on the challenges facing arts institutions. ELIA Leadership Symposium, London, England.
  • McKenna, S. (2006). Art is possible. Visual Arts Research, 32(1), pp. 53–63.
  • McKenna, S. (2011). Art school consequential: Teaching and learning in the first year. (Unpublished doctoral disseration). Columbia University Teachers College.
  • Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Mezirow, J. (Ed.). (2000). Learning as transformation. San Francisco, CA: Jossey-Bass.
  • Miles, M. (Ed.). (2005). New practices/new pedagogies: A reader. New York, NY: Routledge.
  • Miles, M. (2006). Postmodernism and the art curriculum: A new subjectivity. In Art education in a postmodern world: Collected essays (pp. 91–98). Portland, OR: Intellect Books.
  • NASAD. (2011). Professional Development Sessions. Retrieved from http://nasad.arts-accredit.org/index.jsp?page=Professional Development Sessions
  • Perry, W. (1999). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Hold Rinehart & Winston.
  • Pink, D. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: The Berkeley Group.
  • Salazar, S. M. (in press). Studio interior: Investigating undergraduate studio art teaching and learning. Studies in Art Education.
  • School of Visual Arts. (2009). SVA Viewbook. New York, NY: School of Visual Arts.
  • Schwab, J. (1959). The “impossible” role of the teacher in progressive education. The School Review, 67(2), The Dewey Centennial Issue, 139–159.
  • Sevigny, M. J. (1977). A descriptive study of instruction interaction and performance appraisal in a university studio art setting: A multiple perspective. (Unpublished doctoral dissertation). The Ohio State University, Columbus, Ohio.
  • Singerman, H. (1999). Art subjects: The making of the artists in the American university. Berkeley: University of California Press.
  • Skipper, T. L. (2005). Student development in the first college year: A primer for college educators. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
  • Tavin, K., Kushins, J., & Elniski, J. (2007). Shaking the foundations of postsecondary art(ist) education in visual culture. Art Education, 60(5), 13–19.
  • The College Board. (2012). Child development and arts education: A review of recent research and best practices. New York, NY: Author.
  • Walker, S. R. (2001). Teaching meaning in artmaking. Worchester, MA: Davis.
  • Yin, R. K. (2009). Case study research: Design and methods. Los Angeles, CA: Sage.
  • Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382–399.

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.