Slideshow
Annotated Bibliography
Theories and Framework for the Democracy of Art
Eisner, E.W. & Day, M. D. (2004) The Art of Infancy. Handbook of Research
and Policy in Art Education, NAEA. Routledge Taylor and Francis Group.
New York & London.
Elliot Eisner is professor of Art Education at the Stanford University in California, and is one of the United States foremost art educators. In one of the research articles in this book “The Art of Infancy” by John Matthews (pp. 253-294) he looks at children’s problem solving skills with and without the aid of digital technologies, and the observational techniques of these children as it relates to their innate visual literacy skills. His observations were linked in sensorimotor exploration, media differences, and interpersonal social contexts as it related to culture, race, and the importance of spontaneous art. (pp. 262-267). These observations also connected the schematic developmental theories of Viktor Lowenfeld’s research "Schematic Developments" and Piaget’s cognitive developmental practices of infants (pp. 279-284). Finally, surrounding research is forwarded as to why the theory and exercise of “Play” is an important contemporary educational tool that must be repeated to prepare pupils for the future. (p. 284).
Gangwer, Timothy (2009). Visual Impact, Visual Teaching, Using Images to
Strengthen Learning. Introduction to Visual Teaching. Corwin Press. Second Edition
Timothy Gangwer is a leading writer in the field of visual literacy, and he has taught in a host of positions in this field for more the twenty-five years. He also served as a trainer for the United States Department of Education’s National Diffusion Network, and for a while he was an elementary teacher of students with learning disabilities. This book looks at classroom testing practices that engages brain activity (p. 3). He also shares in this literary work as his views as he puts it “ready to use visual learning activities in language art, math, science, social studies, and art. The “Six Methods” of visual learning which links our visual learning capacities in our brains.” The first method is our brains learning compatibility to differentiate instruction in understanding Howard Gardner’s theories in Multiple Intelligence against the auditory cortex which helps us understanding dyslexia The next method is through the use of photographs. This method of visual communication helps us understand the decoding process and photographic tips in technology based digital instruction in and out of the classroom that links again, visual literacy. The performing & Fine Arts domain affects our brains through musical literacy, role-play, and drama material acquisition. Our brains visual communication skills for English and ESL learners helps the mind to make sense of learning standards that puts together mappings of visual journals. Last, subject specific visual learning activities in language art, math and science helps with the development of pre-kindergarten portfolios. (p. 7).
Pink, Daniel. (2005). A Whole New Mind: Why Right-Brainers Will Rule the Future. The Penguin Group: New York, NY.
Daniel Pink lives in Washington, DC, with his wife and three children. He started out as a lawyer because his parents encouraged him in this field, but found his calling in the study of the human brain and it activities, especially the right side of the brain. His is the author of four books about the changing world we live and work in. He also illustrates the effects of how the Asian marketplace, the abundance of material “stuff” and automation are the driving forces and predominate factors behind most all new age concepts we find ourselves in today. Nevertheless, they are all inevitably linked in visual literacy (pp. 28-44). He argues and many agree with him that the future belongs to a very different kind of person with a very different kind of mind "brain activity" (pp. 3-7). In this text, he describes that the left hemisphere of our brain deals with tasks that are logical, analytically driven, and sequentially and mathematical orientated.
The right hemisphere of our brains deals with tasks that are more artistic. The era of “left brain” dominance, and the Information Age is giving way to a New World in which “right brained thinkers "you the artist,"” and their distinct qualities of a set of six senses are leading the way (pp. 65-67). These qualities are design (pp. 68-99), story (pp. 100-128), symphony (pp. 129-157), empathy (pp. 158-184), play (pp. 185-215), and meaning (pp. 216-241). These concepts of learning and understanding visual literacy are the language of the twenty-first century and beyond. This is a compelling and validating position for art educator, and understanding why art is becoming more democratic. The future is already here, and right brainers will rule the future. Pink also makes the statement that “the Master of Fine Arts (MFA) will be replacing the Master of Business Arts (MBA)” in our global economy. Pink outlines six fundamentally human abilities that are absolutely essentials for professional success and personal fulfillment and reveals in his book how to concur them.
The right hemisphere of our brains deals with tasks that are more artistic. The era of “left brain” dominance, and the Information Age is giving way to a New World in which “right brained thinkers "you the artist,"” and their distinct qualities of a set of six senses are leading the way (pp. 65-67). These qualities are design (pp. 68-99), story (pp. 100-128), symphony (pp. 129-157), empathy (pp. 158-184), play (pp. 185-215), and meaning (pp. 216-241). These concepts of learning and understanding visual literacy are the language of the twenty-first century and beyond. This is a compelling and validating position for art educator, and understanding why art is becoming more democratic. The future is already here, and right brainers will rule the future. Pink also makes the statement that “the Master of Fine Arts (MFA) will be replacing the Master of Business Arts (MBA)” in our global economy. Pink outlines six fundamentally human abilities that are absolutely essentials for professional success and personal fulfillment and reveals in his book how to concur them.
Liu, Eric and Brandon, Scott Noppe (2009) Imagination First, Jossey-Bass A
There are two authors for this text: First is Eric Liu who is a graduate of Yale University and author, educator. Next is Scott Noppe Brandon who is the Executive Director at Lincoln Center Institute in New York, New York. Scot is a graduate of Ohio State University. In their book Imagination First, there are overlapping collaborations that offers a blueprint into tapping into the power of ones imagination, which is the core of innovation. This book draws from literature from the author Daniel Pinks A Whole New Mind and the Adventures of Johnny Bunko; a couple of my personal favorites. In the introduction (Part One, The Premise, entitled “The Scenes of the Crime (pp. 2-16) the authors forward three scenario readings which forces the reader to look at their own interpretations of when their dreams were stagnated, and smothered out. The entire contents of this book contains short and powerful stories concerning imagination, and why imagination and thinking in our global society should not be infringed upon, and the after effects of those infringements. My personal favorite imagination stories are; Practice 15 – Cloud Appreciation (pp. 118-122), Search out ambiguity and sit with it. Practice 21 – Rewrite History (pp. 146-151), Turn “what would’ve been’ into “what could be”. Lastly, Practice 28 – Fail Well (pp. 186-191), Treat failure like a skill.
Artistic Research
Artistic Research
Gude, Oliva (2009). 2009 Lowenfeld Lecture by Olivia Gude, Art Education
for Democratic Life. Retrieved June 10, 2012, From: http://www.arteducators.org/research/2009_LowenfeldLecture_OliviaGude.pdf
Olivia Gude is a Chicago artist of more than twenty years and an art educator and coordinator of Art Education and an Associate Professor in the School of Art and Design at the University in Illinois, Chicago. Her lecture on art education for a democratic life took place in 2009. The focus was on how we have these unique abilities, experiences and habits of the mind in our lives that are developed through art education (p. 1). Next is how educating through the arts gives us the tools necessary in language arts, and other related developmental learning stages K-12 (p. 2). Her topics for this lecture consisted of being: self-aware citizens of a democratic society, and forming voices for democratic dialogue. She also used the schematic developmental theories linked in Viktor Lowenfeld’s research when research with our student capacity for sensing and expressing their own thoughts and perceptions. (p. 2, 3).
Jacob, Tom (2010). Arts Education Promotes Emotional Intelligence. Culture & Society
Education Finding. Miller-McCune, Smart Journal Real Solutions. Retrieved
August 25, 2010
http://www.miller-mccune.com/culture-society/arts-education-promotes-emotional-intelligence-6883/
Education Finding. Miller-McCune, Smart Journal Real Solutions. Retrieved
August 25, 2010
http://www.miller-mccune.com/culture-society/arts-education-promotes-emotional-intelligence-6883/
Tom Jacobs is a journalist writer with the Los Angeles Daily News in Santa Barbara, California, and he also writes for the Los Angeles Times, Chicago Tribune and Ventura County Star. This particular article addresses two papers that were published in reference to Art Education and their policy reviews. The first article centered on issues of “No Child Left Behind Act of 2001 and Fine Arts Classes,” by Tina Beveridge of Lower Columbia College in Longview, Washington. This article details the ways a test-centered methodology in our educational system devalues art, which was subtle: “The courses that remain are often classified as “fun,” which conveys the unintentional message “the arts do not require skill, knowledge, commitment or work.” The second article entitled “How the Arts Help Children to Create Healthy Social Scripts” by Liane Brouillette of the University of California, Irvine. Here a position if forwarded that says for children to become successful adults, they need to know more than just how to read write and multiply, and the arts are an invaluable teaching tool for this success. The three "R" methodology. The article concludes with a quote by Brouillette, also a staunch arts advocate “anyone else who realizes the skills learned in arts classes “are basic to the maintenance of a healthy democracy.” This is one of the researched articles that I found to substantiate my research on the topic of Art becoming more democratic in our society.
What Works (Chapter 7) Preparing the Working Proposal
Essex Garner, 8750 Research in Art Education
Mindwork: Write a Working Proposal
Website: The Importance Disciplined Based Art Education in Our Democratic Society
Background Rationale: This proposal is in place to develop a website that links advocates of DBAE curriculum development with a society that’s becoming evermore democratic and dependent on artist foundation or visual literacy. Today, everywhere artistic principles effect everything we encounter from digital to analog applications, learning tools, marketing, and job related activities. A domain for validating and viewing these effects and results is what’s being proposed.
Purpose: A website that links innate and social artistic developments with concrete learning, and to quantitatively illustrate that in essence, everything in our pedagogical environment is aligned in visual literacy. This website will also show how Disciplined Based Art Education (DBAE) correlates with curriculum development in pretty much everything we come in contact with, from birth, and ultimately to the end of our natural lives. Since our society is becoming evermore dependent on visual literacy, the inclusive study and integration of visual literacy “the Arts” by proxy, must align accordingly. More importantly, there must also be a place to visually substantiate the evidence of these pedagogic findings.
Related Research:
- Gude, Oliva Lowenfeld Lecture on Art Education for Democratic Life
- American Educational Research Journal. Review of Research in Education
- National Assembly of State Art Agencies Critical Evidence, How the ARTS
Benefit Student Achievement
Benefit Student Achievement
List of Permission Required: Department of Secondary Education, and National Arts Education Association
Data Sources: DESE and National Art Standards reported data, and traditional interviews
Methods of Analysis: Quantitative Feedback
Time Line: No Later Than July 15, 2012
Plans for Dissemination: Internet, Social Media, and Blogs
Possible Findings. Computers may not be a critical part of learning as many educators give them credit for, but the human brain is. The 21st century may have more artistic opportunities and employment than we think. Teaching our children about the Arts and its foundations may have a greater impact on their lives than we thought possible. Right Brainers will rule the World.
Projected Budget: $0.00
What Works (Chapter 5 & 6) Legwork
Mindwork: Pursuing Multiple Sources of Data
Mindwork: Combining Data from Multiple Sources
List four or five data sources that I haven’t considered for projects:
Speculations on enrichment to my study; Video’s usually give a true and accurate assessment.
1. Videos as a traditional or nontraditional data source
Speculations on enrichment to my study; for my personal investigation.
2. DESE drop out rates for specific demographics in urban versus rural data.
Speculations on enrichment to my study; Teacher reflections can give me a better insight in how to perform my own pedagogical tasks.
3. Teacher reflections
Speculations on enrichment to my study; traditional interviews have a tendency to hold up better under scrutiny.
4. Traditional Interviews
Mindwork: Combining Data from Multiple Sources
List four or five data sources that I haven’t considered for projects:
Speculations on enrichment to my study; Video’s usually give a true and accurate assessment.
1. Videos as a traditional or nontraditional data source
Speculations on enrichment to my study; for my personal investigation.
2. DESE drop out rates for specific demographics in urban versus rural data.
Speculations on enrichment to my study; Teacher reflections can give me a better insight in how to perform my own pedagogical tasks.
3. Teacher reflections
Speculations on enrichment to my study; traditional interviews have a tendency to hold up better under scrutiny.
4. Traditional Interviews
What Works (Chapter 3 & 4) Researching the Idea
Mindwork: Discovering What You Know
Mind Mapping Network
Security and privacy on the Internet for my students and me is becoming a greater concern. There are a number of the issues that has changed my opinion over investigative research and how that research is collected, stored, sold, and used since the 1980(s), and how my student's are using or not using these resources. In some ways I am fearful that we are becoming too reliant on digital. I’m starting to miss the material world (Matter) as each chapter goes on and on. My new queries have become:
- Aim I living in the dark ages because of my perceptions concerning social networking. (They are not that good).
- Will I change my perceptions and concerns as it relates to social networking after this class? The jury’s still out on that one.
- Aim I passing on negative perceptions and connotations to my student’s because of my view on intellectual copyright legislation and file sharing responsibilities.
- Will I be able to help any of my student’s concerning Internet courage issues? I think there is too much Internet courage of otherwise timid people.
- Will my students, kindred intellect or career paths change my thoughts or fears about Internet courage, or the lack of it.
- Are we placing too much validation on computer information systems to integrate, control, and mediate classroom outputs to include visual creation? Matter versus Digital
Mindwork: Try a Google-ography and Shaping Bibliography
I Googled my name a little while ago and came up with over forty separate returns less my own domain name. What came back was: Lincoln University, The National Oil and Acrylic Painters Society, Missouri Arts Council, Barnes & Noble, JC Arts Club, four separate on-line data bases of lesson planning, Wikipedia, On-line Ethnic Artist Encyclopedia, Rozier Gallery, Black Culture Center MU, Missouri State Historical Society, Magic House Visiting Artist, Butler Museum, Jefferson City Tribune, Missouri Army National Guard Black History Month 2012 Exhibit, etc, etc, etc. I excluded all social network finds and nothing relating to my personal website; no wonder being on the national do not call list doesn’t seem to be working.
- What technology will phase out the Internet, and social media.
- Will I be a victim of that technology?
- I put that last question up but I am actually afraid of my own answer?
- I hate to click on a link and find out that that links are broken.
- How many times have I benefited from Internet Google search requests? The jury’s still out on that one as well.
- I scrutinize more closely any written essay with Internet citations because of the click and drag method, is this good or bad.
- Are my students benefiting from things I post on the Internet in relationship to art, or is this practice -making them lazy in reading through textbooks.
- When will textbooks be phased out?
What Works (Chapter 4) Headwork, Assuming Self and Others
Mindwork: Exploring the Emic and the Etic in Me
Mindwork: Use the Three Questions for Analysis.
What surprised me from the research questions in chapter one is that I may actually be more open minded than I am giving myself credit for, in light of change? What's starting to intrigue me is that as I write each research question down, I am starting to see emerging patterns, although I think that’s the big idea. What disturbs me is I keep coming back to a lot of the same issues, and I don’t thing revisiting my assumptions in the "stepping in or out mindwork" section will change this.
Mindwork: State your Ethics or Ethics Statement:
Always error in favor of the student.
Mind Mapping Network
Security and privacy on the Internet for my students and me is becoming a greater concern. There are a number of the issues that has changed my opinion over investigative research and how that research is collected, stored, sold, and used since the 1980(s), and how my student's are using or not using these resources. In some ways I am fearful that we are becoming too reliant on digital. I’m starting to miss the material world (Matter) as each chapter goes on and on. My new queries have become:
- Aim I living in the dark ages because of my perceptions concerning social networking. (They are not that good).
- Will I change my perceptions and concerns as it relates to social networking after this class? The jury’s still out on that one.
- Aim I passing on negative perceptions and connotations to my student’s because of my view on intellectual copyright legislation and file sharing responsibilities.
- Will I be able to help any of my student’s concerning Internet courage issues? I think there is too much Internet courage of otherwise timid people.
- Will my students, kindred intellect or career paths change my thoughts or fears about Internet courage, or the lack of it.
- Are we placing too much validation on computer information systems to integrate, control, and mediate classroom outputs to include visual creation? Matter versus Digital
Mindwork: Try a Google-ography and Shaping Bibliography
I Googled my name a little while ago and came up with over forty separate returns less my own domain name. What came back was: Lincoln University, The National Oil and Acrylic Painters Society, Missouri Arts Council, Barnes & Noble, JC Arts Club, four separate on-line data bases of lesson planning, Wikipedia, On-line Ethnic Artist Encyclopedia, Rozier Gallery, Black Culture Center MU, Missouri State Historical Society, Magic House Visiting Artist, Butler Museum, Jefferson City Tribune, Missouri Army National Guard Black History Month 2012 Exhibit, etc, etc, etc. I excluded all social network finds and nothing relating to my personal website; no wonder being on the national do not call list doesn’t seem to be working.
- What technology will phase out the Internet, and social media.
- Will I be a victim of that technology?
- I put that last question up but I am actually afraid of my own answer?
- I hate to click on a link and find out that that links are broken.
- How many times have I benefited from Internet Google search requests? The jury’s still out on that one as well.
- I scrutinize more closely any written essay with Internet citations because of the click and drag method, is this good or bad.
- Are my students benefiting from things I post on the Internet in relationship to art, or is this practice -making them lazy in reading through textbooks.
- When will textbooks be phased out?
What Works (Chapter 4) Headwork, Assuming Self and Others
Mindwork: Exploring the Emic and the Etic in Me
The first question of who I am? Answer: I am a fifty years old black male who is about to finish graduate school and I am married with two beautiful daughters. That’s the simple version. What is my academic heritage? I am the first in my family to graduate from college, and I am the byproduct of a desegregated school system and forced bussing in the greater Kansas City, Missouri area of the 1970, which still today leaves a bad taste in my mouth. How was my experience different or the same from that of my students? I don’t think that any of my students understand desegregation other than what they read about it. The fact that the majority of my students are of an “other” ethnic heritages "other" than white makes it probable in America that we have had some of the same pedagogic and social similarities. What do I like and not like? I don’t like the police following me home, but after fifty years I just don’t care anymore, and I love to cook, and golf. What do I believe and don’t believe? I don’t believe that we are alone in the universe, and I do believe that I am changing my political affiliation from “Republican to Independent.” What do I approve of, and not approve of? I don’t approve of young people walking around with their pants down showing their underwear, and I approve of my daughters learning music, art, and math. What excites me is painting, and what bores me is listening to folk try and prove how much they know or how smart they are not.
Mindwork: Use the Three Questions for Analysis.
What surprised me from the research questions in chapter one is that I may actually be more open minded than I am giving myself credit for, in light of change? What's starting to intrigue me is that as I write each research question down, I am starting to see emerging patterns, although I think that’s the big idea. What disturbs me is I keep coming back to a lot of the same issues, and I don’t thing revisiting my assumptions in the "stepping in or out mindwork" section will change this.
Mindwork: State your Ethics or Ethics Statement:
Always error in favor of the student.
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