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.
About this Exhibit: Learning to Read, A Soldier’s Story
www.heartlandconnection.com This exhibition illustrates the plights of the Colored Infantry Soldier during the Civil War. During this time military leaders had to redefine boundaries it placed on the value of learning for all of its soldiers, including the Negro. Colored soldiers were expected to fight, defend and take up arms with their white counterpart on the field of battle. Although many white soldiers were also illiterate, those within the Noncommissioned Officer and Officer Corps did have basic literary skills; but the colored soldiers had none at all. The military understood that for clear and effective communications within the command structure, its leadership must be able to effectively communicate, or simply put “they must possess the ability to read.” Company commanders were aware of this dilemma and most formed learning and reading sessions for their colored soldiers. A goal for promotion set by these commanders was that after one year the soldier had to be able to read at a certain level. These soldiers overcame educational adversity, and many of them “Learned to Read.” When they returned home with this learning tool, many started private institutions of higher learning for their families with the money they saved from the war. Remember that when they did return home, it was still illegal to teach a colored person to read or write. With this information we can understand why many Historical Black Colleges and University all have a founding dates that correlate with the end of the Civil War. Example: Lincoln University of Jefferson City, Missouri; Founded in 1866 by freed slaves of the 62nd and 65th Colored Infantry. The educational message that Mr. Garner and his family want us to understand is a simple one. It’s not where and how you start in life that counts, but how and where you finish. For Sabee.
Guardsmen bring history to life through paintings
HEARTLANDCONNECTION.COM
JEFFERSON CITY, MO -- The Missouri National Guard announces in recognition of African American history month, the Museum of Missouri Military History is hosting the "Learning to Read, a Soldier's Story" exhibit at the Ike Skelton Training Site this month. The display features six paintings portraying what it was like for African American Soldiers learning to read during the Civil War.
The artist, Essex Garner and a group of Lincoln University college students kicked off the opening with a visit to the exhibit Tuesday.
"This exhibition is about life lessons, a celebration of Family, military service, the importance of a good education, and a tribute to the men of the 62nd and 65th United States Colored Infantry," said Garner, a Art professor in the Visual and Performing Arts Department at Lincoln University, also a Graduate Student at the University completing his third degree in Art education and a Missouri National Guard retiree.
Garner worked with a select group of volunteers who were photographed in reproduction period uniforms and painted on canvas by him. Two of the subjects who participated, Master Sgt. Leo Lewis and Sgt. Bruce Shockley, are Missouri Army National Guard members who work full-time at ISTS.
"People back then were very selfless," said Shockley. "They had specific goals that they wanted to achieve. So it's amazing to be a part of something that reenacts that."
In appreciation for taking the time to volunteer, Garner gave the two Soldiers a gift.
"Mr. Garner gave us printouts of the paintings," said Shockley. "I gave mine to my father and he has it hanging on his wall."
Garner carefully chose who he used as subjects for his paintings.
"I didn't want to use just anybody for these images," Garner said. "When I started asking people, I made sure I asked people who I had served with or who are currently in the military. This way, the paintings have an honorary connection to the military and they could hold their own weight. But when put together, they can tell a story."
One painting within Garner's display shows an Army chaplain teaching a Soldier how to read.
"This picture is trying to illustrate exactly what the guys would look like," said Garner. "I wanted it to look like a dignified man."
African American Soldiers serving in the Civil War couldn't read. At the time, it was illegal to teach African Americans how to read and write. The military realized having illiterate men among its ranks could be an issue, so white officers started reading classes for their troops.
"A lot of unit commanders came out with unit standing operation procedures that said you have to read at certain levels to reach certain promotions," said Garner.
Later, black enlisted Soldiers of the 62nd and 65th United States Colored Infantries founded Lincoln University. The school would benefit freed African Americans.
The last painting in Garner's display shows two African American Civil War Soldiers on present-day Lincoln University campus.
"I wanted to bring those Soldiers forward 150 years, to the place that they started," said Garner.
The Ike Skelton Training Site is the second stop on a four stop tour for the display. From here, the paintings will be on display at the Gains/Oldham Black Culture Center at the University of Missouri. The final stop will be at Lincoln University.
A student at the showing, Johnell McGee, a senior at the University studying studio art, talked about his observations following the exhibit.
"I think all of the works that I see are breathtaking. It's really motivating me to work harder at my craft and think more about the ties and connections than the art itself," said McGee, a Chicago native. "I like how he didn't just pick anybody; he used recent Soldiers and that kind of ties it into the history of the Soldiers from back then."
Garner's wife, Larna, is writing her second children's book and Garner's paintings will be the featured images for story tale.
Garner spent more than half of his 25 years in the Army as an illustrator, artist, and draftsman. He started out in the Active-duty Army and later joined the Missouri Army National Guard, where he retired in 2003.
The exhibition will run through February 29. The paintings will be on display outside the Fallen Warrior Memorial Auditorium in the main building at Ike Skelton Training Site. Visitation is free and open to the public during regularly scheduled business hours Monday through Friday.
Supporting photos can be downloaded from Flickr: http://www.flickr.com/photos/missouriguard/sets/72157629131658505/
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