Search

This study examines an archive of peer-reviewed articles in which physical, financial, and psychological harm were used metaphorically as source material to elaborate on more literal concerns about arts-based research. We examined the ways metaphoric language shapes our notions of arts-based research by asking: What social conditions are enabled by the prevalence of danger discourse in relation to arts-based research? We explored common metaphorical themes including exploration, landscape, and warfare. Three categories of metaphor are discussed: danger as a cautioning agent or direct danger; reversals of danger or metaphors that frame danger as desirable; and danger that involves the loss of legitimacy. Metaphorical danger discourse serves a number of functions: reproducing cultural norms, promoting caution, encouraging risk taking, revealing networks of institutional power, and polarizing debate. This article ends with a discussion of the implications of the use of metaphorical danger discourse in the field of art education.

For many North Americans, tattoos reflect hopes, values, or beliefs and act as vehicles to communicate those beliefs to others. For some, tattoos offer a means to reclaim a sense of ownership and control over their body. Tattoos are particularly popular with teenagers who explore their identity through experimentation with their outward appearances and, since the 1990s tattoos have become an established part of youth culture. Art educators can utilize their students' desire to investigate tattoos to create meaningful lessons. In this article, the author provides information about tattooing customs gleaned from anthropology, medicine, sociology, psychology, and art education. The author examines the use of tattoos in popular culture. The author then concludes by offering teaching strategies that address some of the issues raised by tattooing practices. (Contains 4 figures and 1 endnote.)

Throughout history, certain members of nearly all cultures have deliberately altered their body's natural appearance. Today, people live in a time when medicine can cure the body and also reshape it. Hence, many people use biomedical means, such as steroids and hormones to alter their bodies. Additionally, cosmetic surgery is becoming increasingly available and affordable to people of all ages, including teenagers. In this article, the authors explore the growing popularity of cosmetic surgery. Their work is inspired and informed by many of the articles contained in the March 2003 issue of "Art Education," which encourage art educators to address visual culture (Villeneuve, 2003). Specifically, they adopt an instructional approach to their subject as advocated by Karen Keifer-Boyd, who recommends they begin with what is meaningful in their lives today and then look for representations of those issues in visual culture (Keifer-Boyd, Amburgy, and Knight, 2003, p. 48). They draw examples from reality television, advertising, dolls, and films made for children. Next, they examine the work of Orlan, a performance artist who repeatedly underwent cosmetic surgery in a quest to challenge dominant standards of beauty. By discussing examples from both popular culture and fine arts, they hope to achieve the goals of art education as posited by Arthur Efland (2004) who writes that art education should provide "the freedom to explore multiple forms of visual culture to enable students to understand social and cultural influences affecting their lives." (Contains 1 endnote.)

The article considers the popularity of tattoos among teenagers in North America and how art educators can use tattoos to create meaningful lessons. It cites the reasons why people get tattoos, which include expression of personality and individuality. It discusses tattooing customs from an anthropological, medical, sociological, and psychological perspectives. It examines the use of tattoos in popular culture and offers teaching strategies that address issues raised by different tattooing practices.