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4 results on '"United States Society for Education through Art."'

1. The Evolving Theme of Teaching Multicultural Art Education. Monograph Series.

Author

United States Society for Education through Art., La Pierre, Sharon Greenleaf, Ballengee-Morris, Christine, La Pierre, Sharon Greenleaf, Ballengee-Morris, Christine, and United States Society for Education through Art.

Abstract

This publication, sponsored by the U.S. Society of Education through Art (USSEA) as a forum of past presidents involving audience participation, aims to stimulate dialogue on the evolving theme of teaching multicultural issues and what affects student learning. Session participants were past presidents of the USSEA who prepared written statements on specific topics that would inform policy needs. The publication seeks to continue the dialogue on evolving multicultural issues and help teachers address concerns or give guidance where it may be needed. It is divided into the following four topic areas: (1) Define the range of multicultural concerns as we presently know them. What has characterized the most changes over the past 5 years in regard to teaching and learning? (Al Hurwitz and Kenneth Marantz); (2) Is this range of multicultural concerns and issues similar or different in regard to international art education? Is this a country-specific concept and practice? (Maryl Fletcher De Jong and Mary Stokrocki); (3) What are the major stumbling blocks to teaching multiculturally and are there usable solutions in light of the expanded range of inclusions? (Lois Petrowich-Mwaniki); and (4) There has been a generation of youth taught with multicultural pedagogy. Is there a common thread that binds the concept of multicultural art education to general educational concerns and practices? If so, what and how effective has it been to date? (Larry Kantner, Janina Rubinowitz, and Enid Zimmerman). The document concludes with the final chapter, entitled "Multicultural Art and Visual Cultural Education in a Changing World" (Christine Ballengee-Morris and Patricia L. Stuhr). (BT)

Published
2002

2. Research Methods and Methodologies for Multicultural and Cross-Cultural Issues in Art Education. Crossing Cultural, Artistic, and Cyber Borders: Issues and Examples in Art Education Conference (Tempe, Arizona, January 7-8, 2000).

Author

United States Society for Education through Art., La Pierre, Sharon D.,, Stokrocki, Mary, and Zimmerman, Enid

Abstract

This monograph is the outgrowth of a conference that explored research concerns related to multi-cultural and cross-cultural contexts in art education. In the monograph, presentations are organized into three sections. Section 1 deals with basic research methods and methodologies, and introduces new methodological perspectives for consideration. Section 2 discusses qualitative methods of research and how to conduct such research in multicultural and cross-cultural settings. Section 3 deals with authentic research issues of assessment and how this determines what is appropriate in multi-cultural and cross-cultural contexts. The final section relates everything to a panel discussion that finalized a series of events which preceded the conference opening (January 6, 2000). Chapter titles include: (1) "Finding Common Ground for Research Methods and Methodologies from an Artistic Perspective" (Sharon D. La Pierre); (2) "Before Choosing a Research Method" (Peter Smith); (3) "An Ecological Approach to Art Education Research for Diverse Populations" (Bernard Young); (4) "Nutrition, Flavor and Aesthetic Appeal: The Process of Preparing and Publishing Research Data" (Elizabeth J. Garber); (5) "The Art of Culture Crossing" (Mary Stokrocki); (6) "Appalachia: A Narrative Study of Preserving a Subculture" (Tom Barone); (7) "Ethnographic Discoveries from an Intergenerational Visual Arts Program in New York City's Harlem" (Angela M. La Porte); (8) "Assessment Methods for Students from Diverse Populations" (Theresa Marche; Enid Zimmerman); and (9) "Panel Discussion on International Research Issues and Concerns: Format and Problem Scenarios" (Sharon D. La Pierre; Kit Grauer). (BT)

Published
2000

3. The Journal of Multicultural and Cross-Cultural Research in Art Education, 1983-1990.

Author

United States Society for Education through Art. and Degge, Rogena, M.

Abstract

This document contains eight volumes of "The Journal of Multicultural and Cross-cultural Research in Art Education." Founded in 1981 by the United States Society for Education through Art, the journal's purpose is to promote a greater understanding of diverse cultures and to explore the role of art in multicultural education. Featured articles discuss areas such as art and social understanding, cultural identity and pride, community art education, themes from children's graphic narratives, contemporary street murals, folk art, stereotypes in art, morality of international art education, and the challenges of teaching art in a multicultural society. Some of the countries and cultures described include Korean-American, Australian, Egyptian, Finnish, Oglala Sioux, Brazilian, Canadian, French Canadian, Kenyan, Japanese, and Tibetan. Issues of race and cultural diversity in the United States and other countries are discussed. Volume 4, Number 1 is a special issue devoted to a joint conference of the Canadian and U.S. Societies for Education through Art. This issue discusses exploring cultural backgrounds and features, specific dimensions of, and roles occupied by, art in culture, and applications of a culturally mediated approach to programs, curriculum, and the pursuit of knowledge. Art's ability to explore topics that people "don't talk about" and bring to the surface images that remind people of what one group has or lacks in relation to other groups is recognized. (DK)

Published
1990

4. Problems Related to the Practice of Video Education in Japan

Author

HASE, Kaihei and United States Society for Education through Art (USSEA) and the University of Arizona

Subjects
media literacy, instructor education, media, video expression and education, ComputingMilieux_COMPUTERSANDEDUCATION, video production
Abstract

The practice of video production as a means of learning through art is closely related to the concept of media literacy, although misuse of the term in Japan has created some obstacles. First, an imbalance exists between video literacy’s two educational aspects: using video to express ideas and interpreting the expressions used within them. Second, unqualified instructors are frequently tasked to teach video production in an educational context. Third, rapid changes in social environments lead to disparities between social reality and educational objectives. These problems are rooted in an outdated understanding of media literacy as a concept in Japan, which in turn can be attributed to an inadequate translation of the term into Japanese that strips away its creative connotations.

Published
2014

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