tag:blogger.com,1999:blog-15156034788727316802024-03-05T00:30:29.470-08:00Contemporary Issues in Art Education: Practice and Theory ColloquiumA virtual on-line international exchange between scholars from ELTE University, Doctoral School on Educational Research, Budapest, Hungary and Temple University/Tyler School of Art, Philadelphia, USAJasmeenhttp://www.blogger.com/profile/13004113879040680995noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-1515603478872731680.post-29433855533513837012011-12-17T13:42:00.001-08:002011-12-17T13:48:02.714-08:00assembled and u n b o u n d: altered books as arts-based (re)search<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9Bf715JpVDqzuFJpWo8ACSmoUaUzJwRj2hcmInk6sxiMiHCq7cILrYnNBHtGEV0vTl07jXpHhOPaw9Za0rmM-Ru6otu5vLNheBc0OwJq5PcjwylE8lKHmrnbjjYmHJUmvNdU91g9BJ5IP/s1600/DSCN2119.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9Bf715JpVDqzuFJpWo8ACSmoUaUzJwRj2hcmInk6sxiMiHCq7cILrYnNBHtGEV0vTl07jXpHhOPaw9Za0rmM-Ru6otu5vLNheBc0OwJq5PcjwylE8lKHmrnbjjYmHJUmvNdU91g9BJ5IP/s320/DSCN2119.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5687217290083546178" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWnU5AxXRw26PNf8prwsfih5-j5cZb6uA8QxZTSiY2nEOMNQpKsjkR0wPT-ZG7uHgoCg9ZLC-CD11d0e5b3UG9giXjWuNGdM3oFgboRS1ApHmkiXP6Rc4qMdQd6VVJE4-FucxWtHq1evjP/s1600/DSCN2131.JPG"><img style="float:left; 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margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpz-w1rojxMFw6OldWZLHGEP0qLapjtVKcCDaJNnPQAkdo7Z2eceYJ2Amp6ZXZNIKWet-3lGOYEkq-vQ994ij6ym5MLOCC77n2rJLU21ves7XS7sy809gM25-iZm92MbNiT1jF2Z7IHi3Z/s320/DSCN2132.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5687217256064570178" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWVJWbyl9-gXRcSmTe1j5uQV9NZ8smHkQw7TaghF-UscYP8LE2EFlwm0rDRKgVsxxJUnbjZjIQa6gLAKas8SPgkhorK6HQdilcABcpHkMDPXNoBYhCSWiZMEwNiNaZ_2b1Ps0s025cYy_F/s1600/DSCN2128.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWVJWbyl9-gXRcSmTe1j5uQV9NZ8smHkQw7TaghF-UscYP8LE2EFlwm0rDRKgVsxxJUnbjZjIQa6gLAKas8SPgkhorK6HQdilcABcpHkMDPXNoBYhCSWiZMEwNiNaZ_2b1Ps0s025cYy_F/s320/DSCN2128.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5687217251617397010" /></a>Lisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-62743545529535242292011-10-17T05:47:00.001-07:002011-10-17T05:55:36.069-07:00Bead Found Object Collage Lecture and Workshop at the Peto Institute<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiF1YPr4pEpzZq2r2HbraFXy4nJUIVov-XIytrzZAyd3YFNJHWf36V4gDuSytW-Bq7CaPA74mGpBnhm1_rjT9GwLA3q4asgRITFkuGmhiJASk1wk6_KW7CXt3YHH4XMU9GVimgcz24mOIPQ/s1600/LisaPeto3workMR_55.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiF1YPr4pEpzZq2r2HbraFXy4nJUIVov-XIytrzZAyd3YFNJHWf36V4gDuSytW-Bq7CaPA74mGpBnhm1_rjT9GwLA3q4asgRITFkuGmhiJASk1wk6_KW7CXt3YHH4XMU9GVimgcz24mOIPQ/s320/LisaPeto3workMR_55.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5664443604213821650" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC8SFV3QK9JcuuFgVBgPnhlZcBeKNHtX5amo4AvgM3jeJj6dzjyf8nY1tjuS5uL69UFuo6gr5TF10UTW_5uKVpW2CBgr1peMGh03Kha0yQqJd5UjY4YxLSCI49biCIsB3fYiM1oloZtw5z/s1600/LisaPeto3workMR_14.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC8SFV3QK9JcuuFgVBgPnhlZcBeKNHtX5amo4AvgM3jeJj6dzjyf8nY1tjuS5uL69UFuo6gr5TF10UTW_5uKVpW2CBgr1peMGh03Kha0yQqJd5UjY4YxLSCI49biCIsB3fYiM1oloZtw5z/s320/LisaPeto3workMR_14.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5664443594164585954" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn_vqDlVeTtmtRuFMqXeLcGDuSg2StCMBN-cvCY1medYBuzL7M0jbGhGoff_YN1kQi-GHbO5LUDnm5kGmwwbRfDE5PZMAYF2ETXcS2LIVPZTdXt5RLexkSEpEUUiANXGoQoNrn9P4feOnw/s1600/LisaPeto2presMR_04.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn_vqDlVeTtmtRuFMqXeLcGDuSg2StCMBN-cvCY1medYBuzL7M0jbGhGoff_YN1kQi-GHbO5LUDnm5kGmwwbRfDE5PZMAYF2ETXcS2LIVPZTdXt5RLexkSEpEUUiANXGoQoNrn9P4feOnw/s320/LisaPeto2presMR_04.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5664443589518636850" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTlCFvzHVsXXRG6eda3P50DTTeR6EiMXS6n84OqdEQLq-ST2J2aXryVrCNq4rzKNdbJjjSUEDb3gsxe55OvuFiUAaDdLJFimFfPjizjrxjlabiZ8dDOkKhJR1rUiAU1OcpXgiPN1_5YTh4/s1600/LisaPeto2presMR_10.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTlCFvzHVsXXRG6eda3P50DTTeR6EiMXS6n84OqdEQLq-ST2J2aXryVrCNq4rzKNdbJjjSUEDb3gsxe55OvuFiUAaDdLJFimFfPjizjrxjlabiZ8dDOkKhJR1rUiAU1OcpXgiPN1_5YTh4/s320/LisaPeto2presMR_10.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5664443585412917826" /></a>PLisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-59152627280466767092011-10-09T17:23:00.000-07:002011-10-09T17:31:28.574-07:00Bridging Hungary and the US<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIJ3Q9q77vC45dAiuRntGm2WtCCb82EhAziTEbCnuS8HrIkoqvOL2ZDb6LZEUh2aND_kiEk2HLE6K5CtOfIiMC0MIh1Y-qnB_T6-w3CVrr2-ujbqz8pL9zKy4xLfzQMpH-ALTwIfTgrp1y/s1600/IMG_0174.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIJ3Q9q77vC45dAiuRntGm2WtCCb82EhAziTEbCnuS8HrIkoqvOL2ZDb6LZEUh2aND_kiEk2HLE6K5CtOfIiMC0MIh1Y-qnB_T6-w3CVrr2-ujbqz8pL9zKy4xLfzQMpH-ALTwIfTgrp1y/s320/IMG_0174.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5661654089000018050" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdKNbu65uTKS1JtWdlNWW-0L0aWIzvwml99vWsVNXKFX5LT9gdL2tMbYsCppJLxxxSixdmrwLTTYiBM-HBRJkC_GnSzHs9hX1rllkpMMpc5XvdSBEjfyYGiBFjkjFNty2BmX4FcjV46O-9/s1600/bridge-sm.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdKNbu65uTKS1JtWdlNWW-0L0aWIzvwml99vWsVNXKFX5LT9gdL2tMbYsCppJLxxxSixdmrwLTTYiBM-HBRJkC_GnSzHs9hX1rllkpMMpc5XvdSBEjfyYGiBFjkjFNty2BmX4FcjV46O-9/s320/bridge-sm.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5661654078102511938" /></a><br />The Colloquium was a wonderful example of bridging cultures and ideas.Lisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-65420935561394633252011-09-30T18:03:00.001-07:002011-10-01T11:32:16.109-07:00Our Hungarian Colleagues<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6oz791O6gdiJbWZXz5D6iLj-5t9FdauysWj5HVtJ1-qHhJMFlc2dzowrsfVh6C44sg2SviTvIdlyWeyA0d3z2oh8C9t2rRV1nz3711lNw-S-HJsGPq68H4CNJGSo5MTip5Pfo7zEzCuK2/s1600/DSCN1963.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6oz791O6gdiJbWZXz5D6iLj-5t9FdauysWj5HVtJ1-qHhJMFlc2dzowrsfVh6C44sg2SviTvIdlyWeyA0d3z2oh8C9t2rRV1nz3711lNw-S-HJsGPq68H4CNJGSo5MTip5Pfo7zEzCuK2/s320/DSCN1963.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658324072981648706" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMrLsABLDg-SPXKe7Gsu-Qwrejaz04jxpmshwNE95lHAmn_LOzessP9rAw-YUBTX4OhyWOEFfT5Lvu5t6DYBkg03jdy0Mf66IHLz_JKy8rJJ2dD6vW5XxmelOEd1mfWsmkUzk82xKmzpUa/s1600/DSCN1962.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMrLsABLDg-SPXKe7Gsu-Qwrejaz04jxpmshwNE95lHAmn_LOzessP9rAw-YUBTX4OhyWOEFfT5Lvu5t6DYBkg03jdy0Mf66IHLz_JKy8rJJ2dD6vW5XxmelOEd1mfWsmkUzk82xKmzpUa/s320/DSCN1962.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658324064981707794" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZfJnLaqFK8qFFu1ceO5XdTyqOyu2xb6ZW1Oym7tGnDeezoFdnQJW-Gp5ERuUr_lDPLb_RDXK_AEm0exuFS7TosdZpJHatzlgHIvZ_Zizb78YUkPSgGG0yD1KmYHVDiQR523-iZrLiFQTV/s1600/DSCN1959.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZfJnLaqFK8qFFu1ceO5XdTyqOyu2xb6ZW1Oym7tGnDeezoFdnQJW-Gp5ERuUr_lDPLb_RDXK_AEm0exuFS7TosdZpJHatzlgHIvZ_Zizb78YUkPSgGG0yD1KmYHVDiQR523-iZrLiFQTV/s320/DSCN1959.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658324061798485538" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaUr-ont04hCwbQ78ZD66ryF3H-X-_oLwURwewK7I8Hcyg7CuQg3kh85Q6VU_o-1XnXG7dFm5SR0rrfy2-4LfmnP2rVrsP7kvloBPNqMBrm5vHEwX-BS-i9xnUTDmbGRqaRw4VIPmzmmRD/s1600/DSCN1956.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaUr-ont04hCwbQ78ZD66ryF3H-X-_oLwURwewK7I8Hcyg7CuQg3kh85Q6VU_o-1XnXG7dFm5SR0rrfy2-4LfmnP2rVrsP7kvloBPNqMBrm5vHEwX-BS-i9xnUTDmbGRqaRw4VIPmzmmRD/s320/DSCN1956.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658324059447584498" /></a><br /><span class="Apple-style-span" style="background-color: rgb(255, 255, 238); "><span class="Apple-style-span"><span class="Apple-style-span" style="line-height: 18px;">Judit Bergmann</span></span><i style="font-family: 'trebuchet ms', verdana, arial, sans-serif; font-size: 13px; line-height: 18px; "> </i><span class="Apple-style-span"><span class="Apple-style-span" style="line-height: 18px;">began the Hungarian presentations with her research topic</span></span><i style="font-family: 'trebuchet ms', verdana, arial, sans-serif; font-size: 13px; line-height: 18px; ">,</i><span class="Apple-style-span" ><i style="line-height: 18px; "> </i><i style="line-height: 18px; ">The role of visual symbols in the adolescent period,</i></span><i style="font-family: 'trebuchet ms', verdana, arial, sans-serif; font-size: 13px; line-height: 18px; "> </i><span class="Apple-style-span"><span class="Apple-style-span" style="line-height: 18px;">followed by <i></i>Dr. Barbara Guttman who presented a portion of her dissertation research that focused on </span></span><i style="line-height: 18px; "><span class="Apple-style-span" >Understanding difficulty in learning to draw</span></i><span class="Apple-style-span"><span class="Apple-style-span" style="line-height: 18px;"><span class="Apple-style-span" ><span class="Apple-style-span" >.</span> </span>Next, Virag Kiss discussed the her research on</span></span><i style="font-family: 'trebuchet ms', verdana, arial, sans-serif; font-size: 13px; line-height: 18px; "> </i><i style="line-height: 18px; "><span class="Apple-style-span" >Education and therapy through art.</span></i><span class="Apple-style-span"><span class="Apple-style-span" style="line-height: 18px;"><span class="Apple-style-span" > </span>Our final presentation for the day delivered by</span></span><i style="font-family: 'trebuchet ms', verdana, arial, sans-serif; font-size: 13px; line-height: 18px; "> </i><span class="Apple-style-span"><span class="Apple-style-span" style="line-height: 18px;">Erika Kolumban was titled, </span></span><span class="Apple-style-span"><i style="line-height: 18px; ">How visual education can enhance social inclusion? </i><span class="Apple-style-span" style="line-height: 18px;">Thank you for the sharing your professional expertise and research knowledge!</span></span></span>Lisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com1tag:blogger.com,1999:blog-1515603478872731680.post-5213949583656821432011-09-30T16:24:00.000-07:002011-10-01T11:24:46.413-07:00Pictures from the Practice and Theory Colloquium<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixvckyW3vO9uwxdylrDZ7RJ3GQd-lYBTj0lI9JtcZ7rZn0u7X5GnL0SsHu1gR_DLVNBaUodWiubK9h7zL0WTdDcCNgpCqdXt9kyYiyyySF_W_Li_z25yZ_BcOFpoANdNvCZMFE4s6TpL8c/s1600/DSCN1945.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixvckyW3vO9uwxdylrDZ7RJ3GQd-lYBTj0lI9JtcZ7rZn0u7X5GnL0SsHu1gR_DLVNBaUodWiubK9h7zL0WTdDcCNgpCqdXt9kyYiyyySF_W_Li_z25yZ_BcOFpoANdNvCZMFE4s6TpL8c/s320/DSCN1945.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658301717570488482" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiF8adu_JcWj-ducDrn_umkIAqbcUW5d4TVDMyxi8BnfgSnMpG3FlO9jtrTsgKT4rX0Dhtndhv08_FVcRMy3CRn7FKUGevThjsMVLeIlFTTis5hdHnq8lCYCdVP9nj6D5pM1M-qJ7uld9m/s1600/DSCN1947.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiF8adu_JcWj-ducDrn_umkIAqbcUW5d4TVDMyxi8BnfgSnMpG3FlO9jtrTsgKT4rX0Dhtndhv08_FVcRMy3CRn7FKUGevThjsMVLeIlFTTis5hdHnq8lCYCdVP9nj6D5pM1M-qJ7uld9m/s320/DSCN1947.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658301712013846850" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4gOBM-9s2BPpLO_6vN_ZrKHaIz-e1cDocoQ9nrjHbLfTjH2lfAfodJ7KeMoS8jEe4jToG91HeAyNiP6lZAAxSmxQ9wPyg50eEfzOiEGx8511ehp9Z4Oxbys63zoDCZl0ObYK2nVFCjXt-/s1600/DSCN1954.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4gOBM-9s2BPpLO_6vN_ZrKHaIz-e1cDocoQ9nrjHbLfTjH2lfAfodJ7KeMoS8jEe4jToG91HeAyNiP6lZAAxSmxQ9wPyg50eEfzOiEGx8511ehp9Z4Oxbys63zoDCZl0ObYK2nVFCjXt-/s320/DSCN1954.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658301707617179010" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_1i4MU6lO-Wd7YAJewiSZ46ikuzr6cJMPb5i8uqpA_QE39hbiXPl-PGY07FdxaX1x03hq-QVOsxvzmLYbyp7UXg5r0Pc5YnzjioRhZFPPhlpfi3hnmDzv6hwOkuNaaR61eHAAwFHUJeDr/s1600/DSCN1952.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_1i4MU6lO-Wd7YAJewiSZ46ikuzr6cJMPb5i8uqpA_QE39hbiXPl-PGY07FdxaX1x03hq-QVOsxvzmLYbyp7UXg5r0Pc5YnzjioRhZFPPhlpfi3hnmDzv6hwOkuNaaR61eHAAwFHUJeDr/s320/DSCN1952.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658301703299310322" /></a><br />Our on-line international scholarly exchange began at 10:30 a.m. Philadelphia/4:30 p.m, Budapest. Jasmeen spoke about her research <span style="line-height: 115%; background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; "><span class="Apple-style-span"><i>Teaching Multicultualism through Photoshop Layers: An intersection of technology and Art Education </i>followed by </span></span><span style="line-height: 18px; background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; "><span class="Apple-style-span"> Kelly Steinlage who talked about </span></span><span style="background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; "><span class="Apple-style-span"><span class="Apple-style-span" style="line-height: 18px;">controversial topics with early adolescents in the art room. Our next presenter was Lindsey Sparagara who spoke about her research project titled, </span></span></span><span class="Apple-style-span" style="line-height: 18px; background-color: rgb(255, 255, 255); "><i><span style="line-height: 115%; background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; "><span class="Apple-style-span">Collaborative Learning in an Arts-based community/university partnership followed by Courtney Todd who shared her pilot study, </span></span></i></span><span class="Apple-style-span" style="background-color: rgb(255, 255, 255); "><span style="background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; "><span class="Apple-style-span"><i style="line-height: 115%; ">Characteristics of a Rich Art Program for Children with Autism in a Museum Setting. </i><span class="Apple-style-span" style="line-height: 115%;">Thank you for sharing your pilot studies in such a</span><span class="Apple-style-span" style="line-height: 115%;"> professional and interesting way!</span></span></span></span><p class="MsoNormal"><span class="apple-converted-space"><i><span style="font-size:14.0pt;line-height:115%;font-family:"Arial","sans-serif"; color:#1D1B11;mso-themecolor:background2;mso-themeshade:26;background:white"><o:p></o:p></span></i></span></p><p class="MsoNormal"><span class="apple-converted-space"><i><span style="font-size:14.0pt;line-height:115%;font-family:"Arial","sans-serif"; color:#1D1B11;mso-themecolor:background2;mso-themeshade:26;background:white"><o:p></o:p></span></i></span></p><p class="MsoNormal"><span class="apple-converted-space"><i><span style="font-size:14.0pt;line-height:115%;font-family:"Arial","sans-serif"; color:#1D1B11;mso-themecolor:background2;mso-themeshade:26;background:white"><o:p></o:p></span></i></span></p>Lisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-73109558508990050492011-09-30T16:14:00.000-07:002011-09-30T16:18:36.329-07:00The American Presenters<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb8d3N7i_htlgA4eosG-Dfd30oX0_cIyYOtg6erlcdQp8YVt2ZiccDO8vBO3zHW63z9Enyo0_rGjcZn73U64FILSykvoxlS-xuP8F1ItCvUt7FilYAVVNkZVD2LBwqGgcYg9j4RQED7N15/s1600/DSCN1964.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb8d3N7i_htlgA4eosG-Dfd30oX0_cIyYOtg6erlcdQp8YVt2ZiccDO8vBO3zHW63z9Enyo0_rGjcZn73U64FILSykvoxlS-xuP8F1ItCvUt7FilYAVVNkZVD2LBwqGgcYg9j4RQED7N15/s320/DSCN1964.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5658296011034434034" /></a><br />From Left to Right: Dr. Lisa Kay, Courtney Todd, Jasmeen Rekhi, Lindsey Sparagara, Kelly SteinlageLisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-56514476930778641872011-09-30T02:21:00.000-07:002011-09-30T02:28:47.552-07:00Dr. Barbara Guttman: Understanding Difficulties in Learning to Draw<div dir="ltr" style="text-align: left;" trbidi="on"><br />
<div class="MsoBodyText"><span lang="HU"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><i>Visual Expression and Visual Learning</i></span></span><br />
<span lang="HU"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><i> Seen From the Perspective of</i></span></span><br />
<span lang="HU"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><i> Nonviolent Communication</i></span></span></div><div class="MsoBodyText"><i><span lang="HU"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><b><br />
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<i><span lang="HU"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><b> (Abstract)</b><o:p></o:p></span></span></i></div><div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: 36.0pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Drawing gap<i>,</i> a decline in artistic performance around the age of 10-12 is explained by theories of Betty Edwards, Zsuzsa Gerő and Andrea Kárpáti. Edwards claims that the drawing gap appears due to the dominance of the right hemisphere over the right one. Gerő connects it to psychological factors and ambition to draw realistically, while Karpáti claims that drawing gap actually presents a change in taste and ways of visual expression, and not a true decline in quality. Seeking continuity in visual expression, Kárpáti suggests a change of focus and tools in art education. </span></div><div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: 26.95pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">The difficulties students in art schools face in their drawing lessons are compared to the difficulties of the drawing gap. These two problems are examined from the NVC point of view and its understanding of judgement. It is shown that the judgmental cognitive pattern may be the potential cause of difficulties in progressing in drawing , both for children aged 10-12 and art students (ages 14 and above) , and that it may mean that we are talking about one problem. The efficiency of Betty Edwards’ exercises is explained, with the creation of non-judgmental thinking patterns in students which leads to the state of flow.</span></div><div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: 26.95pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"> Three elements; syncretism, flow and non-judgmental approach; are suggested to be the basic elements of problem-free development and self-expression in drawing.<span lang="EN-US"><o:p></o:p></span></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; page-break-after: avoid; text-autospace: none; text-indent: -18.0pt;"><b><span lang="EN-US" style="font-size: 14pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br />
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<b><span lang="EN-US" style="font-size: 14pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">REFERENCES</span></span></b></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; page-break-after: avoid; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Alpert, Richrd, Haber Ralph Norman (1967): <i>Anxiety in Academic Achievement Situations, </i> in <i>Current Research on Motivation,</i> edited by Haber, Ralph Norman, HOLT, Rinehart and Winston inc. <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Buzan, Tony, ( 1991): <i>Use Both Sides of your Brain, </i>Plime, Pengin Group<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- - Clare, Scott M. ( February 1983): <i>Drawing Rules: The Importance of the Whole Brain for learning realistic drawing</i>, Studies in Art Education, pg. 126-130<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Cameron, Julia, ( 1992): <i>The Artist’s Way, A Spiritula Path to Higher Creativity, </i>Jeremy P. Tarcher / Putnam, New York<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Challoner, Jack, (2002): <i>Az Agy, </i>Magyar Könyvklub, Budapest<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;"><span lang="EN-US">- </span>Csikszentmihályi Mihály, ( 2001): <i>Flow Az Áramlat, A tökéletes élmény pszichológiája</i>, Akadémia Kiadó, Budapest<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Csikszentmihályi Mihály, ( 2008):<i> Kreativitás, A flow és a felfedezés. avagy a találékonyság pszichológiája</i>, Akadémia Kiadó, Budapest<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Dispenza, Joe, D.C., (2007): Evolve Your Brain, The Science of Changing Your Mind, Helth Communication,<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Edwards, Betty (1989): <i>Drawing on the Right Side of the Brain, A Course in Enhancing Creativity and Artistic Confidence, revised edition, </i>Jeremy P. Tarcher/Putnam, New York<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;"><sup><span lang="EN-US">-</span></sup><span lang="EN-US"> Gardner, Howard (1983):<i> The Theory of Multiple Intelligences, </i>St Edmundsbury Press, Bury St Edmunds, Suffolk <o:p></o:p></span></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Gerő Zsuzsa Dr. (1974): <i>A gyermekrajzok esztétikuma</i>, Akadémia Kiadó, Budapest<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;"><span lang="EN-US">- Gordon , Thomas (1990): <i>P.E.T.: A </i></span><i>szülői eredményesség tanulása,</i> Gondolat, Budapest<span lang="EN-US"><o:p></o:p></span></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Gordon , Thomas (1974): <i>T.E.T.: Teachers Effectiveness Training, </i>Peter H. Wyden, New York<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Hámori József (1999):<i>Az emberi agy aszimmetriái</i>, Dialóg Kampus, Budapest-Pécs<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Hámori József (1985): <i>Nem tudja a job kéz, mit csinál a bal, Az emberi agy asszimetriái, </i>Kozmosz, Budapest<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Hines, Terence (October 1987): <i>Left Brain/ Right Brain Mythology and Implications for Management and Training, </i>The Academy of Management Review, vol.12, No.4, pp. 600-606<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Jones, Jean Ellen, (Mar., 1997), <i>A Lesson in Teaching Art Self-Confidence from Drawing on the Right Side of the Brain</i> <i>Art Education</i>, Vol. 50, No. 2, Concerns in Secondary Art Education <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Kárpáti Andrea, (2005): <i>A Kamaszok Vizuális Nyelve</i>, Akademia kiadó, Budapest<o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;">- Olah Attila (2005): <i>Érzelmek, megküzdés és optimális élmény, Belső világunk megismerésének módszerei,</i> Trefort, Budapest <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; 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( 1988): <i>Stressz, szorongás és kognitív interfeerencia: “Tesztekre adott reakciók”, </i>in Bárkóczi Ilona, Sére László szerk., Az emberi motiváció I., Alapvető motivációs mechanizmusok, szöveggyüjtemény, Tankönxvkiadó, Budapest <o:p></o:p></span></div><div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify; text-autospace: none; text-indent: -18.0pt;"><span lang="EN-US" style="font-family: Georgia, 'Times New Roman', serif; font-size: x-small;"> - Schwartz, dr.sc. 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( 1981): <i>untiteled review on Betty Edwards’“Drawing on the Right Side of the Brain”,</i> Studies in Art Education, vol. 22, No.3, p. 64 - 66</span></div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1515603478872731680.post-60457413314871622272011-09-28T06:27:00.000-07:002011-09-28T06:30:01.964-07:00Handout<div style="text-align: center;">Working Together: Collaborative Learning in Arts Based Community/University Partnerships<br />Lindsay Sparagana<br /></div><br /><br />At their best, university/community arts collaborations offer reciprocal rewards. Student artists benefit from interaction with a range of human experience, no matter in which venues they ultimately work. Their consciousness is raised about who gets to make art and why…they expand their sense of art’s capacity, as well as their own artistic possibilities. In cultivating the expressive and communicative capacities of both students and community members, community-based work also develops more self-confident and giving human beings (Collins, 2008, para. 9).<br /><br /><br />When designing a community/university arts based partnership, what teaching methodologies, models of curriculum and/or instructional strategies can be implemented to create the most reciprocal learning environment possible?<br /><br /><br />Basic principles of collaborative learning include:<br />-Learning actualized in small groups consisting of 2-6 persons.<br />-Interaction of students within groups is important in learning.<br />-Competition between groups is more important than competition among <br /> students.<br />-Success or failure are belonging to groups more than individuals.<br />-Applications of this method combine students in classroom who have different<br /> abilities and characteristics. Also, friendships increased among students.<br />-Cognitive, affective, and social behaviors of students are improved using this<br /> learning application (Unalan, 2008, p. 871).<br /><br /><br />Elements that promote collaborative learning in community/university partnerships:<br />Relationship building through:<br /> -Team/peer brainstorming<br /> -Democratic decision-making<br /> -The act of listening<br /> -Exploration of personal and cultural narratives<br />-Applying the same amount of pressure to all students<br />-Let teams or pairs of students establish their own roles and responsibilities to hold one another accountable<br />-Change the curriculum of each partnership in order to meet the needs of the specific community in which the partnership will take place<br />-Celebrate the students’ relationship, showcase their work and process to the community so that they are merited in a public setting (Aldana, 2011; Mesa-Bains, 2002; Rocco, 2011).Lindsay Sparaganahttp://www.blogger.com/profile/02784485608942550672noreply@blogger.com1tag:blogger.com,1999:blog-1515603478872731680.post-19838601540287245202011-09-28T06:22:00.000-07:002011-09-28T06:32:33.341-07:00Bibliography<div style="text-align: center;"><span style="font-family: arial;font-family:TimesNewRomanPSMT;" >Working Together: Collaborative Learning in Arts Based Community/University Partnerships<br />Lindsay Sparagana<br /><br /></span><div style="text-align: left;"><span style="font-family: arial;font-family:TimesNewRomanPSMT;" >Adams, D., & Hamm, M. (1996). Cooperative learning: Critical thinking and<br /> collaboration across the curriculum. (Second Edition).<br /><br />Bains, R. & Mesa-Bains, A. (2002). A reciprocal university: a model for arts, justice,<br /> and community. Social Justice, 29(4), 182-197.<br /><br />Collins, K. (2008, August). In the midst: Cultivating citizens/artists. Retrieved from http://<br /> wayback.archive-it.org/2077/20100906202939/http://www.communityarts.n<br /> et/readingroom/archivefiles/2008/08/in_the_midst_cu.php<br /><br />Dean, F. (1999). Moving the mountain: linking higher art education and communities. In R. Irwin (Ed.), Beyond the School: Community and Institutional Partnerships in Art Education, 47-56. Reston, VA: National Art Education Association.<br /><br />Hagaman, S. (1990). The community of inquiry: An approach to collaborative<br /> learning. Studies in Art Education, 31(3), 149-57.<br /><br />Hutzel, K. (2006). Challenging our students’ place through collaborative art: A<br /> service learning approach. Journal of Higher Education Outreach and<br /> Engagement, 11(4), 125-133.<br /><br />Hypki, C. (2009). Lessons from the art of solidarity: A teaching experience in<br /> Nicaragua. Internet Archive Wayback Machine. Retrieved March 14, 2011, from<br /> http://wayback.archive-it.org/2077/20100906203126/http://www.communityarts.<br /> net/readingroom/archivefiles/2009/11/lessons_from_th.php<br /><br />Lawton, P. (2010). Hand-in hand, building community on common ground. Art<br /> Education, 63(6), 6-12.<br /><br />Norman, L. (2009). Resources for effectiveness: Collaborative arts partnerships in schools. Penn GSE Perspectives on Urban Education, 6(2), 62-7. Retrieved from ERIC database<br /><br />Paul, J. (2005). Addressing inequality in education through a university/school arts<br /> partnership. Proceedings of the 31st Annual Social Theory, Politics and the Arts<br /> Conference, http://www.janiepaul.com/writing<br /><br />Spilka, G., & Long, M. (2009). Building local capacity to bring arts education to all children: Lessons learned from the first half of the Ford Foundation's national demonstration. Perspectives on Urban Education, 6(2), 4-12.<br /><br />Stephens, P. (2006). A real community bridge: Informing community-based learning through a model of participatory public art. Art Education, 59(2), 40-6. Retrieved from ERIC database<br /><br />Unalan, H.T. (2008). The effectiveness of collaborative learning applications in art<br /> education. The Journal of International Social Research, 1(5), 870-879.<br /><br /></span><br /><span style="font-family:TimesNewRomanPSMT;"></span></div></div>Lindsay Sparaganahttp://www.blogger.com/profile/02784485608942550672noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-9389880165636495802011-09-28T06:17:00.000-07:002011-09-28T06:32:06.815-07:00Working Together: Collaborative Learning in Arts Based Community/University Partnerships<style> <!-- /* Font Definitions */ @font-face {font-family:"Times New Roman"; panose-1:0 2 2 6 3 5 4 5 2 3; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:50331648 0 0 0 1 0;} @font-face {font-family:TimesNewRomanPSMT; panose-1:0 0 0 0 0 0 0 0 0 0; mso-font-alt:"Times New Roman"; mso-font-charset:0; mso-generic-font-family:roman; mso-font-format:other; mso-font-pitch:auto; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman";} table.MsoNormalTable {mso-style-parent:""; font-size:10.0pt; font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --></style><p class="MsoNormal" style="line-height: 200%; text-align: center; font-family: arial;">Working Together: Collaborative Learning in Arts Based Community/University Partnerships<br /></p><p class="MsoNormal" style="line-height: 200%; text-align: center; font-family: arial;">Lindsay Sparagana</p><p class="MsoNormal" style="line-height: 200%; text-align: center; font-family: arial;"><br /></p><p class="MsoNormal" style="line-height: 200%; font-family: arial;">Abstract</p><p class="MsoNormal" style="line-height: 200%; font-family: arial;">This study presents the advantages of uniting university students and students in a community arts based setting to engage in art making together. This study was conducted in order to design a curriculum between photography students at the University of the Arts and elementary school student photographers at The Goodlands, a non-profit organization, both in Philadelphia, PA.<span style="mso-spacerun: yes"> </span>Teaching methodologies, models of curriculum and instructional strategies that promote collaborative learning are examined in order to provide students with a reciprocal experience that is mutual beneficial for both parties.</p>Lindsay Sparaganahttp://www.blogger.com/profile/02784485608942550672noreply@blogger.com1tag:blogger.com,1999:blog-1515603478872731680.post-3009438096826687552011-09-27T13:09:00.000-07:002011-09-27T14:03:12.877-07:00ELTE University Presenters<meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 12"><meta name="Originator" content="Microsoft Word 12"><link rel="File-List" 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name="Bibliography"> <w:lsdexception locked="false" priority="39" qformat="true" name="TOC Heading"> </w:LatentStyles> </xml><![endif]--><style> <!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-520092929 1073786111 9 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; 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mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p style="font-family: arial; font-weight: bold;" class="MsoNormal"><span style="font-size:100%;"><br /></span></p> <p style="font-family: arial; font-weight: bold;" class="MsoNormal"><span style="font-size:100%;"><o:p></o:p><span style="font-family: arial;">Judit Bergmann<i style=""> The role of visual symbols in the adolescent period</i></span></span></p><p style="font-family: arial; font-weight: bold;font-family:verdana;" class="MsoNormal"><span style="font-size:100%;"><i style=""><br /></i></span></p><p style="font-family: arial; font-weight: bold;font-family:verdana;" class="MsoNormal"><span style="font-size:100%;">Barbara Guttman<i style=""> Understanding difficulty in learning to draw</i></span></p><p style="font-family: arial;font-family:verdana;" class="MsoNormal"><span style="font-size:100%;"><i style=""><br /></i></span></p> <p style="font-family: arial; font-weight: bold;font-family:verdana;" class="MsoNormal"><span style="font-size:100%;">Virag Kiss <i style="">Education and therapy through art</i></span></p><p style="font-family: arial; font-weight: bold;font-family:verdana;" class="MsoNormal"><span style="font-size:100%;"><i style=""><br /></i></span></p> <p class="MsoNormal"><span style="font-size:130%;"><span style="font-family: arial; font-weight: bold;font-family:verdana;font-size:100%;" ><o:p></o:p></span><span style="font-family: arial; font-weight: bold;font-family:verdana;font-size:100%;" >Erika Kolumban </span><i style=""><span style="font-family: arial; font-weight: bold;font-family:verdana;font-size:100%;" >How visual education can enhance social inclusion?</span><o:p></o:p></i></span></p> <p class="MsoNormal"><span style="font-size:130%;"><i style=""><o:p> </o:p></i></span></p> <p class="MsoNormal"><br /><i style=""><o:p></o:p></i></p> <p class="MsoNormal"><i style=""><o:p> </o:p></i></p> <p class="MsoNormal"><br /><i style=""><o:p></o:p></i></p><br /><i style=""><o:p></o:p></i>Lisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-71197844041460823932011-09-27T05:09:00.000-07:002011-09-27T05:09:53.776-07:00<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPci8wu0DTIfcDDPDxkJ4tyOb8jRfnLPlLPm1GMHjE30dHkF265b3ACecQnWsI6c1UIWl5KrP2qqHe7DytLiAoL3r_jjiPrlgmrqDjTiIsEYt6mwXaEEdKNwq1ljQo6A-pipDOXj3K9Yg/s1600/cont+issues.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="459" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPci8wu0DTIfcDDPDxkJ4tyOb8jRfnLPlLPm1GMHjE30dHkF265b3ACecQnWsI6c1UIWl5KrP2qqHe7DytLiAoL3r_jjiPrlgmrqDjTiIsEYt6mwXaEEdKNwq1ljQo6A-pipDOXj3K9Yg/s640/cont+issues.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYFGPBOcYHkGvhGZwEVjzCwJ4wkWTb67cu1svEEW8j5e6DF83Bf6In0b-gaRXSfoMoqR3GGqPOwK_1VtA_GDYw2dvUNwFEwQ5wgxTeKWTTzGGqXzkWdhjAfOdEaMOOfQiNkBDiH07Pv4E/s1600/cont+issues2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="459" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYFGPBOcYHkGvhGZwEVjzCwJ4wkWTb67cu1svEEW8j5e6DF83Bf6In0b-gaRXSfoMoqR3GGqPOwK_1VtA_GDYw2dvUNwFEwQ5wgxTeKWTTzGGqXzkWdhjAfOdEaMOOfQiNkBDiH07Pv4E/s640/cont+issues2.jpg" width="640" /></a></div>Jasmeenhttp://www.blogger.com/profile/13004113879040680995noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-18771834180318452982011-09-26T08:47:00.000-07:002011-09-26T08:53:30.494-07:00Courtney Todd Bibliography<div class="MsoNormal"> <u><span style=";font-family:";font-size:10;" >Bibliography</span></u></div><br /><span style=";font-family:times new roman;font-size:85%;" >Baker, P., Murray, M., Murray-Slutsky, C., & Paris, B. (2010). Faces of Autism. Educational Leadership, 68(2), 40-45. Retrieved from EBSCOhost.<br /><br />Evans, K., & Dubowski, J. (2001). Art therapy with children on the autism spectrum: Beyond words. Philadelphia, PA: Jessica Kingsley Publishers, Ltd.Frith, U. (2008). Autism: A very short introduction. New York, NY: Oxford University Press, Inc.<br /><br />Furniss, G. J. (2009). Art lessons for a young artist with Asperger’s Syndrome. Art Education, 62(3), 18-23. Retrieved from EBSCOhost.<br /><br />Furniss, G. J. (2008). Celebrating the artmaking of children with autism. Art Education, 61(5),8-12. Retrieved from EBSCOhost.<br /><br />Furniss, G. J. (2010). Reflections on the Historical Narrative of Jessica Park, an Artist with Autism. Art Therapy: Journal of the American Art Therapy Association, 27(4), 190-194. Retrieved from EBSCOhost.<br /><br />Grandin, T. (1995). Thinking in pictures and other reports from my life with autism. New York, NY: Doubleday.<br /><br />Guay, D.M. (1995). The sunny side of the street: A supportive community for the inclusive art classroom. Art Education, 48(3), 51-56.<br /><br />Keifer-Boyd, K., & Kraft, L. M. (2003). Inclusion policy in practice. Art Education, 56(6), 46-53.<br /><br />Kellman, J. (2001). Austism, art, and children: the stories we draw. Westport, CT: Bergin & Garvey.<br /><br />Martin, N. (2009). Art as an early intervention tool for children with autism. Philadelphia, PA: Jessica Kingsley Publishers.<br /><br />Mason, C., Thormann, M., & Steedly, K. (2004). How students with disabilities learn in and through the arts: An investigation of educator perceptions. Unpublished manuscript, VSA arts Affiliate Research Project. Retrieved from http://www.vsarts.org/documents/resources/research/arpfinaldraft.pdf<br /><br />Notbohn, E. (2006). 10 things your student with autism wishes you knew. Healing Magazine, 20-21.<br /><br />Sacks, O. (1995). An anthropologist on Mars. New York: Vintage Books.<br /><br />Salend, S.J., & Duhaney, L.M.G. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20(2), 114-126.<br /><br />Seymour, S. (2008). Friends' Discovery Camp. Exceptional Parent, 38(3), 24-25. Retrieved from EBSCOhost.<br /><br />Schleien, S. J., Mustonen, T., & Rynders, J.E. (1995). Participation of children with autism and nondisabled peers in a cooperatively structured community art program. Journal of Autism and Developmental Disorders, 25(4), 397-413. Retrieved from EBSCOhost.<br /><br />Steinberg, S. (2010). Program helps disabled kids express themselves through art. USA Today. Retrieved from EBSCOhost.<br /><br />VSA, The International Organization on Arts and Disability, & CVS Caremark All Kids Can. (2010). State of<br />the art: A children's exhibiton, part of the 2010 international VSA festival. Retrieved from VSA<br />website: http://www.vsarts.org/PreBuilt/showcase/gallery/exhibits/Stateoftheart/vsa.html<br /><br /></span>Courtneyhttp://www.blogger.com/profile/14963883805842226647noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-65719956463179036472011-09-26T08:37:00.000-07:002011-09-26T08:53:03.675-07:00Characteristics of a Rich Art Program for Children with Autism in a Museum Setting<div style="text-align: center; font-family: times new roman;">Characteristics of a Rich Art Program for Children with Autism in a Museum Setting<br />By Courtney Todd<br /><br /></div><div style="text-align: center; font-family: times new roman;"><span style="font-weight: bold;">Abstract</span><br /><br /></div> <span style="font-size:100%;"><span style="font-family: times new roman;">Autism is a pervasive developmental disorder characterized by a wide range of disabilities, from severe social and communicative deficits to only slight difficulties interacting with other people. The increased incidence of diagnosed cases of autism coupled with special needs legislation passed since the 1960s, which requires the inclusion of more special learners in regular classrooms has provided an urgent need for pedagogical autism research. Researchers have found that art making is a valuable means of communication for children with autism who are unable to express themselves in words (Grandin, 1995; Martin, 2009; Evans & Dubowski, 2001; Kellman, 2001; Steinberg, 2010).</span><br /><br /><span style="font-family: times new roman;"> Most of this research, however, centers on art making in a classroom or home setting. In this pilot study, I sought to examine the characteristics of a rich art program for children with autism in a community setting: the museum. My literature review revealed three successful community-based art programs for children with special needs: the HEARTS Program at Texas Tech University, Friends’ Discovery Camp at the Creative Discovery Museum in Tennessee, and KIDSPACE at the Minnesota Museum of Art.</span><br /><br /><span style="font-family: times new roman;"> Additionally, I interviewed four professionals in the field, including two special educators, one therapist, and one museum educator. Several common characteristics about a rich art program for children with autism emerged including: highly trained and compassionate staff, individualized instruction, multi-sensory projects, consistent schedule, and inclusion of typically developing children. Informed by my research, I plan to develop an art program for children with autism at the newly opened Delaware Children’s Museum.</span><br /></span>Courtneyhttp://www.blogger.com/profile/14963883805842226647noreply@blogger.com1tag:blogger.com,1999:blog-1515603478872731680.post-59255055835782352312011-09-23T09:51:00.000-07:002011-09-23T09:55:52.649-07:00Temple University/Tyler School of Art Presenters<p class="MsoNormal"><span class="apple-converted-space"><span class="Apple-style-span" style="color: rgb(29, 27, 17); font-family: Arial, sans-serif; font-size: 19px; line-height: 21px; background-color: rgb(255, 255, 255); ">Jasmeen Rekhi </span><span style="font-size: 14.0pt;line-height:115%;font-family:"Arial","sans-serif";color:#1D1B11; mso-themecolor:background2;mso-themeshade:26;background:white"><i>Teaching Multicultualism through Photoshop Layers: An intersection of<span> </span>technology and Art Education </i></span></span></p> <p class="MsoNormal"><span class="apple-converted-space"><span class="apple-converted-space"><span style="font-size: 14pt; line-height: 21px; font-family: Arial, sans-serif; color: rgb(29, 27, 17); background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; background-position: initial initial; background-repeat: initial initial; ">Lindsey </span></span><span class="apple-style-span"><span style="font-size: 14pt; line-height: 21px; font-family: Arial, sans-serif; color: rgb(29, 27, 17); background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; background-position: initial initial; background-repeat: initial initial; ">Sparagana </span></span><span style="font-size: 14.0pt;line-height:115%;font-family:"Arial","sans-serif";color:#1D1B11; mso-themecolor:background2;mso-themeshade:26;background:white"><i>Collaborative Learning in an Arts-based Community/University Partnership</i></span></span></p> <p class="MsoNormal"><span class="apple-converted-space"><span class="Apple-style-span" style="color: rgb(29, 27, 17); font-family: Arial, sans-serif; font-size: 19px; line-height: 21px; background-color: rgb(255, 255, 255); ">Kelly Steinlage </span><span style="font-size: 14.0pt;line-height:115%;font-family:"Arial","sans-serif";color:#1D1B11; mso-themecolor:background2;mso-themeshade:26;background:white"><i>Is silence golden? Talking about Controversial Topics with Early Adolescents in the Art Room </i></span></span></p> <p class="MsoNormal"><span class="Apple-style-span" style="color: rgb(29, 27, 17); font-family: Arial, sans-serif; font-size: 19px; line-height: 21px; background-color: rgb(255, 255, 255); ">Courtney Todd </span><i><span class="apple-style-span"><span style="font-size:14.0pt; line-height:115%;font-family:"Arial","sans-serif";color:#1D1B11;mso-themecolor: background2;mso-themeshade:26;background:white">Characteristics of a Rich Art Program for children with Autism in a Museum Setting</span></span><span class="apple-converted-space"><span style="font-size:14.0pt;line-height:115%;font-family:"Arial","sans-serif"; color:#1D1B11;mso-themecolor:background2;mso-themeshade:26;background:white"><span> </span></span></span></i></p>Lisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-82756428517490846212011-09-23T09:28:00.001-07:002011-09-23T09:28:43.294-07:00Teaching Multiculturalism through Photoshop Layers: An Intersection of Technology and Art Education<style>
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<div class="MsoNormal"><span style="font-family: "Times New Roman";">Abstract</span></div><div class="MsoNormal"><span style="font-family: "Times New Roman";">This study presents an alternative approach to using technological software to help students develop cultural awareness. The goal of this study is to provide effective interaction between high school students of diverse backgrounds through an interactive digital medium.<span> </span>With the rapid increase of the use of technology in the World, students learn about themselves and others around them through experiences with technology, thus it is important for art educators to incorporate technology into the art education curriculum. The use of computers with art captures the attention of adolescents making their art learning experience a positive one.<span> </span>The technological software used in this study is Adobe Photoshop<sup>®</sup>.<span> </span>Characteristics of one’s personal culture will be identified through a writing prompt and then used to create at least five pieces of art work each reflecting a different characteristic. The art pieces will then be scanned into the computer for digital manipulation with various software programs, including Adobe Photoshop.<span> </span>The characteristics will be put on individual layers, which then will layer upon each other to create a portrait of one’s cultural identity.<span> </span>An expansion to this model will include creating a collaborative animated piece of all of the students work.<span> </span>While working on this project, students will be observed by me. It is anticipated that the results of this model will support the importance and effectiveness of the inclusion of technology with art education to address the intersections of cultural identity with high school students.</span></div>Jasmeenhttp://www.blogger.com/profile/13004113879040680995noreply@blogger.com1tag:blogger.com,1999:blog-1515603478872731680.post-14504458098073006582011-09-23T08:08:00.001-07:002011-09-23T08:14:49.911-07:00Welcome Everyone!!Welcome to all our colleagues from Hungary! We are very excited about sharing our work with you on September 30th. We will be posting our handouts, abstracts, and images on the blog. Feel free to do the same. This site is intended to give us a forum to exchange ideas, offer feedback, and share resources. Thank you for participation!! LisaLisahttp://www.blogger.com/profile/15425845807085212491noreply@blogger.com0tag:blogger.com,1999:blog-1515603478872731680.post-2975109643330637952011-09-22T12:35:00.000-07:002011-09-22T12:35:59.647-07:00Kelly Steinlage Handout
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<span style="font-family: "Times New Roman"; font-size: 8.0pt; mso-bidi-font-size: 12.0pt;">Kelly
Steinlage 09/30/2011<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman";">Is
Silence Golden? </span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman";">Responding
to Controversial Topics in the Early Adolescent Art Room</span></b></div>
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<span style="color: windowtext; font-family: Cambria; font-size: 10.0pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> </span></h1>
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<u><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Bibliography</span></u></div>
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<span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-no-proof: yes;">Barrett, T. (2000). <i style="mso-bidi-font-style: normal;">Criticizing
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Cambria; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br clear="ALL" style="page-break-before: always;" />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-size: 12.0pt;">Blair’s questions to ask
when a parent objects to their child seeing a certain artist’s work:</span></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">To what in the work or assignment do you
object? </span></div>
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<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What do you feel might be the result of
viewing, reading or learning about this work? </span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What do you believe is the theme or
purpose of this work? </span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Is there a work of equal value that you
would recommend which would serve as an alternative to the work in question? </span></div>
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<span style="font-family: "Times New Roman"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-size: 12.0pt; mso-no-proof: yes;">(Blair, 1996, p. 61)</span><span style="font-family: "Times New Roman"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-size: 12.0pt;"></span></div>
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<span style="font-family: "Times New Roman"; mso-no-proof: yes;"></span><span style="font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; font-size: 10.0pt; line-height: 150%; mso-bidi-font-size: 12.0pt;">Chung’s
questions to guide students to analyze and examine media representations of
lesbian and gay people:</span></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What is the purpose of this
advertisement/scene? (e.g., product sale, service, advocacy, or viewpoint)</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What pictorial elements/design techniques
are used to gain our attention?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What is the scene trying to tell us?
(viewpoint, plot, belief or value)</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What responses is the scene meant to
elicit from the viewer?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Are there other implicit messages in this
advertisement?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Is there a lesbian or gay character in
this scene, and how do you know?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What is the character doing? How is
he/she portrayed?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What assumptions do you make from this
scene?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What does the scene say about lesbian and
gay people?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What connections can you make between
lesbian and gay people and what is advertised?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Is the scene portraying a lesbian or gay
stereotype?<span style="mso-spacerun: yes;"> </span>Which stereotype?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">How do we know the portrayal is a
stereotype?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">What other lesbian or gay stereotypes do
you frequently see in the media?</span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Can we brainstorm some ways to challenge
this stereotype?</span></div>
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<span style="font-family: "Times New Roman"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-size: 12.0pt;">(Chung, 2007, p. 104)</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">“Teachers
can obtain gay-related advertisements online from the Commercial Closet, an
organization that seeks to educate corporate advertisers and the public about
homophobia, inclusion and lesbian and gay stereotypes in mainstream
advertising… An instructional guide is also available on this organizations
website to help teachers engage their students in examining GLBT issues and
stereotypes” (Chung, 2007, p. 104)</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-size: 12.0pt;">Wilke, M. (2001-6). The Commercial Closet
(online). Available from URL: </span><a href="http://www.commercialcloset.org/"><span style="font-family: "Times New Roman"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-size: 12.0pt;">www.commercialcloset.org</span></a><span style="font-family: "Times New Roman"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-size: 12.0pt;"></span></div>
kellyhttp://www.blogger.com/profile/02275601482280780259noreply@blogger.com1tag:blogger.com,1999:blog-1515603478872731680.post-18994131673920843282011-09-22T12:32:00.000-07:002011-09-22T12:32:55.451-07:00Is Silence Golden? Responding to Controversial Topics in the Early Adolescent Art Room Kelly Steinlage Abstract
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<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Is Silence Golden? <span style="mso-spacerun: yes;"> </span>Responding to Controversial Topics in the Early
Adolescent Art Room</span></div>
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<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Kelly Steinlage</span></div>
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<br /></div>
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Abstract</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 150%; mso-bidi-font-size: 12.0pt;">No one can avoid controversial
issues, especially in classrooms.<span style="mso-spacerun: yes;">
</span>The news is peppered with teachers being fired allegedly for speaking
freely. I certainly don’t want to fear losing my job, and it is of the utmost
importance to me to make sure everyone is comfortable and safe in my classroom.
However, I desire to embrace <span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:04">the </ins></span>potential
of art<span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:04"> to be perspective changing</ins></span><span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:05">,
and use it to open people’s minds</ins></span>. </span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 9.0pt; text-indent: .5in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 150%; mso-bidi-font-size: 12.0pt;">Previous
researchers share benefits of having discussions about controversial topics, or
even detriments of ignoring them<span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:05"> (</ins></span><span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:07">Wright,
1991; Tatum, 1997; Check, 2001; </ins></span><span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:05">Walker, 2001;</ins></span><span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:07">
Chung, 2007)</ins></span>.<span style="mso-spacerun: yes;">
</span>Researchers have also pointed out that sometimes censorship is an issue<span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:08">
(Blair, 1996; Tatum, 1997).</ins></span> It is easy to imagine that it can be
difficult to facilitate discussions on controversial topics in class, and it
shouldn’t be a surprise that sometimes parents and community members will have
strong reactions.<span style="mso-spacerun: yes;"> </span>A handful of
researchers have even given some advice for teachers who have decided not to
avoid controversial topics in their classrooms<span class="msoIns"><ins cite="mailto:jackie%20pasternak" datetime="2011-09-22T15:09"> (Wright, 1991;
Blair, 1996)</ins></span>. </span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 150%; mso-bidi-font-size: 12.0pt;">“Controversy” means something
different to everyone.<b style="mso-bidi-font-weight: normal;"> <span style="mso-spacerun: yes;"> </span></b>This fissure of viewpoints makes
conversation about these topics uncomfortable. In different schools or
communities, the challenges will change. Within a class of students, the
definition of controversy differs</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 150%; mso-bidi-font-size: 12.0pt;"><span class="msoIns"><ins cite="mailto:lisakay" datetime="2011-09-22T11:20">In this pilot study, </ins></span>I
am interested in examining what practicing art teachers report about addressing
controversial subjects with early adolescent students. Having a more thorough
understanding of what teachers describe as their experience when trying to
tackle these challenging topics in the classroom would be beneficial to anyone
trying to make their teaching relevant to students’ lives. <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 150%; mso-bidi-font-size: 12.0pt;">In pursuit of this goal, I have
conducted an observation, two interviews, and attended a diversity seminar.
Meredith Soto, a Kindergarten through fifth grade teacher in Blue Bell,
Pennsylvania allowed me to interview her and observe her fifth-grade class on
the day she presented a potentially controversial lesson. I also interview<span class="msoIns"><ins cite="mailto:lisakay" datetime="2011-09-22T11:22">ed</ins></span>
Terry Barrett by telephone. Barrett has nineteen years experience as an art
critic in an education setting with the Ohio Arts Council, and has written
extensively about art criticism in school settings. And finally, I attended the
seminar “Can We Talk? Teaching about Diversity at Diversity University,”
focused on talking about race related issues in the classroom at Temple
University’s office of Teaching and Learning. While compiling my notes on all
three research opportunities, I coded them into categories, themes that were
seen throughout: characteristics of classroom environment and conversation
guidelines, resulting issues, and classroom vs. teacher diversity.</span></div>
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<br /></div>
kellyhttp://www.blogger.com/profile/02275601482280780259noreply@blogger.com1tag:blogger.com,1999:blog-1515603478872731680.post-88460092505075850722011-09-22T12:07:00.000-07:002011-09-22T12:08:16.641-07:00<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLEkMkH1pC7tu-kg9VnOoCtMQSvoDluSnikq3J9odwFbmd06cCsY4fC419s4fZ6P87plxrscVcx44_zb2ctFrWZReexWdIMc6I5cTB_qSuUSgd9v1zsUUcUyBEhbyPZ9dzPmjJFrdX33I/s1600/cont+issues.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="459" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLEkMkH1pC7tu-kg9VnOoCtMQSvoDluSnikq3J9odwFbmd06cCsY4fC419s4fZ6P87plxrscVcx44_zb2ctFrWZReexWdIMc6I5cTB_qSuUSgd9v1zsUUcUyBEhbyPZ9dzPmjJFrdX33I/s640/cont+issues.jpg" width="640" /></a></div>Jasmeenhttp://www.blogger.com/profile/13004113879040680995noreply@blogger.com1