Arts Education Beyond Art: Teaching Art in Times of Change by
Discussions about the state of arts education often focus on the experiences, emotions and technical skills of artists, rather than the critical function of the arts in society, stages of cognitive development or evidence-based research into arts participation. Arts Education Beyond Art calls for a new artistic and pedagogical consciousness focused on art's cognitive and social processes rather than the qualities of the artistic artifact. The contributors to this volume (composers, professors, administrators, theorists, artists, actors and writers, among others) argue that art education should be embraced as a social practice; instructors have to teach students to look at life with and through art, and not the other way around.
Making & Being: Embodiment, Collaboration, and Circulation in the Visual Arts -- A Workbook by
"This project's socially based approach to art and design education hits a nerve with today's generation of active makers." -Ellen Lupton, author and curator Making and Being draws upon the lived experience of Susan Jahoda and Caroline Woolard, visual arts educators who have developed a framework for teaching art with the collective BFAMFAPhD that emphasizes contemplation, collaboration, and political economy. The authors share ideas and pedagogical strategies that they have adapted to spaces of learning which range widely, from self-organized workshops for professional artists to Foundations BFA and MFA thesis classes. This hands-on guide includes activities, worksheets, and assignments and is a critical resource for artists and art educators today. Making and Being is a book, a series of videos, a deck of cards, and an interactive website with freely downloadable content. Susan Jahoda is an artist, educator and organizer whose work includes video, photography, text, performance, installation and research-based collaborative projects, and a core member of the New York-based collectives BFAMFAPhD and the Pedagogy Group. She is currently a Professor of Art at the University of Massachusetts, Amherst, and resides in New York City. Caroline Woolard is an Assistant Professor of Sculpture at the Hartford Art School, CT. Woolard employs sculpture, installation and online networks to study the pleasures and pains of interdependence. She is the 2018-20 inaugural Walentas Fellow for Women Leaders in the Arts at Moore College of Art and Design.
Art School (Propositions for the 21st Century) by
Leading international artists and art educators consider the challenges of art education in today's dramatically changed art world.The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world-its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era-combined with a revolution in information technology, raise fundamental questions about the education of today's artists. Art School (Propositions for the 21st Century) brings together more than thirty leading international artists and art educators to reconsider the practices of art education in academic, practical, ethical, and philosophical terms. The essays in the book range over continents, histories, traditions, experiments, and fantasies of education. Accompanying the essays are conversations with such prominent artist/educators as John Baldessari, Michael Craig-Martin, Hans Haacke, and Marina Abramovic, as well as questionnaire responses from a dozen important artists-among them Mike Kelley, Ann Hamilton, Guillermo Kuitca, and Shirin Neshat-about their own experiences as students. A fascinating analysis of the architecture of major historical art schools throughout the world looks at the relationship of the principles of their designs to the principles of the pedagogy practiced within their halls. And throughout the volume, attention is paid to new initiatives and proposals about what an art school can and should be in the twenty-first century-and what it shouldn't be. No other book on the subject covers more of the questions concerning art education today or offers more insight into the pressures, challenges, risks, and opportunities for artists and art educators in the years ahead. Contributors Marina Abramovic, Dennis Adams, John Baldessari, Ute Meta Bauer, Daniel Birnbaum, Saskia Bos, Tania Bruguera, Luis Camnitzer, Michael Craig-Martin, Thierry de Duve, Clementine Deliss, Charles Esche, Liam Gillick, Boris Groys, Hans Haacke, Ann Lauterbach, Ken Lum, Steven Henry Madoff, Brendan D. Moran, Ernesto Pujol, Raqs Media Collective, Charles Renfro, Jeffrey T. Schnapp, Michael Shanks, Robert Storr, Anton Vidokle
Education by
Art's recent "educational turn" is viewed within a wider-ranging narrative of alternative ideas of education through art.This book will be an original and indispensable resource for all who believe in the importance of art in the wider educational realm. Framing the recent "educational turn" in the arts within a broad historical and social context, this anthology raises fundamental questions about how and what should be taught in an era of distributive rather than media-based practices. Among the many sources and arguments traced here is second-wave feminism, which questioned dominant notions of personal and institutional freedom as enacted through art teaching and practice. Similarly, education-based responses by the art community to the catastrophes of World War II and postcolonial conflict critically inform contemporary art confronting the interrelationships of education, power, market capitalism, and-as Michael Hardt and Antonio Negri describe it-the global condition of war. These writings by artists, philosophers, educators, poets, and activists center on three recurring and interrelated themes- the notion of "indiscipline" in theories and practices that challenge boundaries of all kinds; the present and future role of the art school; and the turn to pedagogy as medium in a diverse range of recent projects. Other writings address such issues as instrumentalism and control, liberation and equality, the production and the politics of culture, and the roots of research-based practice and experimental participatory works.
Translation by
Reflections on the cultural and political complexities of translation in global contemporary artistic practices.The movement of global populations, and subsequently the task of translation, underlies contemporary culture. Economic and environmental migration, forced political exiles, and the plight of refugees are now superimposed upon the intricacies of ancient and modern diasporas, generations of colonization, and the transportation of slaves. This timely anthology considers translation's ongoing role in cultural navigation, empathy, and understanding disparate experiences. It explores the approaches of artists, poets, and theorists in negotiating increasingly protean identities-from the intrinsic intimacy of language, to translation's embedded structures of knowledge production and interaction, to its limitations of expression, and, ultimately, its importance in a world of multiple perspectives. Artists surveyed include Meric Alg n Ringborg, Geta Bratescu, Tanya Bruguera, Jesse Darling, Chto Delat, Chohreh Feyzdjou, Susan Hiller, Glenn Ligon, Teresa Margolles, Shirin Neshat, Helio Oiticica, Pratchaya Phinthong, Kurt Schwitters, Yinka Shonibare, Mladen Stilinovic, Erika Tan, Kara Walker, Wu Tsang Writers include Hannah Arendt, James Baldwin, Walter Benjamin, Judith Butler, Luis Camnitzer, Jean Fisher, Stuart Hall, bell hooks, Sarat Maharaj, Martha Rosler, Bertrand Russell, Simon Sheikh, Gayatri Spivak, Hito Steyerl, Lawrence Venuti
Rethinking Contemporary Art and Multicultural Education by
For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking Contemporary Art and Multicultural Education continues to provide an accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history. Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of the original to present new possibilities and modes of understanding art, culture, and their relationships to students and ourselves. 　 The fully revised second edition provides new theoretical and practical resources for educators and students everywhere, including:　　　　 Educators' perspectives on contemporary art, multicultural education, and teaching in today's classroom Full-color reproductions and writings on over 50 contemporary artists and their works, plus an additional 150 black-and-white images throughout Lesson plans for using art to explore topical issues such as activism and democracy, conflict: local and global, and history and historicism　　　 A companion website offering over 250 color reproductions of artwork from the book, a glossary of terms, and links to the New Museum and G: Class websites---www.routledge.com/textbooks/9780415960854.
Articles + Essays
Nassiri, Hamidreza. "Justice-Oriented Exploratory Co-Creation (JOEC): A Proposed Method for Teaching Online Media Production Courses." Special issue, JCMS Teaching Dossier, Journal of Cinema and Media Studies (Summer 2021).
Films, Videos, + Webinars
Organizations + Initiatives
ArtxHistory: An Inclusive Framework for an Open, Equitable Art History
Reading + Resource Lists
African-American Art History [John M. Flaxman Library, School of the Art Institute of Chicago (SAIC)]
Art Resources Transfer, Reading Resources [Art Resources Transfer]
Syllabi + Other Ideas / Examples
Yasukawa, Allison. "Languaging Art & Design." © 2020 Allison Yasukawa. https://languagingart.design/
Articles + Essays
Films, Videos, + Webinars
Organizations + Initiative
Reading + Resource List
Syllabi + Other Ideas / Examples
Fontenot, Andrea, et al. "Introduction to Critical Studies" Syllabus. California Institute of the Arts (CalArts). Fall 2021.
Dancing with Difference: Culturally Diverse Dances in Education by
Engaging with both practice and theory is a priority in this book, and a nexus model, in which the theoretical fields of critical cultural theory, semiotics, ethnography and anthropology can be activated as teachers teach, is proposed as informing approaches to teaching about culturally different dances. Even though some practical suggestions for teaching are presented, the main concern is to motivate further thinking and research into teaching about dancing with cultural difference.
Articles + Essays
Calamoneri, Tanya, Colleen Dunagan, and Nyama McCarthy-Brown. "Ethical Dance Pedagogy: Bodies as Sites of Social Change." Journal of Dance Education 20, no. 2 (2020): 55-64.
McCarthy-Brown, Nyama. "Decolonizing Dance Curriculum in Higher Education: One Credit at a Time." Journal of Dance Education 14, no. 4 (2014): 125-129.
Rizzuto, Rachel. “Artist, Scholar, Teacher: Cynthia Oliver Has Created a New Model for the College Dance Educator.” DanceTeacher. December 2, 2020.
Films, Videos, + Webinars
Organizations + Initiatives
Reading + Resource Lists
The Equitable Performing Arts Classroom [Momentum Stage]
Syllabi + Other Ideas / Examples
Dial M for Mentor: Reflections On Mentoring in Film, Television and Literature by Articles + Essays
Horsmon, Caitlin. “Teaching Equitable Collaboration as a Production Skill.” EDIT Media. January 30, 2019.
Kritzer, Lisa Danker. “How Can You Create an Anti-Racist Course in Film and Media?” EDIT Media. July 24, 2020.
Mirzoeff, Nicholas, and Jack Halberstam, eds. “IN FOCUS: Decolonizing Media Studies.” Special issue, Cinema Journal 57, no. 4 (Summer 2018).
Nassiri, Hamidreza. "Justice-Oriented Exploratory Co-Creation (JOEC): A Proposed Method for Teaching Online Media Production Courses." Special issue, JCMS Teaching Dossier, Journal of Cinema and Media Studies (Summer 2021).
Films, Videos, + Webinars
Film Fatales. “Film Fatales Webinars Library.” Posted September 14, 2020. Vimeo. https://vimeo.com/ondemand/filmfatales/
Organizations + Initiatives
Center for the Study of Women in Television & Film [San Diego State University]
Reading + Resource Lists
Syllabi + Other Ideas / Examples
The Oxford Handbook of Social Justice in Music Education by
Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the otherhand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. The Oxford Handbook of Social Justice in Music Educationprovides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide.The first section of the handbook conceptualizes social justice while framing its pursuit within broader contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider communityas they grapple with cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide thosewishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music educationmatters.
Pop-Culture Pedagogy in the Music Classroom: Teaching Tools from American Idol to YouTube by
Teachers the world over are discovering the importance and benefits of incorporating popular culture into the music classroom. The cultural prevalence and the students' familiarity with recorded music, videos, games, and other increasingly accessible multimedia materials help enliven course content and foster interactive learning and participation. Pop-Culture Pedagogy in the Music Classroom: Teaching Tools from American Idol to YouTube provides ideas and techniques for teaching music classes using elements of popular culture that resonate with students' everyday lives. From popular songs and genres to covers, mixes, and mashups; from video games such as Dance Dance Revolution and Guitar Hero to television shows like American Idol, this exciting collection offers pedagogical models for incorporating pop culture and its associated technologies into a wide variety of music courses. Biamonte has collected well-rounded essays that consider a variety of applications. After an introduction, the essays are organized in 3 sections. The first addresses general tools and technology that can be incorporated into almost any music class: sound-mixing techniques and the benefits of using iPods and YouTube. The middle section uses popular songs, video games, or other aspects of pop culture to demonstrate music-theory topics or to develop ear-training and rhythmic skills. The final section examines the musical, lyrical, or visual content in popular songs, genres, or videos as a point of departure for addressing broader issues and contexts. Each chapter contains notes and a bibliography, and two comprehensive appendixes list popular song examples for teaching harmony, melody, and rhythm. Two indexes cross-reference the material by title and by general subject. While written with college and secondary-school teachers in mind, the methods and materials presented here can be adapted to any educational level.
Learning, Teaching, and Musical Identity: Voices Across Cultures by
Musical identity raises complex, multifarious, and fascinating questions. Discussions in this new study consider how individuals construct their musical identities in relation to their experiences of formal and informal music teaching and learning. Each chapter features a different case study situated in a specific national or local socio-musical context, spanning 20 regions across the world. Subjects range from Ghanaian or Balinese villagers, festival-goers in Lapland, and children in a South African township to North American and British students, adults and children in a Cretan brass band, and Gujerati barbers in the Indian diaspora.
Alternative Approaches in Music Education: Case Studies from the Field by
Explore the creative ways music educators across the country are approaching emerging practices in music teaching and learning. Outlined in twenty-five unique case studies, each program offers a new perspective on music teaching and learning, often falling outside the standard music education curriculum. Find innovative ideas and models of successful practice to incorporate into your teaching, whether in school, university, or community settings. Close the gap between music inside and outside the music classroom and spark student interest. The diversity of these real-world case studies will inspire questioning and curiosity, stimulate lively discussion and innovation, and provide much food for thought. Designed for music teachers, preservice music education students, and music education faculty, this project was supported by Society for Music Teacher Education's (SMTE) Areas of Strategic Planning and Action on Critical Examination of the Curriculum, which will receive a portion of the proceeds.
The Singing Teacher's Guide to Transgender Voices by
The Singing Teacher's Guide to Transgender Voices is the first comprehensive resource developed for training transgender and non- binary singers. This text aids in the development of voice pedagogy tailored to the needs of transgender singers, informed by cultural competence, and bolstered by personal narratives of trans and non- binary singing students. The singing life of a transgender or non-binary student can be overwhelmingly stressful. Because many of the current systems in place for singing education are so firmly anchored in gender binary systems, transgender and gender nonconforming singers are often forced into groups with which they feel they don't belong. Singers in transition are often afraid to reach out for help because the likelihood of finding a voice teacher who is competent in navigating the social, emotional, physical, and physiological challenges of transition is minimal at best. This text equips teachers with a sympathetic perspective on these unique struggles and with the knowledge and resources needed to guide students to a healthy, joyful, and safe singing life. It challenges professional and academic communities to understand the needs of transgender singers and provide evidence-based voice education and real-world opportunities that are authentic and genuine. The Singing Teacher's Guide to Transgender Voices is the first book of its kind to provide thorough, organized information on the training of trans singers for educators in both the academic and independent teaching realms.
Applying Karnatic Rhythmical Techniques to Western Music by
Most classical musicians, whether in orchestral or ensemble situations, will have to face a piece by composers such as Ligeti, Messiaen, Varèse or Xenakis, while improvisers face music influenced by Dave Holland, Steve Coleman, Aka Moon, Weather Report, Irakere or elements from the Balkans, India, Africa or Cuba. Rafael Reina argues that today's music demands a new approach to rhythmical training, a training that will provide musicians with the necessary tools to face, with accuracy, more varied and complex rhythmical concepts, while keeping the emotional content. Reina uses the architecture of the South Indian Karnatic rhythmical system to enhance and radically change the teaching of rhythmical solfege at a higher education level and demonstrates how this learning can influence the creation and interpretation of complex contemporary classical and jazz music. The book is designed for classical and jazz performers as well as creators, be they composers or improvisers, and is a clear and complete guide that will enable future solfege teachers and students to use these techniques and their methodology to greatly improve their rhythmical skills. An accompanying website of audio examples helps to explain each technique. For examples of composed and improvised pieces by students who have studied this book, as well as concerts by highly acclaimed karnatic musicians, please copy this link to your browser: http://www.contemporary-music-through-non-western-techniques.com/pages/1587-video-recordings
Hungry Listening: Resonant Theory for Indigenous Sound Studies by
Reimagining how we understand and write about the Indigenous listening experience? Hungry Listening is the first book to consider listening from both Indigenous and settler colonial perspectives. A critical response to what has been called the "whiteness of sound studies," Dylan Robinson evaluates how decolonial practices of listening emerge from increasing awareness of our listening positionality. This, he argues, involves identifying habits of settler colonial perception and contending with settler colonialism's "tin ear" that renders silent the epistemic foundations of Indigenous song as history, law, and medicine. With case studies on Indigenous participation in classical music, musicals, and popular music, Hungry Listening examines structures of inclusion that reinforce Western musical values. Alongside this inquiry on the unmarked terms of inclusion in performing arts organizations and compositional practice, Hungry Listening offers examples of "doing sovereignty" in Indigenous performance art, museum exhibition, and gatherings that support an Indigenous listening resurgence. Throughout the book, Robinson shows how decolonial and resurgent forms of listening might be affirmed by writing otherwise about musical experience. Through event scores, dialogic improvisation, and forms of poetic response and refusal, he demands a reorientation toward the act of reading as a way of listening. Indigenous relationships to the life of song are here sustained in writing that finds resonance in the intersubjective experience between listener, sound, and space.
Articles + Essays
Ewell, Philip A. "Music Theory and the White Racial Frame." Music Theory Online 26, no. 2 (2020).
Fitch, W. "Dance, Music, Meter and Groove: A Forgotten Partnership." Frontiers in Human Neuroscience 10 (2016): 64.
Girard, Aaron. "Music as a (Science as a) Liberal Art at Princeton." ZGMTH 7 / Sonderausgabe [Special Issue], 31–52. November 1, 2010.
Grim, Jennifer. "Classical Music’s Racial Awakening – Was It All a Mirage?" I Care If You Listen. November 16, 2022.
Hisama, Ellie. "Life Outside the Canon? A Walk on the Wild Side." Music Theory Online: The Online Journal of the Society for Music Theory 6, no. 3 (2000).
Lewis, George E. “New Music Decolonization in Eight Difficult Steps.” Outer National. 2020.
Molk, Dave, and Michelle Ohnona. "Promoting Equity: Developing an Antiracist Music Theory Classroom." NewMusicBox. January 29, 2020.
Morrison, Matthew D. "(De)Constructing Musicology’s Borders along the Color Line.” Journal of the American Musicological Society 65 (2012): 849-856.
O'Hara, William. "Music Theory and the Epistemology of the Internet; or, Analyzing Music Under the New Thinkpiece Regime." Analitica 10 (2018).
Wood, Robert Jackson. “The Stubborn Classism of Classical Music.” The New Republic. December 10, 2020.
Films, Videos, + Webinars
“5. Panel II with Q&A: Decolonizing the Curating Discourse in Europe.” YouTube video, 1:13:08. October 20, 2020.
Weisbard, Eric. “Alex Ross and Kira Thurman on Afro-Wagnerism for Popular Music Books in Process Series, 9/22.” YouTube video, 1:12:49. September 22, 2020.
Organizations + Initiatives
Reading + Resource Lists
Decolonial Music Education Research [developed by Bettina Perez, Suzanne Kite, and Emilia Moscoso Borja, with support from the Curriculum Diversity Initiative at California Institute of the Arts]
Syllabi + Other Ideas / Examples
Inclusive Pedagogy for Music Theory and Skills Instructors: A Course, Library and Forum for CalArts Faculty and Staff [developed by Eyvind Kang, Faculty, Herb Alpert School of Music, California Institute of the Arts]
Drama, Disability and Education: A Critical Exploration for Students and Practitioners by
What can society learn about disability through the way it is portrayed in TV, films and plays? This insightful and accessible text explores and analyses the way disability is portrayed in drama, and how that portrayal may be interpreted by young audiences. Investigating how disabilities have been represented on stage in the past, this book discusses what may be inferred from plays which feature disabled characters through a variety of critical approaches. In addition to the theoretical analysis of disability in dramatic literature, the book includes two previously unpublished playscripts, both of which have been performed by secondary school aged students and which focus on issues of disability and its effects on others. The contextual notes and discussion which accompany these plays and projects provide insights into how drama can contribute to disability education, and how it can give a voice to students who have special educational needs themselves. Other features of this wide-ranging text include: an annotated chronology that traces the history of plays that have featured disabled characters an analysis of how disability is used as a dramatic metaphor consideration of the ethics of dramatising a disabled character critical accounts of units of work in mainstream school seeking to raise disability awareness through engagement with practical drama and dramatic texts a description and evaluation of a drama project in a special school. In tackling questions and issues that have not, hitherto, been well covered, Drama, Disability and Education will be of enormous interest to drama students, teachers, researchers and pedagogues who work with disabled people or are concerned with raising awareness and understanding of disability.
Perspectives on Teaching Theatre by
The genesis for Perspectives on Teaching Theatre can be traced back to the theme of the Association of Theatre in Higher Education's 1993 Annual Conference «Imaging the Future», which focused on challenging curricular, pedagogical, and political issues in college theatre education. The writers in this volume, who are teachers of theatre, «imagine» the possibilities of educational reform in the context of the changing politics in our culture and society. Topics examined include the challenges and possibilities of teaching theatre in postmodern culture; issues of democracy and methods of empowering students in classroom and production work; ways for theory, pedagogy, and production to inform each other; and strategies for dealing with difference in theatre education.
Articles + Essays
Aucoin, Don. "What Racism in Theater Looks Like, and How to Dismantle It." The Boston Globe. July 2, 2020.
Freer, Katherine, and Porsche McGovern. “Design with an Equity Lens: Cultivating a Theatre Ecosystem That Can Hold Us All in Our Full Humanity.” HowlRound. February 22, 2021.
Films, Videos, + Webinars
Talking Back: A six-part web series that reveals the growing movement for justice in the theatre field [artEquity]
Organizations + Initiatives
Reading + Resource Lists
The Equitable Performing Arts Classroom [Momentum Stage]
Syllabi + Other Ideas / Examples