Posits that two co-dependent game plans, Finite and Infinite, inform the orientation of contemporary art education as represented by Discipline-Based Art Education (DBAE) and interactive interdisciplinary art education (iiae). Credits James B. Carse's "Finite and Infinite Games: Vision of Life as Play and Possibility" as the premise for this…

Explores issues related to teaching art students critical or alternative practices with new technologies not yet widely available. Cites factors influencing the presence of technology in art education departments. Describes teaching a college course to students with limited experience using devices, such as cell phones, laptop computers, and…

Examines an after-school intergenerational art program in Lower East Harlem, New York. Residents, aged 62 and older, and secondary school students participated together in social service, oral history, and art making. Found that interactions between teenagers and seniors in art-related activities resulted in several positive educational and social…

Focuses on issues related to teaching African art to African American students. Asserts that inadequately prepared art teachers are teaching multicultural art curricula that perpetuate reproduction of an unequal social structure. Concludes art education scholars must redirect multicultural education and art teachers must be trained to adopt a…

Discusses four contemporary artists who use oral history in their art: Peggy Diggs, Tomie Arai, Sheila De Brettville, and Jackie Brookner. Argues that their use of oral history is empowering because it is sensitive to the relationship between researcher/artist and narrator. Outlines implications of using oral history in art education. (Author/PAL)

Addresses the interplay of homogenization within hegemony; the conscious and unconscious needs and desires involved in group prejudices; and the implications of these for art education. Examines the artwork of Juan Sanchez using Elisabeth Young-Bruehl's socio-psychological examination of group prejudices. (CMK)

Examines television advertisements aimed at children outlining the implications for the classroom as well as art education as a field of study. Argues that the images presented in mass media offer a challenge to adults related to their childhood conceptions resulting from certain roles, such as teachers. (CMK)

Discusses modern and postmodern views of "community" and the identity of the artist. Addresses two perceived possible outcomes of the spread of cyberspace virtual reality: a new, populist, democratic world, and a world of isolated individuals connected only through machine-based virtual reality. Notes the growth of a nostalgic reaction. (DSK)

Argues that developments over the past twenty-five years in feminist art, art criticism, and action have allowed insights into the work of women artists. Explores feminist artwork, feminist context(s), and the author's personal development as a woman, artist, teacher, and participant in the communities that affected her development. (DSK)

Argues that classroom art experiences that recognize the roots, and routes, of individual identities help form pathways for understanding ourselves and others' experiences. Talks about a trip to a Paiwan aboriginal community in southern Taiwan and the lessons learned about the integration of art with cultural life and identity. (DSK)

Discusses Paulo Freire and his influence on the perspective and application of literacy programming and interdisciplinary education through the arts. Argues that Freire's pedagogical philosophy and application illustrates the value he placed on education through life experiences, the arts, and cultures of the people. (DSK)

Considers art's role in creating community against a background of contemporary social problems and concerns. Discusses different forms of community-building, including efforts to sustain ethnic communities as well as efforts intended to bring diverse populations together. Suggests ways that art programs can enhance community connections while…

Argues that public genre art education engages the public with art forms that depart from traditional media usage and intentions to encourage collaboration, the demystification of artmaking, and societal reconstruction. Reviews aspects of the public-genre art-education methodology. Concludes that public-genre artmaking melds aesthetic practice…

Argues that cultural invisibility happens to anyone who does not contribute images to the world or who does not vigorously critique pictures. Discusses the photography of Jo Spence and Judith Golden who expose the invisibility of those considered plain (old, sick, and female). Links this argument to assumptions about art education. (DSK)

Surveys television cartoons for preschoolers to analyze how they present the female gender. Finds that infant, shrew, eccentric, mother, frump, vamp, and twin role models dominate; argues that these stereotypes limit children's imagination of other possibilities. Notes that the repertoire of female characters seems to have become more…