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ERIC Number: ED395861
Record Type: Non-Journal
Publication Date: 1994
Pages: 195
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-1057-0292
Journal of Social Theory in Art Education, 1994.
Emme, Michael J., Ed.; And Others
Journal of Social Theory in Art Education, n14 1994
Articles in this journal examine the way art and art education affect the individual and the formation of culture. This volume includes: (1) "The Deep Creek School: Technology, Ecology and the Body as Pedagogical Alternatives in Art Education" (Daniel L. Collins; Charles R. Garoian); (2) "The Green Quilt: An Example of Collective Eco-Action in Art Education" (Doug Blandy; Kristin G. Congdon; Laurie Hicks; Elizabeth Hoffman; and Don Krug); (3) "An Editor's Note: Critical Theory, Art and Education" (Michael J. Emme); (4) "The Gallery" (David Amdur; Robert Bersson; Gene Cooper; Drent Howenstein; Laurie Lundquist; Meryl Meisler; Juanita Miller; Gretchen Riemer; Kai Staats); (5) "Valuing Difference: Luce Irigaray and Feminist Pedagogy" (Yvonne Gaudelius); (6) "Behind, the Road is Blocked: Art Education and Nostalgia" (Paul Duncum); (7) "The Committee on Public Information and the Mobilization of Public Opinion in the United States During World War I: The Effects on Education and Artists" (Clayton Funk); (8) "Art, Education, Work, and Leisure: Tangles in the Lifelong Learning Network" (Lara M. Lackey); (9) "'Truth' That Sells: Broadcast News Media in Video Art and Art Education" (Mary Wyrick). Book reviews look at works by authors: Terry Barrett (1994), "Criticizing Art: Understanding the Contemporary" (John H. White, Jr.); Leslie Weisman (1992), "Discrimination by Design: A Feminist Critique of the Man-Made Environment" (Joanne K. Guilfoil); and Robert Hughes (1993), "Culture of Complaint: The Fraying of America" (Patricia Amburgy). (MM)
CSTAE Treasurer, 3200 Wendimere Lane, Billings, MT 59102-6536 ($15).
Publication Type: Collected Works - Serials; Collected Works - General; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Caucus on Social Theory and Art Education.