ERIC Number: EJ1046944
Record Type: Journal
Publication Date: 2014-Jul
Power Play: Rethinking Roles in the Art Classroom
Buffington, Melanie L.
Art Education, v67 n4 p6-12 Jul 2014
This article describes how art teachers can work toward changing the power dynamics in their classrooms by using a student centered approach, as demonstrated by an example lesson about contemporary painter Kehinde Wiley. As the class unpacked the idea of power prevalent in Wiley's portraits, the students gave relevant examples of how power was evident and exhibited in Wiley's works, their lives, school, and the media they enjoyed. The students related examples germane to their cultures, and readily made connections between Wiley's work and the older source images. The students were excited, engaged, and enthusiastically learning about Kehinde Wiley's work and the notion of power. The student teacher engaged the middle-schoolers in this student-centered activity through the use of open-ended questions, and by acting as a facilitator rather than an authority figure.
Descriptors: Art Education, Art Teachers, Power Structure, Teacher Role, Student Role, Learner Engagement, Teacher Student Relationship, Culturally Relevant Education, Curriculum, Student Teachers, Elementary Secondary Education, Academic Achievement, Success, Social Influences, Consciousness Raising
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A