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Kulinski, Alexa R. – Art Education, 2018
To be awake means to have active attention, particularly the attention to carry a project into effect and execute a plan (Greene, 1977). Additionally, to be wide-awake requires a level of consciousness that provokes reflection and awareness in the quest for meaning, which can in turn contribute to the formation of self and ability to make sense of…
Descriptors: Creativity, Student Motivation, Middle School Students, Assignments
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Pierce, Mara – Art Education, 2018
In this article, the author uses the phrase, "unfamiliar teachers," to describe teachers who are unfamiliar with accuracies regarding Native American ethnographic background or contemporary life. Herein, she advocates for a perspective through which unfamiliar teachers can negotiate their first year of teaching art in Native American…
Descriptors: American Indian Students, Culturally Relevant Education, Art Education, Art Teachers
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Ward, Amber; Blanchfield, Margaret – Art Education, 2018
This article is co-written by a student and professor about their reflections of art education course they participated in. The authors use three font colors in this article to chronicle certain memories related to the course content from the perspective of student (orange) and professor (teal). They also use black text to exemplify the blurred…
Descriptors: Art Education, Student Attitudes, Teacher Attitudes, College Students
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Dravenstadt, Danielle Wayne – Art Education, 2018
In this article, the author describes a choice-based art unit she designed for her 7th-grade students, discussing how choice impacted student motivation and how this relates to playful exploration, meaning making, and sharing. With the implementation of a personally meaningful found-object unit, students' motivation increased because of the…
Descriptors: Studio Art, Units of Study, Student Motivation, Student Centered Learning
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Rago, Lauren – Art Education, 2018
In an effort to facilitate an environment that values learner-centered artmaking with student-driven outcomes, the author decided to implement a unit that she researched using qualitative methods. In the unit, "Painting Without Paintbrushes," 1st-graders crafted and used nontraditional tools as paint applicators. During the unit,…
Descriptors: Studio Art, Student Centered Learning, Units of Study, Art Activities
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Park, Hayon – Art Education, 2018
As an art specialist intern at a museum-based preschool, the author facilitated an art studio session every afternoon for 5-year-old students. She naively envisioned children creating artworks that followed her lesson plans and instructions. However, as she embarked on this journey and began teaching these sessions, she witnessed two startling…
Descriptors: Studio Art, Preschool Children, Play, Preschool Education
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Ivashkevich, Olga – Art Education, 2015
Today's global digital culture not only engages young people in daily consumption of visual images, texts, and artifacts, but also provides them with the tools to actively participate in the production of imagery and narratives. Whether they post a picture on Facebook, create a blog, or make a YouTube video with their peers, they engage in what…
Descriptors: Preservice Teachers, Art Teachers, Art Activities, Toys
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Graziano, Jane – Art Education, 2015
When first encountering contemporary art, the viewer is confronted with particular challenges--the works can be both surprising in application of materials and provocative in presentation. Contemporary art can confound its audience as they attempt to decode and interpret its meaning. This Instructional Resource outlines an approach for art…
Descriptors: Art Education, Art Activities, Art Expression, Transformative Learning
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Woywod, Christine – Art Education, 2015
Objects of material culture have meaning. American flags, worktables, bulletin boards, interactive whiteboards, and large white-faced clocks signify "classroom" while color wheels, cupboards, cabinets, sinks, drawing supplies, and that particular scent that lingers after years of exposure to painting materials even more specifically…
Descriptors: Art Education, Art Materials, Instructional Materials, High Schools
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Perkowski, Lisa M. – Art Education, 2015
Adolescents are at a ripe age to make meaning and think abstractly (Kerlavage, 1998); yet, they are not "born knowing how to get ideas into materials, or how materials can be manipulated to shape ideas and meaning" (Burton, 2012, p. 14). Adolescents need guidance in understanding abstract concepts, and art teachers play an important role…
Descriptors: Concept Formation, Art Education, Art Teachers, High School Students
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Intili, Amanda; Pembleton, Matthew; LaJevic, Lisa – Art Education, 2015
Art educators are concerned with exposing their students to contemporary art making practices. They aim to create fresh lessons that expand their understandings of art in today's world while highlighting the importance of imagination. With a personal interest in performance and street art (art forms that have gained popularity in recent years),…
Descriptors: Art Education, Imagination, Lesson Plans, Creative Teaching
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Kothe, Elsa Lenz; Maute, Mary Jo; Brewer, Chris – Art Education, 2015
The work of artists as naturalists, scientists, documentarians, and explorers has long been part of an interdisciplinary approach to scientific studies. As museum educators, this group of authors has gained inspiration from the exhibition Vanishing Ice: Alpine and Polar Landscapes in Art, 1775-2012 (Matilsky, 2013) and discovered how historical…
Descriptors: Art Activities, Climate, Elementary School Students, Science Instruction
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Whitin, Phyllis; Moench, Candice – Art Education, 2015
Professional guidelines for English language arts call for the integration of multimodal literacy in the curriculum (National Council of Teachers of English, 2005). These guidelines are grounded in the belief that all meaning-making systems (e.g., visual, linguistic, spatial) are equally valuable. Each has unique potential that, when used…
Descriptors: Language Arts, Interdisciplinary Approach, Elementary School Teachers, Art Products
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Coleman, Mari Beth; Cramer, Elizabeth Stephanie – Art Education, 2015
Various levels of assistive technology can be used in the art classroom to provide a fulfilling artmaking experience for all levels of learners. The purpose of this article is to add to the body of knowledge by providing ideas generated from collaboration between the fields of special education and art education that the authors feel will benefit…
Descriptors: Art Education, Disabilities, Assistive Technology, Special Education
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Wexler, Alice; Luethi-Garrecht, Aleánna – Art Education, 2015
The ability to verbalize--and therefore think and learn abstractly--has conditioned people to see the world in logical patterns. People are trained to do so by the wiring of the neurologically typical (neurotypical) brain and the increasing complexity of the environment that shapes it. Public schools are also designed for students with…
Descriptors: Nonverbal Communication, Communication Problems, Neurological Impairments, Cognitive Style
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