Real-World Readings in Art Education: Things Your Professor by Dennis E. Fehr

By Dennis E. Fehr

This selection of essays specializes in such issues because the day-by-day event of training paintings in cutting-edge public faculties; the culture of honoring simply the ecu patriarchal canon; structural swap in class coverage and curriculum and instructing.

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Edmund Feldman (1972) long ago advocated comparative studies of depictions of children as a major art historical theme. Comparing images of children past and present may highlight the special character of contemporary images and the social conditions that produce them. These images exemplify a need for art educators to adopt a socially responsible role that extends beyond traditional curricular concerns. Knowledge of imagery is the core of any claim we could make to professional expertise. It is not ours exclusively, but it lies at the heart of the art educational enterprise.

Rapidly changing images seem to mark our era, and I see why I should include technology in this unit. But I still don*t understand how I can include ethical problems such as sexism. D: By linking art to social and ethical issues, we breathe life into it. That doesn't mean we dilute our art teaching. Art questions society. Art addresses why drugs gnaw society's bones, why the gap between rich and poor grows wider, why the religious right imposes its vision on our schools, why reports of child abuse increase, why the "mefirst"side of capitalism is ignored, and why hate in the forms of racism, sexism, and homophobia does more damage than drugs.

Many art educators continue to regard the nature of childhood as unproblematic. Postmodern theorists, on the other hand, suggest that childhood consists of complex, fragmented, multiple identities (James & Prout, 1990). Rather than possessing a universal nature, postmodernists see childhood as an intersection of social perceptions, some with long precedents (Cunningham, 1995) but with no essential core. These conceptions extend our definitions of childhood from threatening presence to innocent victim, from rabid consumer to violent criminal (Duncum, 1997; Jenks, 1996).

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