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Elizabeth Sutton, using a phenomenological approach, investigates
how animals in art invite viewers to contemplate human
relationships to the natural world. Using Rembrandt van Rijn's
etching of The Presentation in the Temple (c. 1640), Joseph Beuys's
social sculpture I Like America and America Likes Me (1974),
archaic rock paintings at Horseshoe Canyon, Canyonlands National
Park, and examples from contemporary art, this book demonstrates
how artists across time and cultures employed animals to draw
attention to the sensory experience of the composition and reflect
upon the shared sensory awareness of the world.
Elizabeth Sutton, using a phenomenological approach, investigates
how animals in art invite viewers to contemplate human
relationships to the natural world. Using Rembrandt van Rijn's
etching of The Presentation in the Temple (c. 1640), Joseph Beuys's
social sculpture I Like America and America Likes Me (1974),
archaic rock paintings at Horseshoe Canyon, Canyonlands National
Park, and examples from contemporary art, this book demonstrates
how artists across time and cultures employed animals to draw
attention to the sensory experience of the composition and reflect
upon the shared sensory awareness of the world.
This volume explores the ways in which practicing K–12 art
educators can engage with students to develop democratic habits.
The contributors present case studies based on action research
conducted in their own classrooms as part of their master's in arts
education. The text is divided into three sections that correspond
to habits the author-teachers cultivated in their classroom:
choice, voice, and caring for community. Each author presents
real-world examples for development of not only art skills, but
also ways of being and interacting that allow humans to contribute
meaningfully to the world. Readers will hear from art educators who
strive to teach their students ownership and empowerment through
problem-solving, independence, and responsibility. This timely book
shows how art education is a bastion of freedom in public
education, where students and teachers can think and act
collaboratively and critically. Book Features: Offers examples of
transformative teaching that give students voice, choice, and
opportunities to care for community. Provides theory as well as
replicable models teachers can use. Addresses the difficulty of
balancing student and teacher needs within the politically
embattled field of education. Shares the voices of art educators in
Midwest classrooms ranging from elementary to high school, rural to
urban communities. Contributors: Elizabeth Bloomberg, Jeffery Rufus
Byrd, Ashley Cardamone, Kathryn Christensen, Michelle Cox, Jodi
Fenton, Samantha Goss, Maddison Maddock, Wendy Miller, Sandra
Nyberg, Lauren Roush, Elizabeth Sutton, and Heather Walker.
This essay collection features innovative scholarship on women
artists and patrons in the Netherlands 1500-1700. Covering
painting, printmaking, and patronage, authors highlight the
contributions of women art makers in the Netherlands, showing that
women were prominent as creators in their own time and deserve to
be recognized as such today.
Angel De Cora (c. 1870-1919) was a Native Ho-Chunk artist who
received relative acclaim during her lifetime. Karen Thronson
(1850-1929) was a Norwegian settler housewife who created crafts
and folk art in obscurity along with the other women of her small
immigrant community. The immigration of Thronson and her family
literally maps over the De Cora family's forced migration across
Wisconsin, Iowa, and onto the plains of Nebraska and Kansas.
Tracing the parallel lives of these two women artists at the turn
of the twentieth century, art historian Elizabeth Sutton reveals
how their stories intersected and diverged in the American Midwest.
By examining the creations of these two artists, Sutton shows how
each woman produced art or handicrafts that linked her new home to
her homeland. Both women had to navigate and negotiate between
asserting their authentic self and the expectations placed on them
by others in their new locations. The result is a fascinating story
of two women that speaks to universal themes of Native
displacement, settler conquest, and the connection between art and
place.
This volume explores the ways in which practicing K–12 art
educators can engage with students to develop democratic habits.
The contributors present case studies based on action research
conducted in their own classrooms as part of their master's in arts
education. The text is divided into three sections that correspond
to habits the author-teachers cultivated in their classroom:
choice, voice, and caring for community. Each author presents
real-world examples for development of not only art skills, but
also ways of being and interacting that allow humans to contribute
meaningfully to the world. Readers will hear from art educators who
strive to teach their students ownership and empowerment through
problem-solving, independence, and responsibility. This timely book
shows how art education is a bastion of freedom in public
education, where students and teachers can think and act
collaboratively and critically. Book Features: Offers examples of
transformative teaching that give students voice, choice, and
opportunities to care for community. Provides theory as well as
replicable models teachers can use. Addresses the difficulty of
balancing student and teacher needs within the politically
embattled field of education. Shares the voices of art educators in
Midwest classrooms ranging from elementary to high school, rural to
urban communities. Contributors: Elizabeth Bloomberg, Jeffery Rufus
Byrd, Ashley Cardamone, Kathryn Christensen, Michelle Cox, Jodi
Fenton, Samantha Goss, Maddison Maddock, Wendy Miller, Sandra
Nyberg, Lauren Roush, Elizabeth Sutton, and Heather Walker.
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