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These stories from art educators highlight how art and visual
culture can bridge learning with lived experience. Written by and
for art educators from all backgrounds and contexts, this volume
offers guidance for expanding students' opportunities to critically
examine current events, histories, and cultural assumptions in ways
that are relevant and inclusive of all identities. Readers will
learn how to use contemporary art and dialogue as tools to
acknowledge and value the unique perspectives of each person.
Authors from diverse settings offer topics, insights, resources,
and research for centering voices and critical conversations in
K–12, higher education, museums, and nontraditional classrooms.
The book addresses such questions as: How can a teacher reflect on
their own assumptions and biases before crafting lessons and
discussion prompts? In what ways can contemporary art encourage
dialogue in art learning spaces? What happens when current national
issues intersect with the personal lives of students? How can
teachers democratize the classroom so all students are represented?
How can teachers demonstrate ways to critically examine
information? Book Features: Offers insights from art educators in
public, independent, museum, and community settings. Addresses the
role of art teachers in responding to the current highly
politicized educational climate. Critically examines concepts of
practice, power, and vulnerability in teaching. Discusses issues of
race, LGBTQ+ rights, family structures, current events, democratic
values, and social change as they concern students. Provides
examples of dialogue in various art learning spaces and contexts.
Contributors include JaeHan Bae, Kathy J. Brown, Lauren Cross,
William Estrada, Pamela Harris Lawton, Amy Pfeiler-Wunder, Natasha
S. Reid, Kryssi Staikidis, and Injeong Yoon-Ramirez.
These stories from art educators highlight how art and visual
culture can bridge learning with lived experience. Written by and
for art educators from all backgrounds and contexts, this volume
offers guidance for expanding students' opportunities to critically
examine current events, histories, and cultural assumptions in ways
that are relevant and inclusive of all identities. Readers will
learn how to use contemporary art and dialogue as tools to
acknowledge and value the unique perspectives of each person.
Authors from diverse settings offer topics, insights, resources,
and research for centering voices and critical conversations in
K–12, higher education, museums, and nontraditional classrooms.
The book addresses such questions as: How can a teacher reflect on
their own assumptions and biases before crafting lessons and
discussion prompts? In what ways can contemporary art encourage
dialogue in art learning spaces? What happens when current national
issues intersect with the personal lives of students? How can
teachers democratize the classroom so all students are represented?
How can teachers demonstrate ways to critically examine
information? Book Features: Offers insights from art educators in
public, independent, museum, and community settings. Addresses the
role of art teachers in responding to the current highly
politicized educational climate. Critically examines concepts of
practice, power, and vulnerability in teaching. Discusses issues of
race, LGBTQ+ rights, family structures, current events, democratic
values, and social change as they concern students. Provides
examples of dialogue in various art learning spaces and contexts.
Contributors include JaeHan Bae, Kathy J. Brown, Lauren Cross,
William Estrada, Pamela Harris Lawton, Amy Pfeiler-Wunder, Natasha
S. Reid, Kryssi Staikidis, and Injeong Yoon-Ramirez.
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