Olivia Gude has a long and distinguished career as both a public artist and an art educator. She is currently the Angela Gregory Paterakis Professor and Chair of Art Education at the School of the Art Institute of Chicago (SAIC), where she works with graduate and undergraduate students to prepare for working as artist educators in school and…

What could video games bring to a K-12 visual arts curriculum? Overby and Jones were skeptical about incorporating gaming and virtual worlds into the classroom, but watching their own children engaging in the video game Minecraft changed their perception. As they started researching the game and how these kids were operating within the space, they…

Media arts has been familiar to many through television, film, and digital graphics, and often appears as an extension of the four traditional arts disciplines: music, arts, theatre, and dance. As media arts continues to acquire its own unique identity, particularly through technological means, it has been included as a stand-alone discipline in…

This article provides a transcript of an interview with Olivia Gude, member of the National Coalition for Core Arts Standards Writing Team. In the interview, Gude provides an overview of the process for writing the new visual arts standards.

Considering the lack of coverage in the mass media of certain kinds of social movement activity, many movements make use of smaller scale, independent media to publicise their struggles. From the vantage point of social movements in South Africa, this paper addresses what Mojca Pajnik and John Downing call "nano-media". Based on…

How can visual arts and popular education pedagogy contribute to collective recovery from and reconstruction after trauma? This question framed the design and delivery of the Trauma Recovery and Reconstruction Group (TRRG), which consisted of 12 group sessions delivered to clients (trauma survivors) of the Centre for Concurrent Disorders (CCD) in…

Children's theatre in the UK is thriving. Debates about why children should watch theatre and what educational, emotional and expressive benefits it can provide inform cultural policy on education. Children aged 4-11 are increasingly taken to watch tailored theatre performances, yet there has been virtually no reflective research on what theatre…

The Walking in My Shoes curriculum at St. Thomas School in Medina, Washington, has been developed to deepen students' understanding of their own heritage and the cultural similarities and differences among their global peers. Exploring the rich diversity of the world's cultural heritage and the interactions of global migrations throughout history,…

Based on a framework of identity-as-narrative and multiliteracies, this article describes "Graphic Journeys," a multimedia literacy project in which English learners (ELs) in middle school created graphic stories that expressed their families' immigration experiences. The process involved reading graphic novels, journaling, interviewing, and…

Discusses the cover art for this issue of American Psychologist. Portions of the article are based on an interview with the artist, Melissa Miller, on November 6, 2006.

Immigration is making this country and schools increasingly diverse. An unfortunate consequence of this condition is prejudice, discrimination, and lack of understanding. The challenge for educators is to create learning opportunities that will allow students to gain understanding and appreciation of the differences among the people who are in…

The paintings of Appalachian artist Kenneth Walsh must be examined outside the boundaries of folk art to interpret and appreciate their patriotic themes. Walsh discusses the motivation for his creativity and the influence of his religious and moral beliefs on his paintings and poetry. (LP)

People can learn as much from what they do not do right as what they do. This article describes such a failure. The author had gathered six students together for an interview concerning art and their lives--and things became so chaotic, he thought it was all a wash... until he went back and listened to the tape. Only then did he realize that what…

Describes a year-and-a-half-long history project that involved elementary students in exploring their community's past. Students took field trips, interviewed community persons, taped oral histories, painted murals, and produced a dramatic musical based on their community's history. (RM)

This guide and accompanying videotape are the fifth and final in a series that present full lessons and interviews with the instructors who created the lessons. Intended as starting points to stimulate thinking about a comprehensive approach to art education, these instructors discuss how they developed their lessons and how this approach has…