ART CLASSES ARE OFTEN SITES FOR STUDENTS WITH ACADEMIC, SOCIAL, EMOTIONAL, AND/OR BEHAVIORAL PROB... more ART CLASSES ARE OFTEN SITES FOR STUDENTS WITH ACADEMIC, SOCIAL, EMOTIONAL, AND/OR BEHAVIORAL PROBLEMS. Some school administrators and counselors recognize the benefits of art education and place st...
he mission of the Women’s caucus of the national Art education Association is a clear call for eq... more he mission of the Women’s caucus of the national Art education Association is a clear call for equity between men and women and a call for social justice in general. discriminatory practices and diff erent cultural expectations can have negative eff ects that explode into violence. thus the mission is to remove barriers and foster support and positive relationships so that we all have equal freedom and opportunity. this essay is a visual and textual dialogue of ideas, images, and refl ections to address the issue of violence that is so pervasive in our culture—in homes, schools, communities, and society at large—and a call to action to counteract violence.
ART CLASSES ARE OFTEN SITES FOR STUDENTS WITH ACADEMIC, SOCIAL, EMOTIONAL, AND/OR BEHAVIORAL PROB... more ART CLASSES ARE OFTEN SITES FOR STUDENTS WITH ACADEMIC, SOCIAL, EMOTIONAL, AND/OR BEHAVIORAL PROBLEMS. Some school administrators and counselors recognize the benefits of art education and place st...
International Journal of Education the Arts, Mar 1, 2013
In this paper, "bead collage," an arts-based research method that invites participants to reflect... more In this paper, "bead collage," an arts-based research method that invites participants to reflect, communicate and construct their experience through the manipulation of beads and found objects is explained. Emphasizing the significance of one's personal biography and experiences as a researcher, I discuss how my background as an artist and art therapist influenced the development of this approach. I propose several pedagogical applications of "bead collage," offer questions for consideration, and suggest future directions for this method. I invite others to explore this, or similar approaches drawn from their own experiences, to develop what Eisner (1995) and Bresler (2006) describe as "artistically-crafted" and "aesthetically based" research.
Interactions: Studies in Communication & Culture, 2011
The authors recount lessons learned through the experience of interviewing Professor Pepón Osorio... more The authors recount lessons learned through the experience of interviewing Professor Pepón Osorio about his practice as an artist-teacher-researcher. Central to the authors' interview method is 'bead collage', an arts-informed inquiry process that invites participants to construct and reflect on their experience by manipulating small objects of material culture. This interview methodology facilitated an encounter in which Osorio internally and externally organized his thoughts through the creation of a bead collage. The artefact is a visual testimony of the interview process, his teaching philosophy and his approach to art-making. As a result, the article is a visual and textual construction that unpacks Osorio's approach and passion as an artist-teacher. The authors conclude that the centrality of stories, use of negotiation and improvisation, knowledge of self and situation, and art as testimony are valuable strategies to articulate when teaching others about meaningful intersections of community, collaboration and art. 'I am helping students understand there are other ways to get there, other than what they've been taught.' (Pepón Osorio, November 2010) CONNECTIONS Community-based arts education experiences involve creativity, negotiation and collaboration. Shared experiences and exchange are central to community arts, which can include informal teaching, organized community teaching, outreach, service learning, ethnographic practices, public art and activism (
The goal of this qualitative research study was to explore and articulate the content, pedagogy, ... more The goal of this qualitative research study was to explore and articulate the content, pedagogy, and intersections of art education and art therapy in art classes in two alternative high schools. Like other alternative schools, these sites serve students who are labeled at-...
he mission of the Women’s caucus of the national Art education Association is a clear call for eq... more he mission of the Women’s caucus of the national Art education Association is a clear call for equity between men and women and a call for social justice in general. discriminatory practices and diff erent cultural expectations can have negative eff ects that explode into violence. thus the mission is to remove barriers and foster support and positive relationships so that we all have equal freedom and opportunity. this essay is a visual and textual dialogue of ideas, images, and refl ections to address the issue of violence that is so pervasive in our culture—in homes, schools, communities, and society at large—and a call to action to counteract violence.
Art classes are often sites for students with problems, as some school administrators and counsel... more Art classes are often sites for students with problems, as some school administrators and counselors recognize the benefits of art education and place students at-risk in art education classes (or they believe that art class may be one place these students can cause fewer problems). Both conditions can pose a challenge for art teachers whose school districts do not employ professionally trained art therapists, social workers or counselors. Students may present complex problems and behaviors that are well beyond the scope of an art teacher's practice, or teachers may try to engage in therapeutic-like interventions beyond their training. Most often art therapy is not part of coursework within art education programs, so K-12 educators have minimal knowledge, training, or experience dealing with the complexity of students’ issues and, particularly, no training on how to intervene with students who have adverse childhood experiences (ACE) such as physical, sexual, or emotional abuse; physical or emotional neglect; who witness domestic violence; and/or those who live with individuals who abuse substances, have mental illness, or are incarcerated.
ART CLASSES ARE OFTEN SITES FOR STUDENTS WITH ACADEMIC, SOCIAL, EMOTIONAL, AND/OR BEHAVIORAL PROB... more ART CLASSES ARE OFTEN SITES FOR STUDENTS WITH ACADEMIC, SOCIAL, EMOTIONAL, AND/OR BEHAVIORAL PROBLEMS. Some school administrators and counselors recognize the benefits of art education and place st...
he mission of the Women’s caucus of the national Art education Association is a clear call for eq... more he mission of the Women’s caucus of the national Art education Association is a clear call for equity between men and women and a call for social justice in general. discriminatory practices and diff erent cultural expectations can have negative eff ects that explode into violence. thus the mission is to remove barriers and foster support and positive relationships so that we all have equal freedom and opportunity. this essay is a visual and textual dialogue of ideas, images, and refl ections to address the issue of violence that is so pervasive in our culture—in homes, schools, communities, and society at large—and a call to action to counteract violence.
ART CLASSES ARE OFTEN SITES FOR STUDENTS WITH ACADEMIC, SOCIAL, EMOTIONAL, AND/OR BEHAVIORAL PROB... more ART CLASSES ARE OFTEN SITES FOR STUDENTS WITH ACADEMIC, SOCIAL, EMOTIONAL, AND/OR BEHAVIORAL PROBLEMS. Some school administrators and counselors recognize the benefits of art education and place st...
International Journal of Education the Arts, Mar 1, 2013
In this paper, "bead collage," an arts-based research method that invites participants to reflect... more In this paper, "bead collage," an arts-based research method that invites participants to reflect, communicate and construct their experience through the manipulation of beads and found objects is explained. Emphasizing the significance of one's personal biography and experiences as a researcher, I discuss how my background as an artist and art therapist influenced the development of this approach. I propose several pedagogical applications of "bead collage," offer questions for consideration, and suggest future directions for this method. I invite others to explore this, or similar approaches drawn from their own experiences, to develop what Eisner (1995) and Bresler (2006) describe as "artistically-crafted" and "aesthetically based" research.
Interactions: Studies in Communication & Culture, 2011
The authors recount lessons learned through the experience of interviewing Professor Pepón Osorio... more The authors recount lessons learned through the experience of interviewing Professor Pepón Osorio about his practice as an artist-teacher-researcher. Central to the authors' interview method is 'bead collage', an arts-informed inquiry process that invites participants to construct and reflect on their experience by manipulating small objects of material culture. This interview methodology facilitated an encounter in which Osorio internally and externally organized his thoughts through the creation of a bead collage. The artefact is a visual testimony of the interview process, his teaching philosophy and his approach to art-making. As a result, the article is a visual and textual construction that unpacks Osorio's approach and passion as an artist-teacher. The authors conclude that the centrality of stories, use of negotiation and improvisation, knowledge of self and situation, and art as testimony are valuable strategies to articulate when teaching others about meaningful intersections of community, collaboration and art. 'I am helping students understand there are other ways to get there, other than what they've been taught.' (Pepón Osorio, November 2010) CONNECTIONS Community-based arts education experiences involve creativity, negotiation and collaboration. Shared experiences and exchange are central to community arts, which can include informal teaching, organized community teaching, outreach, service learning, ethnographic practices, public art and activism (
The goal of this qualitative research study was to explore and articulate the content, pedagogy, ... more The goal of this qualitative research study was to explore and articulate the content, pedagogy, and intersections of art education and art therapy in art classes in two alternative high schools. Like other alternative schools, these sites serve students who are labeled at-...
he mission of the Women’s caucus of the national Art education Association is a clear call for eq... more he mission of the Women’s caucus of the national Art education Association is a clear call for equity between men and women and a call for social justice in general. discriminatory practices and diff erent cultural expectations can have negative eff ects that explode into violence. thus the mission is to remove barriers and foster support and positive relationships so that we all have equal freedom and opportunity. this essay is a visual and textual dialogue of ideas, images, and refl ections to address the issue of violence that is so pervasive in our culture—in homes, schools, communities, and society at large—and a call to action to counteract violence.
Art classes are often sites for students with problems, as some school administrators and counsel... more Art classes are often sites for students with problems, as some school administrators and counselors recognize the benefits of art education and place students at-risk in art education classes (or they believe that art class may be one place these students can cause fewer problems). Both conditions can pose a challenge for art teachers whose school districts do not employ professionally trained art therapists, social workers or counselors. Students may present complex problems and behaviors that are well beyond the scope of an art teacher's practice, or teachers may try to engage in therapeutic-like interventions beyond their training. Most often art therapy is not part of coursework within art education programs, so K-12 educators have minimal knowledge, training, or experience dealing with the complexity of students’ issues and, particularly, no training on how to intervene with students who have adverse childhood experiences (ACE) such as physical, sexual, or emotional abuse; physical or emotional neglect; who witness domestic violence; and/or those who live with individuals who abuse substances, have mental illness, or are incarcerated.
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