Papers by Christine Woywod
Pedagogies, 2018
Contextualized by efforts to support arts integration in one of the largest school districts in t... more Contextualized by efforts to support arts integration in one of the largest school districts in the United States, this qualitative study examines the experiences of educators as they participate in various arts-centered forms of professional development. Drawing on the work of, the tenets of arts-centered learning, the authors use Mediated Discourse Analysis and Teachers’ Life Histories to account for the social, personal and political processes and activity involved in making meaning and shaping dispositions towards teaching in and through the arts.
Findings reveal how arts-centered programming can promote growth in educators’ confidence creating curriculum in the arts and collaborating with artists and other teachers, but suggest that embodied practices within interdisciplinary teams and continued coaching are key as educators prepare for guiding students through interdisciplinary inquiry and implementing arts-centered programming. Three fields of emergence for learning within this study include (1) Enactment of Artist-As-Teacher & Teacher-As-Artist (2) Multimodal Inquiry via Group Art-Making; and (3) Collaborative Curriculum Design. These fields of emergence are considered as interdisciplinary traversals, representing educators’ movements across disciplinary boundaries and between associated identities.
Full text is available from Taylor & Francis at:
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As part of a team of educators equipping students for life in our democracy, we (Christine and Ra... more As part of a team of educators equipping students for life in our democracy, we (Christine and Raoul) believe it is crucial to include collaboration with community artists in K–12 art experiences. We plan with the intention of preparing children to be community members who value the arts because they understand their potential to transform our thinking, and by extension, how we interact with the world. In this article, we describe the shift toward community-based practice in contemporary art, its implications for art education practice, and the story of a powerful collaboration between a community-based artist and an interdisciplinary team of teachers. It is our hope that readers will see that well crafted collaborations with socially minded artists can not only transform a K–12 program, but also help make communities strong. In breaking down barriers of access, well crafted collaborations with socially minded artists add value within the community and to students' experiences in school, increase relevance of planned curriculum, and create a sense of access and agency for students, parents, and teachers.
Nathaniel Stern: elicit, interactive installation by Nathaniel Stern (2001-2013). Photo by Wyatt ... more Nathaniel Stern: elicit, interactive installation by Nathaniel Stern (2001-2013). Photo by Wyatt Tinder. Images Existence fter hearing Donal O'Donoghue's (2010) Manual Barkan Award Lecture at the 50th NAEA National Convention, I could not stop wondering, what would my art classroom look like if I taught about "art of our time"? What would my students' artworks look like if I taught in a way where art was transient, not about objects, but rather experiences? What would my lessons look like? What would my classroom look like? How do I nurture a space where students can experiment and safely fail in the context of schools dominated by high stakes assessments? Answers to these questions are still unfolding in the midst of conversations about new National Core Art Standards, choice-based art education, project-based learning, and maker spaces.
This article is a Teachers' Life History study that centers on the context derived from current p... more This article is a Teachers' Life History study that centers on the context derived from current policies and budget cuts implemented to public services and education in the city of Milwaukee, Wisconsin, It explores how these affect the lives, moral commitments, and social senses of pedagogy of three art education specialists who have developed their careers within the last decade marked by losses, uncertainty, and intellectual isolation. Through biopolitical analysis of testimonies, we suggest a focus on art teachers' strategic acts of independence, resistance, and creativity existing within the limitations of current policies, scarce resources, and excessive pressure for achievement in large urban districts.
E n v is io n in g H o m e , M , and C o m m u n ity Through Vernacular A rt Environm ents LIZ RE... more E n v is io n in g H o m e , M , and C o m m u n ity Through Vernacular A rt Environm ents LIZ REX a n d CHRISTINE WOYWOD ducators hope that the impact teaching and curriculum have on students extends far beyond the classroom, making practical connections to daily life. Powerful myths about where art happens, who participates in the art world, and the commu nities that judge art, however, can cause feelings of exclusion, where even formally trained artists can feel like outsiders struggling to gain access. To help students envision relationships to art th a t extend beyond the classroom in to everyday life, it is im p o rta n t fo r students to understand them selves as creators, consumers, and critics o f m aterial culture (Bolin & Blandy, 2011); consider th e many instances w hen artists blur boundaries w ith o th e r kinds o f practice (Marshall, 2010; W hite & Congdon, 1998); and recognize th a t art can enlarge and em bellish ordinary events, people, and places and transform ordin ary experiences (Dissanayake,
In this article, we examine remembering as imaginative reconstructions with older adults. We disc... more In this article, we examine remembering as imaginative reconstructions with older adults. We discuss two forms of remembering through creative engagement: first, helping individuals remember specific memories from their lifetimes as a reconstruction of identity; and second helping people remember feelings of productivity, engagement, and belonging to a group. We argue that creative engagement through art offers moments of remembering, where artists and art educators cannot only help individuals reconstruct identity through the remembrance of specific memories from their lifetimes, but they can help people meet higher level needs through remembering feelings of productivity, engagement, and belonging.
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Papers by Christine Woywod
Findings reveal how arts-centered programming can promote growth in educators’ confidence creating curriculum in the arts and collaborating with artists and other teachers, but suggest that embodied practices within interdisciplinary teams and continued coaching are key as educators prepare for guiding students through interdisciplinary inquiry and implementing arts-centered programming. Three fields of emergence for learning within this study include (1) Enactment of Artist-As-Teacher & Teacher-As-Artist (2) Multimodal Inquiry via Group Art-Making; and (3) Collaborative Curriculum Design. These fields of emergence are considered as interdisciplinary traversals, representing educators’ movements across disciplinary boundaries and between associated identities.
Full text is available from Taylor & Francis at:
https://www.tandfonline.com/eprint/etNRzfgAAEQHWBPJnfu6/full
Findings reveal how arts-centered programming can promote growth in educators’ confidence creating curriculum in the arts and collaborating with artists and other teachers, but suggest that embodied practices within interdisciplinary teams and continued coaching are key as educators prepare for guiding students through interdisciplinary inquiry and implementing arts-centered programming. Three fields of emergence for learning within this study include (1) Enactment of Artist-As-Teacher & Teacher-As-Artist (2) Multimodal Inquiry via Group Art-Making; and (3) Collaborative Curriculum Design. These fields of emergence are considered as interdisciplinary traversals, representing educators’ movements across disciplinary boundaries and between associated identities.
Full text is available from Taylor & Francis at:
https://www.tandfonline.com/eprint/etNRzfgAAEQHWBPJnfu6/full