Korean contemporary art as an educational resource for the American secondary art classroom

Focusing on the artwork by Korean-born artist Shin il Kim, this chapter examines Korean contemporary art as a resource for teaching and learning in the American secondary art classroom. Kim utilizes digital technology in his artistic practices, and this chapter explores the possibilities of using his artwork to educate students in America today who are surrounded by digitally based visual culture in their everyday lives. This curricular approach incorporates Kim’s artworks, concepts, and ideas into art instruction for school students in grades 9–12

Redefining cultural identity in digital art practice: Artistic journeys across cultural boundaries and ethnic borders

During the past several decades, globalization has blurred the borders among cultures, to some extent. The development of computers and the Internet has accelerated the collapse of cultural boundaries and changed the way people experience cultures; thus, defining one’s cultural identity is now a more complicated process. These changes imply that approaching the concept of cultural identity in the new artistic practice of digital art cannot be based only on a traditional understanding of what culture means in society and how it interacts with art

Re-imaging traditions: Comparison of John Ruskin and Kim Chong-hui

This conference proceeding was presented at the 31st InSEA World Congress Report.This research is intended to focus on theories and beliefs of Ruskin and Kim Chong-hui, as they appear in their writings, paintings, and other scholars’ studies on them and to compare these two figures in the historical context of art education. From this comparison, several significant similarities, which could be helpful for today’s art education, will be draw

Insights From Three Online Art Educators: Strategies for Instruction, Interaction, and Assessment

Currently, the entire world is experiencing an unprecedented threat due to the outbreak of COVID-19, which requires the majority of K-16 education to be temporarily taught online. The three authors have been teaching virtual courses with a studio art focus for a number of years. We share our collective insights for approaches to instruction, interaction, and assessment in virtual courses that might help other art educators to achieve successful learning outcomes for their students. We learned that building a learning community and peer connections is of the utmost importance; we propose mixing asynchronous and synchronous methods and providing prompt and comprehensive feedback on students’ artwork. The authors encourage other art educators to stay open-minded to new and flexible teaching environments, transforming this crisis into an opportunity to incorporate innovations into their teaching that even more effectively meet every student’s needs

Theorems in Visual Art: Art and Math Teacher Collaboration toward Creative Leadership

Copyright holder is the National Art Education Association. All rights reserved.An artist and a mathematician meet. The authors of this article, one an art education professor and the other a mathematics professor, collaborated to conduct research as a team, examining perceptions of K-12 art teachers regarding art and math integration. Because of changes in education such as the implementation of the Common Core State Standards and the Every Student Succeeds Act, some educational policymakers, administrators, and teachers have expressed interest in integrated curricula (Davis, Sumara, & Luce-Kapler, 2008; Franco & Unrath, 2014; Wexler, 2014). Recent research supports the positive impact of visual art learning on students’ test scores. For example, research outcomes from the Turnaround Arts Initiative indicated that the schools participating in the arts initiative demonstrated a 22.55% improvement in math proficiency (Turnaround: Arts Creating Success in Schools, 2016). In this Advisory, we want to share what we have learned from our partnership and exploration of visual art and math integration to help art teachers collaborate actively and efficiently with math teachers in their schools. Our project started with real-world problems. As parents of school-age children, we shared our concerns about changes in the math curriculum based on the Common Core State Standards and the uncertain status of art education in the public school system in our state. Conversations about these issues led us to devise an interdisciplinary research project about art and math integration. Our collaboration enabled us to work together and expand our knowledge and understanding, sometimes beyond our comfort zone, and to find new ways of practicing our disciplines

Multi-institutional Implementation of Digital Humanities: Pedagogies for the Virtual Art Classrooms

Can studio art classes be taught online? How can students create and submit artworks online? In 2020 spring, worldwide higher educators had to convert their classes online because of the Covid-19. The two presenters of this study had also transitioned classes to entirely online. However, they have devoted themselves to online art teaching for several years so that the complete transition has become another opportunity to develop their teaching. Using the presenters' experiences and investigations of how undergraduate students adopted the transition to online education, this presentation will answer these questions with the virtual art classrooms' digital humanity pedagogies. Educators have implemented digital humanities for immersive learning (Novotny & Wright, 2020; Ziegler Delgado, 2020). The presenters, especially from the art education field, have designed art studio courses to create, appreciate, present, and critique arts by utilizing digitalized artworks/texts and digital technologies. The first presenter will share how she has adopted Google Arts & Culture, virtual museums, and virtual reality in her classes and how her students have presented and critiqued artworks in online spaces. The second presenter will focus on the creations and presentations with digital humanity pedagogies. She will also share how she has developed the digitalization of art instructions and students' art creation to fit into the online environments. Through this presentation, participants can learn practical applications and strategies for digital humanities pedagogies for online art education

Three Initiatives for Community-Based Art Education Practices

Copyright holder is the National Art Education Association. All rights reserved.According to Lawton (2010), art educators should be concerned with teaching their students to make critical connections between the classroom and the outside world. one effective way to make these critical connections is to provide students with the opportunity to engage in community-based art endeavors (Bolin, 2000; Gude, 2007). In this article, three university art educators discuss engaging preservice art teachers in community arts events. The first author reviews a collaborative mural project as a meaning-making process that fostered a constructive partnership between the university and the local public school and promoted preservice art teachers’ positive attitudes toward community service-learning art projects. The second author examines the Pecan Festival as a community service-learning activity for preservice art teachers. She emphasizes the importance of studying the local community and environment while connecting the art education course curriculum to a community art event. The third author reflects on the significant benefits preservice art teachers achieved through community involvement and outreach with the Youth Art Festival

Virtual reality and augmented reality technologies for art education: The perceptions and responses of undergraduate students

© [Borim, 2021]. The definitive, peer reviewed and edited version of this article is published in [Visual Inquiry: Learning and Teaching Art, 10, 3, 361-369, 2021, https://doi.org/10.1386/vi_00061_1].The emergent culture of COVID-19 underscored a gap among generations with regards to their responses to new innovations in the education field. This article explores the educational potential of VR/AR for the secondary art curriculum through the perspectives and responses of undergraduate art students. The paper examines the writing outcomes of a discussion board forum activity that I created to invite the students to share their responses to and reflections on the use of VR/AR technologies in visual art and art education. I share the students’ perspectives on VR/AR use for studio art making under the following three themes: 1) excitement about the new art medium, 2) strengths and risks, and 3) educational potential for K-12 curriculum integration. In discussing the students’ reflections, contemporary artists’ use of VR/AR is also explored as a resource for art educators. I end the paper by providing suggestions for art educators interested in incorporating VA/AR into their art lessons

Alone Together? Fighting Student Isolation in Online Art Education

This is an Accepted Manuscript of an article published by Taylor & Francis in Art Education on 6 July 2022, available at: http://www.tandfonline.com/10.1080/00043125.2022.2053460.The COVID-19 pandemic required most K-16 educators to transition to the realm of online education. Across the nation, a plethora of insights on new technologies, platforms, and secret tips for distance teaching have burgeoned. Yet one critical aspect seems be missing: our students. Aren’t they left out in these discussions? This essay recounts my personal journey as an art educator during the emergent culture of COVID-19. Sharing my stories and students’ reflections, I particularly focus on strategies to prevent student isolation within virtual art education and explain how to use synchronous and asynchronous methods to stay connected with the students

Art as Radical Act: Teenagers Revisit Diversity and Social Justice through JR’s Giant Baby

This is an Accepted Manuscript of an article published by Taylor & Francis in Multicultural Perspectives on 22 August 2022, available at: http://www.tandfonline.com/10.1080/15210960.2022.2067855.In this article I share ways that I have used the artworks of contemporary artists to encourage middle school students to reflect on the concepts of diversity and social justice. This paper describes my use of an artwork called “Kikito (Tecate, Mexico-USA, 2017),� a work in the Giant series by a French artist JR. When I shared images of this artwork with students, the participating teenagers discussed this public art piece verbally as well as through texting via social media. They then created artworks based on their reflections. Although the quality of student outcomes varied in both the text-based discussions and drawing activity, they clearly showed that the Giant Baby project and JR’s stories deeply engaged the students in a critical examination of the U.S./Mexico relationship and sparked their interest in the role of the visual arts as a source of social justice and systematical change