Art to empower: designing and implementing a contemporary visual culture art education for urban elementary institutions with implications for classroom practice
Pleszkiewicz, Tamara C.
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https://hdl.handle.net/2142/14717
Description
Title
Art to empower: designing and implementing a contemporary visual culture art education for urban elementary institutions with implications for classroom practice
Author(s)
Pleszkiewicz, Tamara C.
Issue Date
2010-01-06T16:41:48Z
Director of Research (if dissertation) or Advisor (if thesis)
Campbell, Laurel H.
Department of Study
Art & Design
Discipline
Art Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Elementary Art Education
Visual Culture
Urban Institutions
Chicago Public Schools
Curriculum Sample
Abstract
The following paper offers a comprehensive historiography of the curricular trends and approaches for the teaching of elementary visual arts within the discourse of Art Education. The exploration begins with an overview of the modernist, Discipline Based Art Education curriculum, including its origins and implementation within the U.S., public K-8 school system. In this section I offer an assessment of DBAE’s curricular strengths and weaknesses. Next, the text moves into an examination of post-modern, contemporary curricular approaches to teaching visual arts, more specifically, the visual culture theory. With this, I introduce a discussion about the current reality of arts education within the urban, public school system of Chicago, Illinois. This section offers insight into current art education trends and exposes the discrepancy of resources for visual arts education among Chicago’s elementary institutions. Finally, I offer a sample visual arts curriculum designed to empower students to take responsibility for their learning and success.
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