Paradigms in Art Ed

Cross References

Article Titles

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 Apple, M. (2001). Educating the �right� way: Markets, standards, God, and inequality. New York, NY: Routledge.

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 Apple, M. (2004). Ideology and curriculum (3rd ed.). New York: Routledge.
  Blandy, D., & Congdon, K. (Eds.). (1987). Art in a democracy. New York: Teachers College Press.

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 Bresler, L. (1994). Imitative, complementary, and expansive: Three roles of art in education. Studies in Art Education, 35, 90-104.
  Brown, N. C. M. (2003). Are we entering a post-critical age in visual arts education? Studies in Art Education, 44(3), 285-289.
  Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
  Cary, R. (1998). Critical art pedagogy: Foundations for postmodern art. New York: Garland Publishing.
  Chalmers, F.G. (2005). Visual culture education in the 1960s. Art Education, 58(6), 6-11.
  Chapman, L. (1978). Approaches to art in education. New York: Harcourt Brace Jovanovich.

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 Chapman, L.H. (2005). No child left behind in art? Art Education, 58(1), 6-16.

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 Chapman, L.H. (2005). The status of art education: 1997-2004. Studies in Art Education, 46(2), 118-137.

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 Check, E. (2000). Caught between control and creativity: Boredom strikes the art room. In D. Fehr, K. Fehr, & K. Keifer-Boyd (Eds.), Real-world readings in art education: Things your professor never told you (pp. 137-147). New York: Falmer.

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 Chung, S.K. (2006). The challenges and promises of visual culture art education. In P. Duncum (Ed.), Visual culture in the art class: Case studies (pp. 109-116). Reston, VA: National Art Education Association.
  Clark, R. (1996). Art education: Issues in postmodernist pedagogy. Reston, VA: National Art Education Association.

TAE

 Congdon, K., & Blandy D. (2003). Using zines to teach about postmodernism and the communication of ideas. Art Education 56(3), 44-52.
  Darts, D. (2004). Visual culture jam: Art, pedagogy and creative resistance. Studies in Art Education, 45(4), 313-327.
  Darts, D. (2008). The art of culture war: (Un)popular culture, freedom of expression, and art education. Studies in Art Education, 49(2), 103-121.
  Desai, D. (2002). The ethnographic move in contemporary art: What does it mean for art education? Studies in Art Education, 43(4), 307-323.
  Desai, D., & Chalmers, F.G. (2007). Notes for a dialogue on art education in critical times. Art Education, 60(5), 6-12.

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 Dewey, J. (1934/2005). Art as experience. New York, NY: Minton, Balch & Company.

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 Dewey, J. (1991). The school and society & the child and the curriculum. New York, NY: Dover Publications.

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 Dorn, C.M. (1994). Thinking in art: A philosophical approach to art education. Reston, VA: National Art Education Association.
  Duncum, P. (2002). Children never were what they once were: Perspectives on childhood. In Y. Gaudelius & P. Speirs (Eds.), Contemporary issues in art education (pp. 97-106). Upper Saddle River, NJ: Prentice Hall.

Ad In

 Duncum, P. (2005). Popular culture and ten kinds of integration. In M. Stokrocki (Ed.), Interdisciplinary art education: Building bridges to connect disciplines and cultures. (pp. 107-120). Reston, VA: The National Art Education Association.
  Duncum, P. (2006). Introduction: Visual culture as a work in progress. In Duncum, P. (Ed.). Visual culture in the art class: case studies. Reston, VA: National Art Education Association.

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 Duncum, P. (2006). Visual culture in the art class: Case studies. Reston, VA: National Art Education Association.
  Duncam, P. (2001) Visual culture: Developments, definitions, and directions for art education. Studies in Art Education, 42(2), 101-112.
  Duncum, P. (2002a). Visual culture and the conduct of war. Journal of Cultural Research in Art Education, 19-20, 30-35.
  Efland, A. (1995). Change in the conceptions of art teaching. In R. Neparud (Ed.), Context, content and community in art education: Beyond postmodernism (pp. 25-41). NY: Teachers College Press.

AR

 Efland, A. (2002). Art and cognition. Reston, VA: National Art Education Association.
  Efland, A. (2004). Emerging visions of art education. In E. Eisner & M. Day (Eds.), The handbook of research and policy in art education (pp. 691-701). Mahwah, NJ: Lawrence Erlbaum Associates.
 VC Efland, A. (2005). Problems confronting visual culture. Art Education, 58(6), 35-40.
  Efland, A., Freedman, K., & Stuhr, P. (1996). Postmodern art education: An approach to curriculum. Reston, VA: National Art Education Association.
  Eisenhauer, J. (2006a). Beyond bombardment: Subjectivity, visual culture, and art education. Studies in Art Education, 47(2), 155-169.
  Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs. (3rd ed.). Columbus, OH: Prentice Hall.

CRE

 Elkins, J. (2003). Visual studies: A skeptical introduction. New York, NY: Routledge.
  Emery, L. (Ed.). (2002). Teaching art in a postmodern world. Australia: Common Ground Publishing.
  Fairclough, N. (1992). Discourse and social change. Cambridge, MA: Blackwell Publications.

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 Fehr, D. (1997). Clutching the lectern, or shouting from the back of the hall? A comparison of modern and postmodern arts educational policy. Retrieved March 17, 2003, from http://www2.tltc.ttu.edu/fehr/Publications/art/_ed/clutching.htm

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 Forman, G. & Fyfe, B. (1998) Negotiated learning through design, documentation and discourse. In C. Edwards, D. Gondini & G. Forma (Eds.) The hundred languages of children: The Reggio Emilio approach: Advanced reflections (2nd ed.) (pp. 239-260). Greenwich, CT.

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 Freedman, K. & Stuhr, P. (2004). Curriculum change for the 21st century: visual culture in art education. In E.W. Eisner & M.D. Day (Eds.) Handbook of research and policy in art education. Mahwah, NJ: Lawrence Erlbaum and Assoc. (pp 815-828).
  Freedman, K. (1995). Educational change within structures of history, culture and discourse. In R. Neparud (Ed.), Context, content and community in art education: Beyond postmodernism (pp. 87-109). NY: Teachers College Press.

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 Freedman, K. (2003). Teaching visual culture.Reston, VA: National Art Education Association.
  Freedman, K. (2003). Teaching visual culture: curriculum, aesthetics, and the social life of art. New York: Teachers College Press.
  Freedman, K. (2004). In E. Eisner & M. Day, The handbook of research and policy in art education. Mahwah, NJ: Lawrence Erlbaum Associates.

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 Freire, P. (2004). Pedagogy of the oppressed. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (2nd ed.), (pp. 125-135). NY: Routledge Falmer.

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 Garoian, C. R., & Gaudelius, Y. (2008). Spectacle pedagogy: Art, politics, and visual culture. New York: State University of New York.

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 Gee, J. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44(8), p. 714-725.
  Gooding-Brown, J. (1996). Text, discourse, deconstruction and an exploration of self: A disruptive model for postmodern art education. In M. Zurmuehlen (Ed.), Working Papers in Art Education.
VC Gude, O. (2004). Postmodern principles: An infinite amount of time is wasted in misdirected efforts because tradition has a strong hold. Art Education, 57(1), 6-13.
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 Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education, 53(1), 6-14.
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 Gude, O. (2007). Principles of possibility: Considerations for a 21st-century art & culture curriculum. Art Education, 60(1), 6-15.
  Hamblen, K. (1995). Art education changes and continuities: Value orientations of modernity and postmodernity. In R. Neparud (Ed.), Context, content and community in art education: Beyond postmodernism (pp. 41-53). NY: Teachers College Press.
  Hedberg, G. (2006). A new direction in art education. In Slow painting: A deliberate renaissance (exhibition catalogue, pp. 11-15). Atlanta, GA: Oglethorpe University Museum of Art.
  Hellman, P. (2003). The role of postmodern picture books in art education. Art Education, 56(6), 6-12.
  Herrmann, R. (2005). The disconnect between theory and practice in a visual culture approach to art education. Art Education, 58 (6), 41-46.
  Hutchens, J., & Suggs, M. (1997). Art education: Content and practice in a postmodern era. Reston, VA: National Art Education Association.
  Jagodzinski, j. (1982). Art education as ethnology: Deceptive democracy or a new panacea? Studies in Art Education, 23(3), 5-9.
  Jagodzinski, j. (1997). Postmodern dilemmas: Outrageous essays in art & art education. Mahwah, NJ: Lawrence Erlbaum.
  Jagodzinski, j., & Wightman, B. (2005). The Journal of Social Theory in Art Education: The Paradoxes of Un(becoming). No. 25, 1-13.
  Keifer-Boyd, K. & Roland, C. (2006). The future of art education. School Art, 106(2), 8.

RP

 McFee, J.K. (1998). Cultural diversity and the structure and practice of art education. Reston, VA: National Art Education Association.
TAE Meyer, T. (2005). Art education within a new medium. In S. Sonvilla-Weiss (Ed.), (E) Pedagogy-visual knowledge building: Rethinking art and new media in education (pp. 75-102). Bern, Switzerland: Peter Lang.
VC Mirzoeff, N. (1993). What is visual culture? In N. Mirzoeff (Ed.), The visual culture reader. New york: Routlege.
  Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49. pp. 345-375.
  Pearse, H. (1983). Brother, can you spare a paradigm? The theory beneath the practice. Studies in Art Education, 24(3), 158-163.
  Prawat, R. S. (1992). Teacher beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100(3).
  Prawat, R.S. (2000). The two faces of deweyan pragmatism: Inductionism versus social constructivism. Teachers College Record, 102(4).

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 Ross, M. (2004). Art at the crossroads: The contested position of indigenous arts in Ghana's post-colonial education systems. Studies in Art Education, 45(2), 117-134.

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 Smith, R. (2005). Culture and the arts in education: Critical essays on shaping human experience. Reston, VA: National Art Education Association.
  Stewart, E. O. (2003, May). The Matrix: A secondary postmodern primer. Art Education, 56(3), 36-43.
  Stuhr, P. (2003). A take on why social and cultural content is often excluded from art education - and why it should not be. Studies in Art Education, 44(4), 301-314.
AE Sturken, M., &Cartwright, L. (2001). Practices of looking: An introduction to visual culture. New york: Oxford university Press.
  Sweeny, R.W. (2004). Line of sight in the "network society:" Simulation, art education, and visual culture. Studies in Art Education, 46(1), 74-87.
 VC Sweeny, R. (2006). Visual culture of control. Studies in Art Education: A Journal of issues and Research, 47(4), 294-307.
  Sweeny, R. (2007). Adding insult to imagery? Art education and censorship. Art Education, 60(5), 45-50.
 VC Tavin, K. (2005). Hauntological shifts: fear and loathing of popular (visual) culture. Studies in Art Education, 46(2), 101-117.
HAE Tavin, K. (2005). Opening re-marks: Critical antecedents of visual culture in art education. Studies in Art Education, 47(1), 5-22.
  Tavin, K. M. (2006). If you see something, say something: Visual events at the visual culture gathering. Visual Arts Research, 32(2), 2-6.
  Tavin, K., Kushins, J., & Elniski, J. (2007, September). Shaking the foundations of postsecondary art(ist) education in visual culture. Art Education, 60(5), 13-19.
  Toku, M. (2001). What is manga?: the influence of pop culture in adolescent art. Art Education, 54(2), 11-17.
  Trend, D., Giroux, H.A., & Freire, P. (1992) Cultural pedagogy: Art, education, politics. Westport, CT: Greenwood Publishing.

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 Unrath, K. & Nordlund, C. (2006). Teacher art as a reflective craft. Translations: From Theory to Practice. Reston, VA: National Art Education Association.
  Walker, S., Daiello, V., Hathaway, K., & Rhoades, M. (2006). Complicating visual culture. Studies in Art Education, 47(4), 308-325.
  Wilson, B. (1992). The modernist legacy in art education. In N. C. Yakel (Ed.), The future: Challenge of change. Reston, VA: National Art Education Association.
  Wilson, B. (2003). Of diagrams and rhizomes: Visual culture, contemporary art, and the impossibility of mapping the content of art education. Studies in Art Education, 44(3), 214-229.