Education 403 (Integrated Arts) Readings Fall 2012

INTEGRATED ARTS READINGS ED 403 (X, Y, Z)

  • Albers, P. M. (1999). Art education and the possibility of social change? Art Education, 52(4), 7-11.
  • Barndt, D. (Ed.). (2006). Wild fire: Art as activism. Toronto, Ontario: Sumach Press.
  • Becker, C. (Ed.). (1994). The subversive imagination: Artists, society and social responsibility. New York, NY & London, UK: Routledge.
  • Belidson, D. & K. Grauer. (2005). Visual thinking journal. In K. Grauer & R. L. Irwin (Eds.), Starting With (pp.32-43). Toronto: Ontario: Canadian Society for Education Through Art. [Print book: catalogue record]
  • Blandy, B., & Hoffman, E. (1993). Toward an art education of place. Studies in Art Education, 35(1), 22-33.
  • Boler, M. (Ed.). (2004). Democratic dialogue in education: Troubling speech, disturbing silence. New York, NY: Peter Lang. [Print book: catalogue record]
  • Boler, M. & Zembylas, M. (2005). Discomforting truths: The emotional terrain of understanding difference. In P. P. Trifonas (Ed.), Communities of difference: Culture, language, technology (pp. 110-136). New York, NY: Palgrave Macmillan.
  • Bolin, P. (2000). The value of local history and place within art education. Art Education, 53(4), 4-5.
  • Campana, A. (2011). Agents of possibility: Examining the intersections of art, education, and activism in communities. Studies in Art Education: A Journal of Issues and Research, 52(4), 278-291. 
  • Chalmers, G. (2005). Inside/outside: Art education and social justice: An elementary perspective. In K. Grauer & R. L. Irwin (Eds.), Starting With (pp.104-110). Toronto: Ontario: Canadian Society for Education Through Art.  [Print book: catalogue record]
  • Cohen-Cruz, J. (2002). An introduction to community art and activism. Community Arts Network Reading Room.
  • Congdon, K. G., Blandy, D., & Bolin, P. E. (Eds.). (2001). Histories of community-based art education. Reston, VA: National Art Education Association.
  • Cosenza, G. (2005). Implications for music educators of an interdisciplinary curriculum. International Journal of Education and the Arts, 6(9).
  • Davidson, M. (1998). Custom and creation: Towards cultural inclusion in art education. Journal of Canadian Society for Education Through Art, 29(1), 6-13.
  • deNobriga, K., & Schwarzman, M. (1999). Community-based art for social change. Community Arts Network Reading Room.
  • Dillon, D. (2008).Theatre and critical consciousness in teacher education. LEARNing Landscapes, 1(3), 179-193.
  • Eisner, E. (2002). The arts and the creation of the mind. New Haven & London: Yale University Press.
  • Eisner, E. (2004). What can education learn from the arts about the practice of education? International Journal of education and the Arts, 5(4), 1-11.
  • Glesne, C. (2010). Commentary: Disappearing into another’s words through poetry in research and education. LEARNing Landscapes 4(1), 29-37. 
  • Grauer, K. (2001). Images for understanding: Snapshots of learning through the arts. International Journal of Education & the Arts, 2(9), 1-18.
  • Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass. [print book: catalogue record]
  • Grugel, A. (2008). Focusing on the earth: Using photography and photo-elicitation as instruments to engage children as co-researchers in a community garden. LEARNing Landscapes, 2(1) 49-67.
  • Hanna, J. L. (2008). A non-verbal language for imagining and learning: Dance education in K-12 curriculum. Educational Researcher, 37(8), 491-506.
  • Heath, S. B. (2001). Three’s not a crowd: Plans, roles and focus in the arts. Educational Researcher 30(7), 10-17.
  • Hirshfield, J. (2010). Commentary: Three keys: Opening the gate of poetry to young writers. LEARNing Landscapes, 4(1), 43-49. 
  • Holloway, D., & Krensky, B. (2001). The arts, urban education and social change. Education & Urban Society, 33(4), 354-365.
  • hooks, b. (1995). Art on my mind: Visual politics. New York, NY: The Vintage Press.
  • Houston, B. (2005). Democratic dialogue: Who takes responsibility? In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 105-120). New York, NY: Peter Lang.
  • Irwin, R. L. (2005). Learning in and through art. In K. Grauer & R. L. Irwin (Eds.), Starting With (pp.1-9). Toronto: Ontario: Canadian Society for Education Through Art.
  • Kendrick, M. & Jones, S. (2008). Girls’ visual representations of literacy in a rural Ugandan community. Canadian Journal of Education, 31(2), 371-404.
  • Lai, A., & Ball, E. L. (2002). Home is where the art is: Exploring places people live through art education. Studies in Art Education: A Journal of Issues and Research, 44(1), 47-66.
  • Latta. M. M., & Thompson, C. M. (2011). The YouTube effect: How YouTube has provided new ways to consume, create, and share music. International Journal of Education and the Arts, 12(6). Retrieved from http://www.ijea.org
  • Lund, D. E. (2005). Tackling difference in the conservative heartland of Canada. In P. P. Trifonas (Ed.), Communities of difference: Culture, language, technology (pp. 27-35). New York, NY: Palgrave Macmillan.
  • Maniaci, K. & Chandler-Olcoot, K. (2010). “Still building that idea: Preservice art educators’ perspectives on integrating literacy across the curriculum. International Journal of Education & the Arts, 11(4), 1-30.
  • McDermott, M (2002). Collaging pre-service teacher identity. Teacher Education Quarterly, Fall, 53-67.
  • Mok, O. N. A. (2011). Diasporic Chinese xianshi musicians: Impact of enculturation and learning on values relating to music and music-making. International Journal of Education and the Arts, 12(1). Retrieved from http://www.ijea.org. 
  • Ng, R. (2005). Toward an integrative approach to equity in education. In P. P. Trifonas (Ed.), Communities of difference: Culture, language, technology (pp. 206-219). New York, NY: Palgrave Macmillan.
  • Oreck, B. (2006). Artistic choices: A study of teachers who use arts in the classroom. http://ijea.asu.edu
  • Risner, D. & Stinson, S. W. (2010). Moving social justice: Challenges, fears and possibilities in dance education. International Journal of Education & the Arts, 11(6), 1-26.
  • Rosler, M. (1994). Place, position, power, politics. In C. Becker (Ed.), The subversive imagination: Artists, society and social responsibility (pp. 55-76). New York, NY: Routledge.
  • Sameshima, P. (2007). Collaboration as integration: An embodied aesthetic wholeness. Curriculum in Context (2007-2008).
  • Stille, S. (2011). Framing representation: Documentary filmmaking as participatory approach to research inquiry. Journal of Curriculum and Pedagogy, 8, 101-108. 
  • The Ohio State University TETAC Mentors, (2002). Integrated curriculum: Possibilities for the arts. Art Education, 55(3), 12-22.
  • Thomas, S., & Knowles, J. G. (2002). Through the camera lens: Students focused on place in schools. Journal of Critical Inquiry into Curriculum and Instruction, 4(3), 7-14.
  • Trifonas, P. P. (Ed.). (2005). Communities of difference: Culture, language, technology. New York, NY: Palgrave Macmillan.
  • Ulbricht, J. (2005). What is community-based art education? Art Education, 58(2), 6-12.
  • Vesta. A. H., Daniel, P. L., & Stuhr, A. (2006). Suggestions for integrating the arts into curriculum. Art Education (January), 6-11.
  • Walker, S. (2004). Big ideas, reflective practice: understanding the artmaking process. Art Education, 57(3), 6-12.
  • Walling, D. R. (2006). Brainstorming themes that connect art and ideas across the curriculum. Art Education, 18-22.
  • Washington, G. E. (2011). Community-based art education and performance: Pointing to a place called home. Studies in Art Education: A Journal of Issues and Research, 52(4), 263-277. 
  • White, B. (2005). Art education and human values. In K. Grauer & R. L. Irwin (Eds.), Starting With (pp.72-80). Toronto: Ontario: Canadian Society for Education
  • Through Art.
  • Zuk, B., & Dalton, R. (2005). First Nations art and culture: tradition and innovation. In K. Grauer & R. L. Irwin (Eds.), Starting With (pp.80-87). Toronto: Ontario: Canadian Society for Education Through Art.
  • Yokley, S. H. (1999). Embracing a critical pedagogy in art education. Art Education, 52(5), 18-24.