JOURNAL OF CULTURAL RESEARCH IN ART EDUCATION
Submissions to the JCRAE
Special Issue (Volume 29, 2009) on
Art Education and Cultural Violence
The ways in which we understand our cultural selves in relationship to others is not always positive. Violence often has been perpetuated in the name of cultural pride and identity. Hatred that comes with violence can be associated with race, ethnicity, religion, gender, class, and sexuality, as well as other cultural identifications. This special issue of JCRAE will focus on art education’s response to violence. Topics may include but are not limited to:
The Journal of Cultural Research in Art Education (JCRAE) is an annual publication of the United States Society Through Art. August 1, 2008 is the deadline for submission of papers for the 2009 issue on Art Education and Cultural Violence.
JCRAE focuses on social/cultural research relevant for art education, including cultural foundations of art education, cross-cultural and multicultural research in art education, and cultural aspects of art in education. These areas should be interpreted in a broad sense and can include arts administration, art therapy, community arts organizations, and other disciplinary and interdisciplinary approaches that are relevant to art education.
Theoretical research and studies in which qualitative and/or quantitative methods as well as other formats and strategies are used will be considered for publication.
Papers should be in APA style and sent in triplicate. Papers should be sent to:
Kristin Congdon
Editor, JCRAE
Cultural Heritage Alliance
School of Film and Digital Media
12461 Research Parkway, Suite 500
University of Central Florida
Orlando, Florida 32826
The editor can also be contacted at: kcongdon@mail.cc.ucf.edu
_____________________________________________________________________________________
G.L.O.B.A.L.I.Z.A.T.I.O.N, Art, and Education
This anthology looks at the impact of various forms of globalization on human creativity and aspiration and at problems and possibilities it creates for arts education throughout the world.
Edited by Alice Arnold, Ann Kuo, Elizabeth Delacruz, and Michael Parsons
Related topics and inquiries are welcome.
Proposals should include a 500-word description of intended papers: they may be philosophical or critical analyses, policy formulations, case studies, cultural studies, or other research.
Proposals may be sent by mail or electronically to Elizabeth Delacruz, 118 Art and Design, 408 E. Peabody, Champaign, Il, 61821. edelacru@uiuc.edu
Deadline for proposals: September 30, 2007.____________________________________________________________________________
About
The Journal of Cultural Research (JCRAE) is an annual publication of the United States Society for Education Through Art.
JCRAE focuses on social/cultural research relevant for art education, including cultural foundations of art education, cross-cultural and multicultural research in art education, and cultural aspects of art in education. These areas should be interpreted in a broad sense and can include arts administration, art therapy, community arts organizations, and other disciplinary and interdisciplinary approaches that are relevant to art education. Theoretical research and research in which qualitative and/or quantitative methods as well as other formats and strategies are used all will be considered for publication. To be included in this special issue, papers should be sent to Enid Zimmerman, Senior Editor, Journal of Cultural Research in Art Education, Indiana University, School of Education, 2101 North Rose Avenue, Bloomington, IN 47405-1006. The editor also can be contacted at zimmerm@indiana.edu.
Submissions to the Journal of Cultural Research and Art Education are welcome in a variety of formats, including traditional academic essays, photo essays, or alternative formats that fit the purposes of the journal to address issues of art, education and culture.
Ideally,short manuscripts should be between
1,500 to 2,000 words. Longer manuscripts should be between 3,500 to 4,000 words.
Abstracts should accompany manuscripts and should be no longer than 150 words. Submissions should include an original and two copies and be in APA style. At the end of the review process, accepted final manuscripts should be accompanied by a computer disk. Macintosh Word is preferred but PC Word is also acceptable. Images should be digital [300dpi; 5x7"] and on a disk also, if possible, although hard copy of photos and illustrations will be accepted.
Voices, designed by Sharon D. La Pierre and Christine Ballengee Morris, is a forum to explore issues in theory and practice. It encourages dialogue, stories, and lesson plans that deal with multicultural, cross-cultural, and cultural pluralism in regard to curriculum and practical application issues. The goal is to provide information and materials for and by teachers on these topics. Back issues include the following contributions 1) Mary Sheridan, an elementary art teacher, and Barbara Zollinger Sweney, an art consultant, share their process of creating and implementing an elementary, community driven curricula; 2) Mary Stokrocki, Arizona State University, presents an example of intercultural education; 3) Pamela Taylor, Radford University, addresses her growth as a high school teacher and implementation of thematic cultural units of instruction; and 4) B. Stephen Carpenter II, Old Dominion University, presents a narrative case-study of a professional development course that was designed and implemented for teachers to explore cultural diversity issues. Addresses of the authors are provided so that readers can respond to their articles.
Stories, ideas, and concepts that emphasize teacher-driven issues and concerns are welcome in the form of lesson plans or written dialogue. The context and form will be determined by the needs of the readers as they respond.
Send contributions to Voices to Dr. Marjorie Manifold @ mmanifol@indiana.edu
USSEA NEWS
Send Contributions to USSEA News to Editor, Marjorie Manifold, Indiana University, School of Education,#3131, Department of Art Education, 201 North Rose Ave., Bloomington, IN 47495-1006. mmanifol@indiana.edu
Membership entitles you to copies of the current journal and newsletter
THE 1998, 1999, AND 2000 USSEA JOURNALS ARE AVAILABLE FROM THE ONLINE COMPUTER LIBRARY CENTER, INC. (OCLC)
6565 FRANTZ ROAD; DUBLIN OH 43017-3395; WWW.OCLC.ORG;
614-764-60000
OBTAINING BACK ISSUES: Cost is $10.00/$20.00/plus$5.00 (mailing abroad)
Contact Dr. Nanyoung Kim, kimn@mail.ecu.edu
INDEX OF BACK ISSUES
Journal of Cultural Research in Art Education [LIsted here from FALL 1998, VOLUME 16]
Fall 2006 Volume 24
Editorial Introduction: Enid Zimmerman, vii
A Taxonomy of Understanding: Reflective Art Responses and Issues Arising from Teaching of Religious Art Pat Villeneuve and Mary Erickson |
1 |
Miracle’s Gates: Altars for a White Buffalo |
15 |
Patricia L. Stuhr |
|
My Working-Class Roots in an Academic War Zone: Creating Space to Grieve and Honor |
23 |
Ed Check |
|
Religious Inspiration in Ruby C. Williams’ Creative Practices |
37 |
Kristin G. Congdon and Natalie M. Underberg |
|
Exploring Everyday Altars Christine Ballengee-Morris |
49 |
Christian Iconography and Activism In Contemporary Art of Lillian Méndez and Frani Evedon |
59 |
Mary Wyrick |
|
Southern African American Art: Chronicles of Shared History, Religious Zeal, and Personal Expression Debrah C. Sickler-Voigt |
71 |
Mexican Ex Votos: Applying an Intercultural Model to Religious Art and Student Experiences Jesse R. Cukierkorn |
83 |
The Significance of Children’s Drawings of their First Holy Communion in Barcelona, Spain Mary Stokrocki and Sister Margarita Frias Angulo |
97 |
A Spiritual, Reflective Way of Teaching Art: A Portrait of a Japanese Arts Educator |
109 |
Laurel H. Campbell |
|
The Art of Minhwa: Korean Folk Painting as a Vital Force of Religion, Life, and Culture Seung-Ryul Shin and Chongim Choi |
121 |
The Place of Figurative Representation in Islamic Art: A Multi-dimensional Attempt to Question Some Unjust Claims Ismail Ozgur Soganci |
135 |
How Artifacts Can Be Viewed as Spiritual Symbols in Art Education Themina Kader |
147 |
Summer 2005 Volume 23
Editorial Introduction: Enid Zimmerman
Life as Theater and Theater as Life: Art Expressions of Information-Age Youth by Marjorie Cohee Manifold
Understanding a Tradition: The Art of the Santos in the Context of Contemporary Art Education by Sally Gradle
Eartly Delights and Transitional Experience: Critical Encounters with Tourist Art in Art Education by Kristin G. Congdon, Laurie Hicks, and Doug Blandy
Contemporary Collecting: Examining Passionate Pursuits by Jeanne Nemeth
Art and Spirituality in a Holistic Culture: The Blessings Project by Kimberly J. Cosier
Renegotiating Boundaries Between Authenticity and Relevance When Choosing Content for an American Indian Multicultural Arts Program by James W. Bequette
The Exoticized Regional Folk Art in Singapore School Art Style by Koon Hwee Kan
Utilizing Value Orientations for Cultural Dialogue by Deborah Kuster
A Report on Art Education in the Czech Republic by Tom Anderson and Marie Fulkova
A Caribbean Festival Curriculum: Encouraging Multicultural Attitudinal Changes in an Art Education Course by Laura A. Cherry
Democratic Community and Cultural Diversity by Jessie Whitehead
Namibian Students’ Art Through American Eyes: An Alternative Approach to Describing Artwork by Susan Pierson Ellingson
Spring 2004 Volume 22
Editorial Introduction: Tom Anderson
Psycho-Aesthetic Geography in Art Education by Olivia Gude
Nouveau Nowhere: Gentrification and the Uses of Culture by Bert Stabler
Service-Learning and a Sense of Place by Pamela Taylor
Determining Significance in Landscapes by Joanne Guilfoil
Perception of Sense of Place in Interiors by Stephanie Clemons and Erin Searing
South Korean Art Education during the Third and Fourth Rebuplics, 1960-1979: Economic Development and Nationalistic Aspirations by Chang-Sik Kim and George Geahigan
The Art in the Market Project: Adding Racial Issues through Community Art by Flavia Bastos and Karen Hutzel
Effective Learning at the Museum by Serup Buyurgan
The Veiling Debate by Themina Kader
Pluralism, Equity and Minorities’ and Minority Women’s Expectations to Achieve Academically by Allen Richards, David Kimweli and Charles Mercer
Living the Questions by Julia Kellman
The Sensuous Role of the Arts in the Era of Standardization by Alice Wexler
Art Made It Real: My Terezin Musingsby David Gussak
Book Review: Interpreting Art: Reflecting, Wondering and Responding, by Terry Barrett by David Webster
Spring 2003 Volume 21
Editorial Introduction Tom Anderson
Never a Dull Moment:Pat's Barbershop as Educational Environment, Hypertext, and Place by B. Stephen Carpenter, II
Place Experiences: The Built Environment as Social Capital by Lisa Waxman
Cultural Byways on the Information Highway: Contextualizing Spaces and Places with History and Folklore by Kristin G. Congdon,Steve Teicher and Adrienne M. Engell
Taking Art Education to the Streets: "The Procession of the Species" as Community Arts Karen Hutzel and Susan Cerulean
The Green School as an Ecological, Aesthetic, and Moral Folk Experience in Poland Mary Stokrocki and Mariusz Samoraj
Out of the Woods and into the Light: O. L. Samuels' Mentoring of Children with At-Risk Tendencies by Debrah C. Sickler-Voigt
Equality and Inclusion: Creating a Communitarian Environment by Michelle Kraft
Creating Situations: Drifting as Critical Inquiry by Jack Richardson
Reevaluating Middle Eastern Contributions to the Built Environment in Europe by Theodore Drab and Khosrow Bozorgi
Wright and Gehry: Biblical Consciousness in American Architectureby Mel Alexenberg
Interior Space: A Site for Social Criticism by John C. Turpin
Where do we go from Here? Intercultural Education for Peace by Melanie G. Davenport
Critical Mass[es]: Reflections on the Flag Project as Activist Artby Dipti Desai, Thu Bui, and Lisa DiFilippo
Book Review: Spaces for the Sacred: Place, Memory and Identity, by Philip Sheldrake Erin Tapley
Book Review: On Knowing: Art and Visual Culture, by Paul Duncum and Ted Bracey,
Editors Melody Milbrandt
Fall 2002 Volume 19-20
Editorial Introduction Tom Anderson Same Time, Next Year?
Reflections on Post-Cataclysmic Art Education by Renee Sandell
Contrasts and Comparisons: Before and After September 11, 2001 by Arthur Efland
Visual Culture and the Conduct of War by Paul Duncum
Post 9/11: Politics, Diversity, and Multiculturalism in Art Education by Elizabeth Garber
Nurturing Humanenessby E. Louis Lankford
Classroom Life After Terrorism: Where Do We Go From Here? by Lynn Galbraith
Critical Mass[es]: Reflections on the Flag Project as Activist Artby Dipti Desai, Thu Bui, and Lisa DiFilippo
Intercultural Art Education Offers a Means to Promote Tolerance and Understanding by Enid Zimmerman
Clarity of Perception: Intercultural Understanding from a Native American Perspective by Steve Willis
Art Therapists As Bridge Builders of Peace by David E. Gussak
The Kids' Guernica Project for World Peace by Takuya Kaneda
Pio's Story Pio d'Emilia Michelle's Story by Michelle Creel.
Jerry's Story Jerry Pilcher
Judith Ann's Story Judith Ann and Angela Sullivan
Juliette's Story Juliette Tissot-Vidal and Boris Tissot
Ann's Story Ann Cheng Shiang Kuo
Book Review: Cultural Diversity and the Structure and Practice of Art Education, by June King McFee Sandra Bird
JOURNAL OF MULTICULTURAL AND CROSS-CULTURAL RESEARCH IN ART EDUCATION
FALL 2000, VOLUME 18
Guest Editorial
by Patricia Stuhr, 5-8
Shards of Memory: The Beginnings of USSEA and the Journal
by Larry Kantner, 9-19
__________________
Special "Section on Visual Culture"
Introduction: The impact of Visual Culture on Art Education
by Kevin Tavin, 20-23
The Parable of the Para-Site That Ate Art Education
by Brent Wilson, 24-30
Defining Visual Culture for Art Education
by Paul Duncum, 31-36
Teaching in and through Visual Culture
by Kevin Tavin, 37-40
Context as a Part of Visual Culture
by Kerry Freedman, 41-44
Underwear Rugs, Newspaper Decorations, and Lightbulbs in the Yard
by Melanie Buffington, 45-56
Spirituality and Art Education: Looking to Place
by Sheri Klein, 57-66
Personal Journey into Participatory Aesthetics of Farming
by Ronald Neperud, 67-73
The Industrial and Cultural History of Indiana Murals by Thomas Hart Benton: A Context for Examining Racism With Preservice Teachers
by Nancy Schien Parks, 74-85
The Little Mermaid: The Construction of Self through Narrative and the Visual Arts
by Inkeri Sava, 86-105
A Survey of Brazilian Art Educators
by Flavia Bastos, 106-121
An Art Class for Brazilian Preservice Art Educators
by Mary Stokrocki and Regina Coutinho, 122-133
Conventions in Namibian Children's Drawings
by Susan Pierson Ellingson, 134-144
A Photo Essay of Migrant Workers with Text,
by Sharon Greenleaf La Pierre, 145 -150
FALL 1999, VOLUME 17
Editorial by Don Krug, 6-8
Millennium Positions and Response
Art, Colour, Culture, Language and Education by Brian Allison, 9-13
Response by Patricia L. Stuhr, 14-15
Why Focus on the Common Ground? by Graeme Chalmers, 16-19
Response by Candace Jesse Stout, 20-21
On Achieving Multicultural Balance by Jerome Hausman, 22-25
Response by Elizabeth Garber , 26-28
From Multiculturalism to a New Notion of Citizenship by Fernando Hernandez, 29-31
Response by Mary Stokrocki, 32-34
A Position Essay on Art and Culture in Emerging Art Education by
June King McFee, 35-38
Response by Edith W. King, 39-40
The State of Art Education in Taiwan and Some Potential Remedies
by Ann C. S. Kuo, 41-48
Response by Kristin G. Congdon, 49-50
I Don't Teach Art-I Teach Culture by Ken Marantz, 51-54
Response by Phoebe Farris, 55-56
Multicultural Art Education at the Millennium: Where to Now? by Rachel Mason, 57-60
Response by Vesta Daniel, 61-62
A Viewpoint on Multicultural Issues in Art Education by Bernard Young, 63-65
Response by Doug Blandy, 66-67
What Should Research Tell Us about Multicultural Art Education Practices?:
A Personal Perspective by Enid Zimmerman, 68-71
Response by Teresa S. Unseld, 72-73
Articles
Reading Hollywood's Post-racism: Lessons for Art Education
jan jagodzinski, 74-90
Aesthetic Education in China
Zhilong Shen and Chunmei Zhao, 91-102
Thoughts on Black Art and Stereotypes:
Visualizing Racism
B. Stephen Carpenter, II, 103-115
Review
Where Courage in Like a Wild Horse by Sharon Skolnick and Manny Skolnick
Laurie Eldridge, 116-118
Talking Visions: Multicultural Feminism in a Transnational Age; Edited by Ella Shohat,
Kathleen MacQueen, 119-122
Special Feature
Narrative Portraits of Women in Iowa Building Appreciation for Diversity
Barbara Caldwell, 123-157
FALL 1998, VOLUME 16
Editorial by Don Krug
Articles
"Craft Education at the Cross Roads in Britain and Japan" by Rachel Mason, Norihisa Nakase, & Toshio Naoe, 7-25,
"The Provencal Payson Tradition: A Study Program Using Art as Visual Language for Transcultural and Self Awareness" by Crystal Woodward, 26-39.
"Uncovering Invisable Culture: Concepts of Community in Art Education" by Teresa Marche, 40-48.
"Encouraging Minority Participation in Art Education" by Allan Richards & David Kimweli, 49-60.
"Reclamation, Reconciliation, and Reconstruction: Art Practices of Contemporary Aboriginal Artists from Canada, Australia, and Taiwan" by Rita Irwin, Tony Rogers, & Yuh-Yao Wan, 61-72.
REVIEWS
"Close to the Knives: A Memoir of Disintegration" by David Wojnarowicz
Ed Check, 73-76.
SPECIAL FEATURE
"Life Stories of Aboriginal Artists from Canada, Australia, and Taiwan" by Rita Irwin, Tony Rogers, & Yuh-Yao Wan, 77-91.
Registry of Journal of Multicultural and Cross-cultural Research in Art Education
Volume 10, Number 1, Fall 1992 through
Volume 14, Number 1, Fall, 1996
Larry Peeno
Updated 5/30/06