ARTED 595A, Winter 07

EA\ RECOMMENDED READINGS

VISUAL CULTURE IN ART EDUCATION

Aguirre, I. (2004). Beyond understanding of visual culture: A pragmatist approach to aesthetic education. Journal of Art and Design Education, 23 (3), 256-269.

Amburgy, P., Knight, W., & Keifer-Boyd, K. (2006). Revisioning the self portrait and still life as visual culture. In P. Duncum (Ed.), Visual culture in the art class:

Case studies (pp. 73-80). Reston, VA: NAEA.

Anderson, T. (1990). Examining environmental advertising imagery through art education. The Journal of Social Theory in Art Education, 10 , 143-157.

Anderson, T. (1990). Roots, reasons, and structure: Framing visual culture art education.

International Journal of Arts Education, 1 (3), 5-25.

Ballengee-Morris, C. (2002). Cultures for Sale: Perspectives on colonialism and self- determination and the relationship of authenticity and tourism. Studies in Art

Education, 43 (3), 232-245.

Ballengee-Morris, C. (2002). Tourist souvenirs. Visual Arts Research , 28 (2), 102-108.

Ballengee-Morris, C. & Stuhr, P. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54 (4), 6-13.

Ballengee-Morris, C. & Taylor, P. (2005). You can run but you can’t hide:

Interdisciplinary and culturally sensitive approaches to mask making. Art

Education, 58 (5), 12-17.

Barney, D. (2006). Visual culture in a high school advanced placement studio art classroom. In P. Duncum (Ed.), Visual culture in the art class: Case studies (pp.

81-88). Reston, VA: NAEA.

Barrett, T. (2003). Interpreting visual culture. Art Education , 56 (2), 6-12.

Barrett, T. (2006). Criticizing photographs: An introduction to understanding images.

Boston: McGraw Hill.

Bauerlein, M. (2004). The burden of visual culture studies. A rts Education Policy

Review, 106 (1), 5-12.

Berkowitz, J. & Packer, T. (2001). Heroes in the classroom: Comic books in art education. Art Education, 54 (6), 12-18.

Bitz, M. (2004). The comic book project: The lives of urban youth. Art Education, 57 (2),

33-39.

Black, J. & Smith, K. (2006). Digital reflections: A late January cyberchat about “our gallery of the poetic moving image.” In P. Duncum (Ed.),

Visual culture in the art class: Case studies (pp. 160-171). Reston, VA: NAEA.

Blair, L. & Shalmon, M. (2005). Cosmetic surgery and cultural construction of beauty.

Art Education, 58 (3), 14-18.

Bolin, P. (1992). Artifacts, spaces, and history: Art education and material culture studies. Arts and Learning Research, 10 (1), 143-157.

Bolin, P. & Blandy, D. (2003). Beyond visual culture: Seven statements of support for material culture studies in art education. Studies in Art Education, 44 (3), 246-263.

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Bookwater, D., Williams, G., & Bildy, B. (2002). Letter to the editor. Art Education,

55 (3), 5

Boughton, D. (2004) The Problem of seduction: Assessing visual culture: A commentary.

Studies in Art Education, 45 (3), 265-269.

Boughton, D., Freedman, K., Hausman, J., Hicks, L., Madeja, S., Metcalf, S., Rayala, M.,

Smith-Shank, D., Stankiewicz, M., Stuhr, P., Tavin, K., & Vallance, E. (2002).

Art education and visual culture. NAEA Advisory.

Reston: NAEA.

Bowen, T. (1999). Graffiti art: A contemporary study of Toronto artists. Studies in Art

Education, 41 (1), 22-39.

Carpenter, B. S. (2005). The return of visual culture (Why not?). Art Education, 58 (6), 4-

5.

Carpenter, B. S. (2003). Never a dull moment: Pat’s barbershop as educational environment, hypertext, and place. Journal of Cross-Cultural Research in Art

Education , 21 , 5-18.

Carpenter, B. S. (2006). Whose line is it anyway? Visual culture spaces as learning environments. Visual Arts Research, 32 (1), 69-73.

Chalmers, F. G. (2001). Knowing art through multiple lenses: In defence of purple haze and grey areas. In P. Duncum & T. Bracey (Eds.), On knowing: Art and visual culture (pp. 86-98). Christchurch, New Zealand: Canterbury University Press.

Chalmers, F.G. (2002). Celebrating pluralism six years later: Visual transculture/s, education, and critical multiculturalism.

Studies in Art Education 43 (4), 293-306.

Chalmers, F.G. (2005). Book review: Teaching Visual Culture. Studies in Art Education

47 (1), 83-86.

Chalmers, F.G. (2005). Visual culture education in the 1960s. Art Education, 58 (6), 6-11.

Chan, Tzu-Hiu. (2005). A visual culture approach for teaching meaningful content through art . Unpublished Master’s Thesis. Concordia University, Canada

Chapman, L. (2003). Studies of the mass arts. Studies in Art Education, 44 (3), 230-245.

Chen, J. S. (2003). The comic/anime fan culture in Taiwan: With a focus on adolescents’ experiences. The Journal of Social Theory in Art Education, 23, 89-103.

Chen, J. S. (2004). Mediating on the voiceless words of the invisible other: Young female anime fan artists, narratives of gender images. The Journal of Social Theory in Art

Education, 24, 213-233.

Chung, S. K. (2005). Media/visual literacy art education: Cigarette ad deconstruction. Art

Education, 58 (3), 14-18.

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: NAEA.

Collins, E. (1971). Art education and the rapidly changing world. Art Education, 24 (8),

7-11.

Congdon, K. & King, N. (2002). Teaching about surfing culture and aesthetics. Visual

Arts Research , 28(2), 48-56.

Congdon, K. & Blandy, D. (2003). Zinesters in the classroom: using zines to teach about postmodernism and the communication of ideas. Art Education, 56 (3), 44-52.

Congdon, K. & Blandy, D. (2005). What? Clotheslines and popbeads aren’t trash anymore?: Teaching about kitsch. Studies in Art Education, 46 (3), 197-210.

Cummings, K. (2006). A journey of change. In P. Duncum (Ed.), Visual culture in the art

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class: Case studies (pp. 89-98). Reston, VA: NAEA.

Darts, D. (2004). Visual culture jam: Art, pedagogy, and creative resistance. Studies in

Art Education, 45 (4), 313-327.

Darts, D. (2005). Visual culture jam: Art, pedagogy and creative resistance. (Doctoral dissertation, University of British Columbia). Dissertation Abstracts International

66/01, 60.

Darts, D. (2006). Head Game$™: Engaging populsr vi$ual ©ulture. In P. Duncum (Ed.),


Delacruz, E. (2003). Racism American style and resistance to change: Art education’s role in the Indian mascot issue.


Dorn, C. (2001). Arts education and the iron triangle’s new plan.

Arts Education Policy

Review, 103 (1), 3-11.

Dorn, C. (2003). Sociology and the ends of arts education. Arts Education Policy Review,

104 (5), 3-13.

Dorn, C. (2005). The end of art education. Art Education, 58 (6), 47-51.

Duncum, P. (1987). A review of proposals for studying the popular arts. Journal of the

Institute of art education, 11 (2), 27-35.

Duncum, P. (1987). What, even Dallas? Popular culture within the art curriculum. Studies in Art Education, 29 (1), 7-16.

Duncum, P. (1989). Toward foundations for a socially critical art education. Journal of

Social Theory in Art Education, 9, 12-25.

Duncum, P. (1990). Clearing the decks for dominant culture: Some first principles for a contemporary art education. Studies in Art Education, 31 (4), 207-215.

Duncum, P. (1991). The dominant art world and environmental images. Journal of

Multicultural and Cross-cultural Research in Art Education, 9, 73-79.

Duncum, P. (1994). Behind, the road is blocked: Art education and nostalgia. The

Journal of Social Theory in Art Education, 14, 101-119.

Duncum, P. (1997). Art education for new times. Studies in Art Education, 38 (2), 69-79.

Duncum, P. (1999). A case for an art education of everyday aesthetic experiences.


Duncum, P. (2000). Defining visual culture for art education. Journal of Multicultural and Cross-cultural Research in Art Education, 18 (1) 31-36.

Duncum, P. (2001). Visual culture: Developments, definitions, and directions for art education. Studies in Art Education, 42 (2), 101-112.

Duncum, P. (2002). Clarifying visual culture art education. Art Education, 55 (3), 6-11.

Duncum, P. (2002). Theoretical foundations for an art education of global culture and principles for classroom practice. International Journal of Education and the Arts,

2 (3), 1-10.

Duncum, P. (2002). Theorizing everyday aesthetic experience with contemporary visual culture. Visual Arts Research , 28(2), 4-15.

Duncum, P. (2002). Visual culture and the conduct of war. Journal of Cross-Cultural

Research in Art Education, 19/20 , 30-35.

Duncum, P. (2002). Wrestling with TV “Rasslin.” The Journal of Social Theory in Art

Education, 22, 103-119.

Duncum, P. (2003). The theories and practices of visual culture in art education. Arts

Education Policy Review, 105 (2), 19-25.

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Duncum, P. (2003). Visual culture and studio practice? The International Journal of Arts

Education, 1 (3), 45-57.

Duncum, P. (2003). Visual culture in the classroom. Art Education, 56 (2), 25-32.

Duncum, P. (2004). Visual culture isn’t just visual: Multiliteracy, multimodality, and meaning. Studies in Art Education, 45 (3), 252-264.

Duncum, P. (2005).Art education and semiotic readings of mass media representations of children. In D. Smith-Shank (Ed.), Semiotics and visual culture: Sights, signs, and significance (pp. 112-115). Reston, VA: National Art Education

Association.

Duncum, P. (2005). Critical thinking in, about and through visual culture. Journal of

Research in Art and Education, 6 (1), 21-35.

Duncum, P. (2005). Visual culture and an aesthetics of embodiment. International

Journal of Education Through Art, 1 (1), 9-19.

Duncum, P. (2005). Popular visual 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: National Art Education Association.

Duncum, P. (2005). A super short introduction to visual culture. Mosaic: Newsletter of the Illinois Art Education Association, fall, 10.

Duncum, P. (Ed.). (2006). Visual culture in the art class: Case studies.

Reston, VA:

NAEA.

Duncum, P. & Smith-Shank, D. (2001). Naughty pictures: Their significance to initial sexual identity formation. The Journal of Social Theory in Art Education, 21, 91-

113.

Duncum, P. & Bracey, T. (Eds.) (2001). On knowing: Art and visual culture .

Christchurch, New Zealand: Canterbury University Press.

Efland, A. (1997). The demonization of the Getty Education Institute for the Arts: A commentary. Studies in Art Education, 39 (1), 89-91.

Efland, A. (2004). The entwined nature of the aesthetic: A discourse on visual culture.


Efland, A. (2005). Problems confronting visual culture. Art Education, 58 (6), 35-40.

Eisner, E. (2001). Should we create new aims for art education? Art Education, 54 (5), 6-

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Eisenhauer, J. (2003). What is a girl? Producing subjects in feminist and visual culture pedagogies. (Doctoral dissertation, Pennsylvania State University, 2003).

Dissertation Abstracts International 64/11, 3930.

Eisenhauer, J. (2006). Beyond bombardment: Subjectivity, visual culture, and art education. Studies in Art Education, 47 (2), 155-169.

Eisenhauer, J. (2006). Next slide please: The magical, scientific, and corporate discourses of visual projection technologies. Studies in Art Education, 47 (3), 198-214.

Eisenhauer, J. (2006). Writing visual culture: Transmission and intertextual metaphors of teaching and communication. Visual Arts Research, 32 (1), 43-47.

Emme, M. (1991). Feminist film theory and art education. The Journal of Social Theory in Art Education, 11 , 68-84.

Fatall, L. (2002). Antiques Roadshow: The object of learning. The Journal of Social

Theory in Art Education, 22, 33-39.

Freedman, K. (1994). Interpreting gender and visual culture in art classrooms. Studies in

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Art Education , 35 (3), 157-170.

Freedman, K. (1997). Cultural associations and communications: Students’ construction of meaning in response to visual images. Journal of Art and Design Education,

16 (3), 269-272.

Freedman, K. (1997). Curriculum inside and outside of school: Representations of fine art in popular culture. Journal of Art & Design Education, 16 (20), 6-12.

Freedman, K. (1997). Critiquing the media: Art knowledge inside and outside of school,

Art Education , 50 (4), 46-51.

Freedman, K. (1997). Visual art/virtual art: Teaching technology for meaning, Art

Education, 50 (4), 6-12.

Freedman, K. (2000). Context as part of visual culture. Journal of Multicultural and

Cross-cultural Research in Art Education, 18 (1) 41-44.

Freedman, K. (2000). Social perspectives on art education in the U.S.: Teaching visual culture in a democracy. Studies in Art Education, 41 (4), 314-329.

Freedman, K. (2001). How do we understand art? Aesthetics and the problem of meaning in the curriculum. In P. Duncum & T. Bracey (Eds.), On knowing: Art and visual culture (pp. 34-46). Christchurch, New Zealand: Canterbury University Press.

Freedman, K. (2003).The importance of student artistic production to teaching visual culture. Art Education, 56 (2), 38-43.

Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art.

New York: Teachers College Press .

Freedman. K. (2005). What is visual culture? Mosaic: Newsletter of the Illinois Art

Education Association, fall, 8.

Freedman, K. & Schuler, K. (2002). Please stand by for an important message: Television in art education. Visual Arts Research , 28(2), 16-26.

Freedman, K. & Stuhr, P. (2004). Curriculum changes for the 21 st

century: Visual culture in art education. In E. Eisner & M. Day (Eds.), Handbook of research and policy in art education (pp. 815-828). Reston, VA: The National Art Education

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Garber, E. (2002). Post 9/11: Politics, diversity, and multiculturalism in art education.

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Garoian, C. (1993). Linear perspective and montage: Two dominating paradigms in art education. The Journal of Social Theory in Art Education, 13 , 57-86.

Garoian, C. (1997). Art education and the aesthetics of health in the age of AIDS. Studies in Art Education, 39 (1), 6-23.

Garoian, C. & Gaudelius, Y. (2004). The embodied pedagogy of war. The Journal of

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Garoian, C. & Gaudelius, Y. (2004). The spectacle of visual culture. Studies in Art

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Gooding-Brown, J. (2000). Conversations about art: A disruptive model of interpretation.


Grauer, K. (2002). Teenagers and their bedrooms. Visual Arts Research , 28 (2), 86-93.

Green, G. L. (1997). Televised gender roles in children’s media: Covert messages. The


Gude, O. (2000). Drawing color lines. Art Education, 53 (1), 44-50.

Gude, O. (2000). Investigating the culture of curriculum. In D. Fehr, K. Fehr, & Keifer-

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Boyd, K. (Eds.), Real-world readings in art education: Things your professor never told you (pp. 75-82). New York: Falmer Press.

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Gude, O. (2005). Cultural studies in art education. Mosaic: Newsletter of the Illinois Art


Gude, O. (2006) Principles of possibility: Considerations for a 21 st

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Heise, D. (2004). Is visual culture becoming our canon of art? Art Education, 57 (5), 41-

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Herrmann, R. (2005). The disconnect between theory and practice in a visual culture approach to art education. Art Education, 58 (6), 41-46.

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Hicks, L. (1989). Cultural literacy as social empowerment. The Journal of Social Theory in Art Education 9, 45-58.

Hicks, L. (2004). Infinite and finite games: Play and visual culture. Studies in Art

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Knight, W. B., Keifer-Boyd, K., & Amburgy, P. (2004). Commentary: Revealing Power:

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Lackey, L. (2005). Home sweet home? Decorating magazines as contexts for art education. Studies in Art Education, 46 (4), 323-338.

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discrimination: One teacher’s lessons from South Park.

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Parks, N. (2005). Book review: Media Education. Studies in Art Education 47 (1), 92-96.

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17

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