2. MAIN QUESTION
How does contemporary art-based
education contribute to creating
lifelong learners and inquirers?
3. SUB-QUESTIONS
• What are some effective strategies museum
educators use to teach contemporary art to
high school students?
• More specifically, what are the strategies used
by the Whitney Museum’s Youth Insights
program and New Museum’s G:Class
program?
4. HOW I FOUND MY TOPIC
• What about art education interests me most?
• What time period of art is the most appealing to
me?
• What knowledge do I already have and what
would I benefit from learning more about?
• Why is there such strong absence/distaste of
contemporary art in K-12?
• What will be constructive to the future of art
education?
• What would be most satisfying to my career?
17. CATEGORIZED SOURCES
FOR HOW TO TEACH
• Gude’s Post Modern Principles
• Marshall’s Five Ways to Integrate
• Freedman’s Rethinking Creativity
• Barrett’s Approaches to Postmodern Art-
Making
19. Marshall’s
Five Ways to Integrate
• Depiction
• Extension/Projection
• Reformatting
• Mimicry
• Metaphor
20. Freedman’s
Rethinking Creativity
• Depends on Critical Reflection
• Based on Interests
• Learning Process
• Functional
• Social Activity
• Involves Reproduction as Well as Production
• Form of Leadership
21. Barrett’s Approaches to
Postmodern Art-Making
• Jouissance
• Working •Recontexualizing
Collaboratively • Confronting the Gaze
• Appropriating •Facing the Abject
• Simulating •Constructing Identities
• Hybridizing •Using Narratives
• Mixing Media •Creating Metaphors
• Layering •Irony, Parody, and Dissonance
• Mixing Codes
23. G:Class
“The Global Classroom (G:Class) utilizes the
Museum as a resource to enhance learning
and engage high school students through the
exploration of contemporary art connecting to
local, global, and cultural issues that affect
their lives.”
(http://www.gclass.org/)
26. Youth Insights
YI Artists brings teens together with contemporary
artists, providing opportunities to work
collaboratively, discuss art critically, think
creatively, and make art inspired by this
exchange.
YI Writers teens work closely with contemporary
artists to explore art and the connections
between art and text through critical and creative
writing.
(http://whitney.org/Education/Teens/GetInvolved)
28. WHAT’S NEXT
• Continue to observe and collect data through
photographs, videos, and voice recordings.
• Interviewing the educators; Carda Burke, Berry
Stein, and Kimberley Mackensie.
• Possibly student teaching at NYC Museum School.
Editor's Notes
Briefly go over maybe describe one or two. This changed my thinking by allowing me to further understand the piece of art.The hybridityprinciple involves incorporating a mixture of media into artworks using whatever may be necessary to fully examine the subject matter of the artwork.
Mimicry draws on copying the approaches of other disciplines. Using methods and tools from other subjects allows students to grasp from many resources in making art.
Creativity becomes functional, in contemporary art especially, when the artwork changes the way a viewer sees or thinks about something in a way they never have before. This is found mainly in contemporary art when artists use principles such as appropriation, and using reproduction as a form of production they internalize pre-existing content to create new meaning through their artistic process.
Facing the Abject: “The abject” refers to supposed unsavory aspects of life, especially concerning functions of the body.
Describe Kimberley used VTS to get students to look further at the work. This is an installation piece by Carsten Holler for his exhibit called “Experience” at the New Museum.
Interpretation of artists work. Students visited Dawns studio to see her work. Dawn came back for a visit to talk about panoramic views. Students then created their own panoramic views.2010 biennial artist dawn clements
