In 2012, Nube Lab was founded in response to the conviction that education in Chile needed a substantial turnaround. Nube--the word for cloud in Spanish--was chosen for the organization name as a simple way of communicating the complexity behind what they do: nothing can be taken for granted, there is something unique in each moment, and what is…

As art historians have noted, "Les Demoiselles d'Avignon" (1907) occupies a very special place in the history of Western painting, both as the harbinger of 20th century modernism and as the progenitor of Cubism. For these reasons, as also for its convoluted history and multivariate interpretations, there is a vast art-historical…

Over the centuries, changes in technology and education have transformed people's attitudes towards the arts, making them more accessible. Bohemianism and modern art in the 18th century challenged the elitist perception of the arts, democratizing access. Digital tools and online resources have further opened doors to creating and experiencing…

Dada is the infant terrible of art history, an anarchic movement that is typically referred to as nihilistic, pathological, and firmly enshrined within the modernist paradigm and the context of WWI. Through the lens of classical, romantic, and psychoanalytic notions, it certainly appears almost antithetical to creativity. Yet from a cognitive…

In this Instructional Resource, Denmead and Brown consider how "Ruffneck Constructivists," an exhibition curated by Kara Walker at the Institute for Contemporary Art (ICA), University of Pennsylvania, can disturb and provoke young creatives and art education more broadly. For this exhibition, Walker draws on the figure that MC Lyte…

A book written in a foreign language and migrated to the US along with its author, an art historian, finds a new communicative dimension by becoming a ready-made for art making purposes. Starting with an introduction explaining the genesis of the collaborative project "Access Denied," this article focuses on one of the series'…

Creativity--where does it come from? When nurturing creativity, it is necessary to have an open mind. By nurturing a creative mind, one finds that artists' ideas flow freely, so students need to look deeper into the artworks, the artists' lives, and what was behind the inspiration for the work. Imagining themselves as one of the artists they have…

The last two sections (EJ1039315 and EJ1039319) presented stories about specific moments or lessons. Also, situations infused with complexity where the writers had to toggle back and forth between providing the larger context and the details that support readers' understanding of that big picture were presented. In this section each story is…

This article is a philosophical argument that seeks to contribute to the field of art education by contributing toward and justifying a different aesthetic philosophy to support the use of visual culture in art education. Using the theoretical changes in art history and cultural theory as a backdrop, an aesthetic theory is constructed and labeled…

The aim of this article is to reconsider the (age old) problem of relating theory to practice in art education by placing it within the largely ignored context of improvisation. In so doing it is hoped that some of the well-known "difficulties" art practitioners have when confronted with the (usually mandatory) history and theory components of…

This paper traces some of the early 20th century roots of aesthetic formalism as they came to effect the development of art education theory and practice in this country up to the beginning of the Second World War. The paper focuses on American sources and on the writings and ideas of Benman Ross, Arthur Wesley Dow, J. Hambidge, Albert C. Barnes,…

The notion of imagination is central to our contemporary western conception of and valuing of art. Yet the conception of imagination upon which this valuing rests is based on certain assumptions about art-making and about persons. Imagination refers to the creation of an idea or artifact from the mind of the creator. That a work of art arises from…

Ohio schools have developed a Balanced Comprehensive Art Curriculum (BCAC) that includes art history, art criticism, and art in society as well as traditional art production. Students in kindergarten through 12th grade receive equitable instruction in all four curriculum areas. Includes a resource list and table. (MD)

Whether one views art as a cultural record, a political or religious instrument, a celebration of form and color, or an instinctual force, it is a given that sharing diverse expressions of creativity with children plants fresh understandings and pathways for their own questions and drives. It is impossible to do justice to the many outstanding…

Discusses formalist/universalist, personal response/ antiformalist, and pluralist approaches to aesthetics. Recommends using a pluralist approach because it accounts for the aesthetic principles of non-Western art forms. Discusses pluralism in art education and how the criteria of Western aesthetics are now being challenged by art educators. (KM)