Reflection and Connections at the University of Oregon (UO) Jordan Schnitzer Museum of Art (JSMA) like all educational offerings at the UO, moved online with just over a week's notice. Those associated with Reflections and Connections, recognizing the importance of this program to the social well-being of those participating, decided to maintain…

This is the first comprehensive book to connect art education to material culture--an evolving pedagogy about the meaning of "things" in the lives of children, youth, and adults. Written by luminaries in the field, this resource explores a range of objects exemplifying material culture, defined as "the human-formed objects, spaces,…

Objects of material culture are not always those items most commonly explored in the art classroom, and are, instead, the frequently overlooked things in people's everyday world. They are the items people collect in their homes, carry with them in backpacks, purses, and pockets, and stow on shelves in the back of closets--often the things they…

Art education is a systemic and extensive network within which children, youth, and adults make and learn about material culture. This lecture considers three sites of theory and practice that I see as ascendant in circulating through this network. These sites are sustainability, participatory culture, and performing democracy. I argue that…

Urgency and ambitiousness have characterized the conversation about the serious and significant environmental challenges occurring internationally. Steffen (2006) demonstrated a remarkable breadth of public and private sector constituent groups contributing to the conversation along with possible responses. Architects, landscape architects,…

In this article, we explore changing definitions of kitsch and simultaneously examine the relevance of kitsch to contemporary society. Using a number of examples, including a focus on kitsch related to September 11, 2001, we explore the current popularity of kitsch in society. We analyze the growth and influence of kitsch in everyday life and in…

Discusses the 1985 symposium on "Multi-Cultural Approaches to Understanding and Appreciating the Arts," sponsored by the Division of Art Education/Art Therapy at Bowling Green State University, Ohio. Examines student reactions to the symposium which was designed to build and expand multi-cultural perspectives and enhance the concept of…

Proposes six guidelines for art educators working with mentally and physically challenged children and youth. Discusses the use of a multicultural approach to art education and age-appropriate materials. Concludes that these guidelines will provide mentally and physically challenged youth with improved opportunities to learn art. (GEA)

Aims to foster among art educators and students an awareness of how many contemporary artists are promoting ecological restoration. Grounds these artists' work historically, and discusses its view of humanity as interconnected with nature. Offers suggestions for involving art educators and students in ecological theory and artistic creation. (DSK)

Outlines a brief history of the relationship between people experiencing disabilities and art education. Discusses the emergence of a sociopolitical orientation. Shows how that orientation can better inform research in art education. Proposes additional contributions that art educators can make to this civil rights movement. (KM)

Claims that domestic art or hiddenstream art is not referred to in the art classroom because art teachers have difficulty locating resources. Identifies sources for print and nonprint textiles ranging from local community activities to museum collections. Lists resources for Navajo weaving, African-American quilting, and Amish quilting. (KM)

Briefly discusses some of the recent developments in the on-going controversy concerning pornography and the arts. Argues that much of the mainstream press coverage merely sensationalizes incidents (e.g., "Time" magazine's cover story on cyberporn and the furor over Calvin Klein advertisements) and encourages polarized opinions. (MJP)

Provides a rationale for establishing art education programs for mentally retarded adults. Suggests that community-based programs can be set up in museums, senior citizen centers, libraries, universities, and recreation centers. Includes recommendations for future research on this topic. (CFR)

Describes an art education program that connects children and youth to the historical and contemporary issues associated with Yellowstone National Park. Originally conceived as a one-year celebration, the project has grown into a juried exhibit showcasing student art and writing which responds to Yellowstone resource themes and issues. (MJP)

Maintains that visual images of people contribute to how people perceive themselves and others. Explores ramifications of this under social conditions where pornography is evident and accessible. Examines definitions of pornography. Applies critical theory to art education, stressing that art educators should identify and critically study artworks…