By Sunday noon prior to each onsite meeting, post on ANGEL: (a) a critical analysis of specific points in the reading(s), (b) a question raised by the reading you would like to discuss, (c) reflections on the relation of the ideas in the readings to your life, teaching, research, and/or art; and (d) responses to the questions raised by the doctoral candidate moderator.

Reply to (at the minimum) 2 other postings between each onsite group meetings scheduled for September 12 & 26, October 10 & 24, November 7 & 21, and December 5, 2005.

Readings are on e-reserves or as pdf files or URL links in ANGEL in each discussion board. To access ANGEL, use Safari browser on Macs, https://cms.psu.edu/home.asp

* indicates optional readings

Online responses by those enrolled in A ED 590 by Sept. 11, noon.
(Teresa Morale’s selections)

Ham. S. (1999). Cognitive psychology and interpretation: Synthesis and application. In E. Hooper-Greenhill, (Ed.), The educational role of the museum (pp. 161-171). New York: Routledge.

* Saumarez-Smith, C. (1989). Museums, artifacts, and meanings. In P. Vergo (Ed.), The new museology (pp. 6-21).. London: Reaktion Books.

Online responses by those enrolled in A ED 590 by Sept. 25, noon.
(Michelle Tillander’s selections)

Krug, D. H. (2004). Leadership and research: Reimagining electronic technologies for supporting learning through the visual arts.Studies in Art Education, 46(1), 3–5. (online at ProQuest)

Slack, J. D., & Wise, J. M. (2002). Cultural studies and technology. In L. Lievrouw & S. Livingstone (Eds.), The handbook of new media (pp. 485-501). London: Sage Publications.

*Dietz, S. (2002). Ten dreams of technology. Leonardo, 35(5), 509–522. Retrieved March 15, 2003, from http://muse.jhu.edu.ezaccess.libraries.psu.edu/journals/leonardo/v035/35.5dietz01.pdf

*Lu, L. (2005). Pre–service art teacher negative attitudes and perspectives of computer–generated art imagery: Recommendations for pre–service art education Visual Arts Research, 31(61), pp. 89-102.

*Law, J. (1999). After ANT: complexity, naming and topology. In J. Law & J. Hassard (Eds.), Actor–network theory and after (pp. 1–14). Malden, MA: Blackwell Publishers.

*Latour, B. (1996). On actor–network theory: A few clarifications. Soziale Welt, 47, 369–381.

*Manovich, L. (2001). The language of new media. Cambridge, MA: The MIT Press. (pp..69-93: The Language of Cultural Interface).

Online responses by those enrolled in A ED 590 by Oct. 9, noon

(Wei-Chung Chang’s selections)

Harding, S. (2004). Can men be subjects of feminist thought? In Hesse-Biber, S. N. & Yaiser, M. L. (Eds.), Feminist perspectives on social research (pp. 177-197). New York: Oxford University Press.

Byl, L. V. D. (2003, November 05). From pots and pans to polygons - women in CG. CG Society.Retrieved September 20, 2005, from http://features.cgsociety.org/story_custom.php?story_id=1752&page=1

*Ropers-Huilman, B. (1998). Feminist teaching in theory and practice: Situating power and knowledge in poststructural classrooms. In B. Ropers-Huilman (author), Puzzling My Way Toward/Through Feminist Teaching (pp. 1-22). New York: Teachers College Press.

(Dana Carlisle Kletcha’s selections)

McLaren, M. A. (2004). Foucault and feminism: Power, resistance, freedom. In D. Taylor & K. Vintges (Eds.), Feminism and the final Foucault (pp. 214–234).Urbana: University of Illinois Press.

*Flynn, T. (1994).Foucault’s mapping of history.In G. Gutting, (Ed.). The Cambridge companion to Foucault (pp. 28–46). Cambridge, England: Cambridge University Press.

*Foucault, M. (1977). Nietzsche, genealogy, history. In Language, counter-memory, practice: Selected essays and interviews (pp. 139–164). Ithaca, NY: Cornell University Press

Online responses by those enrolled in A ED 590 by Oct. 23, noon
(Marissa McClure Vollrath’s selections on ANGEL as pdf attachments)

Gandini, L. (2005). From the beginning of the atelier to materials as languages: conversations from Reggio Emilia. In L. Gandini, L. Hill, L. Cadwell, & C. Schwall (Eds.), In the spirit of the studio: learning from the atelier of Reggio Emilia (pp. 6-15). New York: Teachers College Press.

* When pedagogy and atelier meet. (2004). In Reggio Children, Children, art, artists: the expressive languages of children, the artistic language of Alberto Burri (pp. 144-153). Reggio Emilia: Reggio Children.

Online responses by those enrolled in A ED 590 by Nov. 6, noon
(Minam Kim’s selection)

Saarni, C. (2000). The social context of emotional development. In M. Lewis & J. Haviland (Eds.), The handbook of emotion (pp.306-322). 2nd Edition. NY: Guilford.

* Saarni, C. (1989). Children’s understanding of strategic control of emotional expression in social transactions. In C. Saarni & P. Harris (Eds.), Children’s understanding of emotion (pp. 181-208). New York: Cambridge University Press.

Online responses by those enrolled in A ED 590 by Nov. 20, noon
(Chiu-Jhin Chen’s selection)

Barrett, T. (2006). Criticizing photographs (4th edition). McGraw-Hill Higher Education.
(*312 pages, chapter 3 is required reading)

Online responses by those enrolled in A ED 590 by Dec. 4, noon
(Maryellen Murphy’s selections)

Rydell, R., Findling, J. E., & Pelle, K. D. (2000). Fair America. Washington, D.C. Smithsonian Institute Press. (Introduction pp. 1-13 and Chapter 4 Fairs of the Atomic Age, pp.100-130)

* Weiner, L. Y. (1997). There's a great big beautiful tomorrow: Historic memory and gender in Walt Disney's "Carousel of Progress." Journal of American Culture, 20(1), 111-116.

* Bletter, R., Dickstein, M., Harrison, H., Miller, M., Reaven, S., & Sheppard, I (1989). Remembering the Future: The New York World's Fair from 1939 to 1964. The Queens Museum. New York: Rizzoli. (Introduction: Remembrance of Fairs Past, pp.11-19; Chapter 1: From the Thirties to the Sixties: The World's Fair in its own Time, pp. 21-43).