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Dear CSTAE MEMBERS & FUTURE MEMBERS:
WHAT'S THE STATE OF SOCIAL THEORY IN ART EDUCATION?
There are 3 potential times for CSTAE members and those interested in Social
Theory to meet to discuss "What's the state of social theory in art education?" in
Open Forum sessions:
- 12-1:00 PM, Friday
- 5-6:00 PM, Friday (We'd like to use the Board meeting scheduled time for an Open Forum), and
- 5-6:00 PM Monday (See < CSTAE in Miami Sessions listing> )
The Issue Groups Hearings are on Monday, March 25 from 10:00-11:50 AM in
Imperial I. NAEA president and CSTAE Executive Board members encourage all
CSTAE members to attend since this is the only time all issue groups get together
and can present ideas in a public forum to the NAEA Executives.
I encourage more K-12 social theorists need to participate in ArtsEdNet to impact the
climate/thinking of the field. Let's select a month to do this (perhaps September 2002)
and have 100 or more social theorist art educators post messages--totally changing
the nature of the dialogue. Our posted questions, ideas, social theory in art
education discussions on ArtsEdNet would be archived in the digest online. We'll
ask for involvement at the CSTAE sessions in Miami from members and send an
email to the CSTAE member list providing information on how to join the
ArtsEdNet listserv to post messages, and how to review the archives.
MY VIEW ON CSTAE's ROLE in ART EDUCATION:
No one has stepped forward to serve as CSTAE coordinator-elect. This indicates it
is time to re-vision our organization. I am sure there are leaders amongst the
CSTAE membership. Whether they believe in the usefulness of the CSTAE to
focus leadership energy is another question.
There may not need to be a coordinator but instead a voted member to read
proposals, a group to continue the Web site, communication via bulk emails, a
treasurer/member list updater, an editor for JSTAE and a columnist for NAEA
News. If we vote to change the by-laws so there is no hierarchy/coordinator but
rather a collective then communication from NAEA will need to be with all
CSTAE members using the "group email list" that CSTAE membership
coordinator can provide each year.
Maybe there are too many "issue groups" now and the role CSTAE served is now
served by other issue groups (environment, inclusion, public policy, technology,
multicultural, gender, sexual orientation). Social theory is alive and well in other
fields and maybe CSTAE members perceive NAEA's marginalization of "issues
groups" in not listing their journals, for example. Perhaps, instead art education
social theorists and practitioners engage in organizations not solely focused on art
education. Perhaps many of the CSTAE's perspectives on the connection of art to
social issues is recognized in mainstream groups of the NAEA (e.g., Curriculum
and Instruction) and therefore conference sessions that in previous years would not
be accepted are now accepted in the many categories one can now select to have
one's conference proposal juried.
Maybe we don't need a coordinator or coordinator-elect position. Maybe we don't
even need to have membership--just sell the journal each year at the NAEA at the
annual business meeting and author sessions (no mailings), and those that want can
each take 5 or so to sell at our institutions and trust we' ll send the money in to the
treasurer. I think we have enough funds to try this--to cover printing and mailing to
libraries and the rest is distributed for $20 a journal. Of course we would need to
change the by-laws. It would be an interesting experiment to have a leaderless
organization that is more of a collective with certain areas that some of us want to
see continue--to take a leadership role in those endeavors we find valuable.
My thought is to primarily focus on communication:
* to put effort in building up manuscript submissions to the JSTAE and to get
more libraries and data bases to include it.
* to have a Web site that has ebbs and flows of activity--perhaps cut back on
the newsletter as having distinct components but have several interested
promote the Web site as online editorial vehicle--to post timely
announcements, make links, invite unpublished papers to be presented there.
* CSTAE presentations at the annual conference are well attended. Perhaps
some might develop creative solutions to protest or break the NAEA's mess
or overlaps or extreme limiting of sessions this year in Miami by designating
a place outdoors or in some off-the-main-trek hotel/conference area that we
use a s a place for social theorists to meet, share, strategize, commune. The
problem is that we don't know where that place is until we get there so it
would need to be announced at existing organized sessions. We need to
strategize on how to make this space inviting and inclusive.
* to continue with the NAEA News column--it is a high profile role that some
one will jump at when Dennis' tenure ends. Dennis has made it a lively
column with lots of responses to it that are linked to the CSTAE site--so the
censored columns and controversy are an active CSTAE forum.
I hope others will add these ideas, explore them with me, and let me know what
you think.
During the 2002 Miami Convention Issues Groups Hearings, the NAEA Board of
Directors would like CSTAE to provide a status report on initiatives that we have
implemented to move the agenda "Visual Arts Education: Setting an Agenda for
Improving Student Learning" forward. Below are 3 initiatives for the list that took
place this past year. I am sure we can develop a long list of what CSTAE members
are doing to present on Monday, March 25 from 10:00-11:50 AM in Imperial I.
Initiatives that CSTAE has implemented:
1) JSTAE 2002 article examines how individual and collective strategies and
interventions countered homophobia and censorship in a public venue, in
this particular case at a state art education association annual conference.
The "Sexual Identities and the Art Class" session (an underground
presentation due to homophobia at a state art ed conference) concerns art
teaching strategies to enable self-representation and presentation of identity
in one's art and on ways to build self-esteem in the students who have a high
rate of t een-age suicide. There are several ways to circumvent homophobia
(i.e., prejudice or hatred toward homosexuals) in your school district, school,
classroom, teachers, students, and self. First and foremost, educate yourself
and others about sexual identities and the classroom. Ask your state art
organization to include sexual identities sessions in their conferences as annual
threads. Ask your district to offer in-services annually on the topic of
inclusive teaching practices that include LGBT identities.
2) Implementation of the HEARTS (Human Empowerment through the
ARTS) program with indication (invitations to present in preservice
programs and publication) that similar programs based on this model will
develop throughout the country. Karen Keifer-Boyd, Michelle Kraft, and
Joyce Centofanti will present "Inclusion Policy in Practice" this March at
NAEA (Sunday, 8:00 AM) based on a program Karen and Michelle developed
as a practicum teaching experience on how to include students experiencing
moderate to severe disabilities in the regular art class. This preservice
preparation, they believe, will lessen future resistance to working with
students with differences and foster an inclusive art classroom community.
3) Tiffanie Davis, a junior high teacher in West Texas and a leader in
developing Feminist Art WebQuests for middle school students, serves as a
consultant for Teachers Connections in NYC to help other art teachers
develop socially-responsive critical thinking in art education. Jihyun Sohn is
developing a WebQuest in Korean language to disrupt cultural gender
inscription for grrrl empowerment in the arts in Korea. Students in Keifer-
Boyd's classes at Texas Tech University and Penn State University are
developing ART WebQuests for K-12 that concern current social issues.
Karen
Select a Newsletter Item:
Coordinator's Message, Mike Emme
Coordinator's Report the Delegate's Assembly, November, 2001
CSTAE in Miami: NAEA Social Caucus Sessions and Meeting Times
Thoughts from Past-Coordinator Karen Keifer-Boyd
NAEA News from the Caucus, Dennis Fehr
A note from jan jagodzinski editor of JSTAE (Journal)
How to submit publications to the Journal of Social Theory in Art Education (JSTAE)
CSTAE Web Collaborative Development Opportunities
CSTAE Executive Board Positions Open
Publish your essay in the CSTAE Newsletter
This is a place to THINK OUT LOUD about your concerns!!
Post on CSTAE Dialogue or send to: Mike Emme, CSTAE Coordinator (memme@ualberta.ca)
Members Journal Site maintained by Karen Keifer-Boyd: kk-b@psu.edu
Last Updated 3/4/2002