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| Below are some useful, related resources in the fields of visual art, cultural & critical studies and education. |
| Celebrating Pluralism: Art, Education and Cultural Diversity
F. Graeme Chalmers (The Getty Education Institute for the Arts) :1996 |
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Published by the Getty Education Institute for the Arts, Chalmers' book argues that multicultural art education is a necessity for promoting cross-cultural understanding, celebrating cultural diversity, enhancing self-esteem and cultural pride and addressing issues of bias, stereotyping and discrimination.
Placing multicultural art education in the USA, in its historical context, the author uses a discipline-based art education framework for examining existing curricular and exploring ways of developing new approaches that will enable students to find a central place for art in their lives. |
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| Changing Images – Photography, Education & Young People
Jane Brake (Arts Council of England): 1997 |
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Changing Images documents four photography in education projects, which took place in Manchester schools between 1994 and 1996. In these projects, young people used various media technologies to take a critical and creative look at issues of self and place. This publication is the culmination of a three year Arts Council research initiative undertaken by Jane Brake, in collaboration with Manchester Metropolitan University and Viewpoint Photography Gallery.
The book details the range of aims, techniques and outcomes of these projects, with input from the young people, artists and teachers involved. They illustrate the diverse and innovative potential applications of traditional and digital photography within the curriculum. |
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| Contemporary Art and Multicultural Education
Eds. Susan Cahan and Zoya Kocur (The New Museum of Contemporary Art/Routledge): 1996 |
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This book aims to connect contemporary art practice and a multicultural approach to education through themes and ideas which have resonance within students' everyday lives.
It contains a good selection of full colour images of work by a diverse range of artists as well as artists' statement in English & Spanish. It also contains a number of project ideas and lesson plans for an issue-based approach to work with young people. The artists included are international but although many of the issues are universal it does have a North American cultural bias. However it would be easy to adapt this to a British postcolonial perspective. |
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| Critical Decade:
Black British Photography in the 80's
Eds. David A. Bailey and Stuart Hall (Ten.8 Ltd): |
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This issue of Ten.8 maps the eighties as a critical period in the development of Black British photography, in light of the shifts in cultural and political theory during that decade.
Showcasing the work of some of the major Black photographers and artists who emerged, the publication examines the issues investigated through and arising from their work. Debates around identity, post-colonialism, hybridity and essence surround the work in essays by David A. Bailey, Prof. Stuart Hall, Kobena Mercer and Pratibha Parmar. |
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| Directions
Eds. John Swift and John Steers (Journal of Art and Design Education): Vol.18 No.1 1999 |
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This
special edition of JADE is a collection of papers signalling a change
of direction in British Art and Design Education. It follows a period
of consultation and redefinition by the National Society for Education
in Art and Design (NSEAD), and suggests a number of changes in art and
design education, in light of post-modernist art trends and the impact
of popular culture.
While the essays are not all of the same opinion and are intended to provoke debate, they all signal a dissatisfaction with current provision. The aim is to question the values, aims and relevance of the current National Curriculum for Art and to consider ways to make it more critical, flexible and pluralistic by incorporating the personal, social and cultural agendas of the learner as well as those of contemporary practice. |
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| Finding Art's Place: Experiments in Contemporary Education & Culture
Nicholas Paley (Routledge): 1995 |
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A critical account of three examples of young people's cultural production, located outside formal education. Accounts of the work are given
through conversations between author, Nicholas Paley - Associate Professor in the Dept of Teacher Preparation, George Washington University - and
the young artists making the work, as well as the adults who are involved in the projects.
The three projects are: Tim Rollins and K.0.S, visual art and literature workshop based in New York's Bronx district; teenage videoartist Sadie Benning's Pixelvision pieces exploring her own identity and sexuality; and the 'Shooting Back' project where photographer Jim Hubbard works with young homeless children in Washington DC, enabling them to use photography to explore and depict their own experiences. Although not necessarily established as 'educational' initiatives, each of these examples illustrates the learning and motivational value of creative and critical work in the lives of these young people. Paley, also examines the way literacy and identity are framed by language and institutional ideologies. |
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| Frequencies: Investigations
into Culture, History and Technology.
Edited by Melanie Keen & Alistair Raphael (inIVA): 1998 |
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Published as part of inIVA's Annotations series, this is an edited collection from the seminar programme of the same name which took place at
SOAS between Nov. 1996 and March 1997. The seminars were chaired by Professor Lola Young, and organised by Alistair Raphael.
The book draws together accounts of work and theoretical arguments from a range of international artists and critics, all of whom are exploring some aspect of how technolgy is affecting our lives. These texts analyse the political, economic and aesthetic implications of the development of global communications technologies and examine how these changes have informed art practice in western and non-western contexts. |
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| Identity: Community,Culture,Difference
Ed. Jonathan Rutherford |
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This edited collection is a key introductory text to the issues and theories of identity for all students of creative, cultural and media studies. It
examines in an accessible way, the various different communities - sometimes conflicting often overlapping - with which individuals in society
identify themselves.
The book looks at both the opportunies and threats of the growing diversity of cultures and communities and the various hybrid ways in which people define 'who they are' in 1990's Britain. |
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| The Impossibility
of Art Education
Hollands and Victoria de Rijke (Camerawords): 1999 |
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In the tradition of the polemical pamphlet this book is cheap, provocative and pocket-sized. Taking as its starting point, an artist in education
project at St Paul's Way Community School in East London, the contributors interrogate issues of form, materiality, erasure, institutionalisation and
judgement, in a critical approach to GSCE art production. The accent is on processes of working and the young people's photographic
documentation of their work is shown alongside these texts.
The editors are variously involved in art, language and educational practices and this publication is part of the Camerawords series published by Camerawork. |
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| Landscape: Education Pack
Martin Kennedy and Rohini Malik (inIVA):1996 |
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One of two (see below) education packs produced by the Institute of International Visual Arts for teachers of art and design, relating to key stages
3 and 4 of the National Curriculum, this one explores the the traditional theme of 'Landscape' in a contemporary, culturally diverse context. By
examining themes such as national identity, a sense of place, travel, transportation, land and class the pack is able to consider the works of
historical painters like Constable with contemporary artists like Vong Phaophanit and Mona Hatoum.
The pack consists of 24 colour slides, teachers notes and photocopyable work and evaluation sheets. |
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| Portrait: Education Pack
Martin Kennedy and Rohini Malik (inIVA):1996 |
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One of two (see above) education packs produced by the Institute of International Visual Arts for teachers of art and design, relating to key stages
3 and 4 of the National Curriculum, this one examines 'Portraiture' in a contemporary, culturally diverse context. Exploring themes such as
'identity', 'the self' and 'the other' the pack presents both the conventional portraits of painters such as Gainsborough or photographers like...and
the non-traditional contemporary work of Keith Piper and ...
The pack consists of 24 colour slides, teachers notes and photocopyable work and evaluation sheets. |
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| Teaching to Transgress: Education as the Practice of Freedom
Bell Hooks (Routledge): 1994 |
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A series of essays by the African American writer and academic, bell hooks, on the purpose and passions of teaching. "To educate as the practice of
freedom is a way of teaching that anyone can learn." Examing and extolling how education should be a practice of liberation, for teacher and student,
hooks believes we should be teaching our students how to 'transgress' the bounderies of sexism, racism and the prejudices of class and culture
imposed by society and reflected in the structures of schooling.
The book is grounded in her own personal classroom experiences and influenced by liberatory pedagogic practices of equality and self-determination, in particular those of Paolo Friere. |
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| This is not the National Curriculum for Art
Victoria de Rijke and Geoff Cox with children at Rhodes Avenue School (Middlesex University): 1995 |
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A book and postcard pack, based on a project at Rhodes Avenue school, undertaken in response to the changing National Curriculum for Art.
Borrowing and adapting Magritte's phrase "Ceci n'est ce pas une pipe", the artists, teachers and children developed a project which asked some
complex and fundamental questions about the nature and purpose of art and galleries and the role of artists.
The postcards are the children's reworkings of a selection of art's 'greatest hits' by Van Gogh, Renoir etc and might act as triggers for discussing such questions as "where is art found?" or "what is an audience?" The booklet uses transcriptions from the project's discussion sessions, along with contextual information, to question traditional approaches to primary art education and provoke a more critical approach to working with art, with children. It suggests an imaginative and playful role for teachers requiring them to act as artist, critic and collaborator, rather than as a delivery service for the tablets of tradition. |
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| Transforming The Crown: African, Asian & Caribbean Artists in Britain 1966-1996
(The Franklin H. Williams Caribbean Cultural Centre, NY): 1998 |
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Published to coincide with an exhibition of the same name, curated for the Caribbean Cultural Centre in New York, this book presents work by a broad range of contemporary artists working in Britain, who are of African, Asian and Caribbean descent. While produced with a North American perspective,for an audience who might be new to this work, the book contains essays from a collection of cultural critics who are familiar with the post-colonial issues and debates explored by British artists of diverse cultural heritage.The work featured begins with the Caribbean Artists Movement, established in 1966, and brings us almost up to date with a selection of young contemporary artists who are now beginning to have an impact on the British and international art scene.
While there is a tendency to conflate the terms British and English - "It is clear that there are many definitions of what it means to be British...Like America, England is a society in transformation, made vibrant by the movement of peoples and by incessantly shifting notions of 'national tradition'"- this is nevertheless a valuable collection with some useful and accessible texts. |
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| Unthinking Eurocentrism - Multiculturalism and the Media
Ella Shohat and Robert Stam (Routledge): 1994 |
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A critical examination of the eurocentric bias of western media and its central role in shaping ideas about peoples and identities. Shohat and Stam explore the differences between the tokenistic approach to multiculturalism where debates are ghettoised and practice is superficial and a more radical pedagogy which puts identity politics at the heart of an interventionist approach to practice and theory. The book proposes a theoretical model for looking at the products of mainstream popular culture and argues for the importance of alternative practices in the struggle to decolonise global cultures. Both authors are American academics; Stam is Professor of Cinema Studies at NYU and Shohat is Associate Professor of Cultural and Women's studies at CUNY. |
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| Visual Literacy - Issues and debates
Karen Raney (Middlesex University) 1997 |
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A report by research fellow Karen Raney, on her investigations into the meanings and applications of the term 'visual literacy', produced in collaboration with Middlesex University and the Visual Arts Dept at The Arts Council of England.
This 80-page report is edited and compiled from a series of interviews with various artists, academics, theorists, curators and historians, with whom Raney discussed the educational, socio-political and theoretical uses of and limits to the term. She concludes by identifying a number of possible areas for further research. Raney has just finished working on a much more extensive, illustrated, authored work on the subject, which is currently in press. |
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| Working With Modern Art
(The Open University in association with The Arts Council of England & The Tate Gallery) 1996 |
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This
substantial education pack produced by The Open University, in collaboration
with The Arts Council of England and The Tate Gallery is designed to support
primary and secondary art and design teachers and gallery educators in
developing a critical approach to the study of modern art. Using a number
of commissioned essays and collected articles, the books and video examine in an accessible way the key debates of modern and post-modern art and the issues arising from working with contemporary art in schools and galleries. While the larger part is sited primarily in a western context, the final sections begin to look at contemporary non-western art and issues of cultural diversity.
The pack comprises two text books: 'Investigating Modern Art' and 'Critical Studies and Modern Art' which provide the theoretical groundwork for a series of suggested activities in the study guide booklet, The fourth part of the pack is a videotape, divided into four sections, which further develops the text pieces and includes interviews with contemporary artists, critics and curators. |
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