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Ed 405 264 Author Title Institution Pub Date Note DOCUMENT RESUME ED 405 264 SO 026 850 AUTHOR Thunder-McGuire, Steve, Ed. TITLE Working Papers in Art Education, 1994-1995. INSTITUTION Iowa Univ., Iowa City. School of Art & Art History. PUB DATE 96 NOTE 164p.; For other annual volumes, see ED 379 199, ED 390 797, ED 391 764-769, and SO 025 973-975. Also referred to in this issue as "Marilyn Zermuehlen's Working Papers in Art Education." AVAILABLE FROMWorking Papers in Art Education, 13 North Hall, The University of Iowa, Iowa City, IA 52242. PUB TYPE Collected Works Serials (022) Reports Research /Technical (143) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) JOURNAL CIT Working Papers in Art Education; n13 1994-1995 EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS American Indian Culture; *Art Education; *Childrens Art; Community Education; Computer Graphics; Creativity; *Cross Cultural Studies; *Cultural Influences; *Educational Research; Educational Theories; Elementary Secondary Education; Islamic Culture; Museums; Preservice Teacher Education; Womens Studies IDENTIFIERS Appalachian Culture; Weaving ABSTRACT This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this volume the works are organized by the sponsoring university. Student papers presented are: (1) "Looking at Feminist Pedagogies: What is Seen in the Literature and What is Seen in an Art Education Studio/Classroom" (Carole Woodlock);(2) "A Critical Examination of Cultural Influences on Children's Drawings from Midwestern United States and Taiwan" (Li-Tsu Chen);(3) "An Urban Appalachian Community in Indianapolis: With Implications for Art Education" (Marjorie Manifold);(4) "Theory into Practice in Art Education: A Case Study" (Theresa Marche); (5) "Artistic Representation in Contemporary Kuwatit, Egyptian, and Iranian Paintings and Prints and Some Interpretation of These Works According to Islamic Law" (Faridah Mohammad);(6) "A Critical Analysis of the Computer Graphic Art of Japan Using Six Case Studies" (Jean Ippolito);(7) "The Role of Pedagogical and Subject Matter Knowledge in Preservice Art Teaching" (Jeanie Auseon); (8) "An Ethnographic Investigation of Creativity in Practicing Visual Artists/Teachers: A Conceptual Paper" (Susan Dodson);(9) "Roots, Branches, Blossoms, and Briars: Cultural Colonialism of the Mountain Arts in West Virginia" (Christine Morris); (10) "Issues of Education Surrounding Native American Art at the Iroquois Indian Museum" (Jill Hoffman); (11) "In the Family? The Inter-relationship of Art and Craft Teachers" (Gudrun Helgadottir); (12) "Computer Artists: A Study of Influences on Their Artistic Development and Production" (Mia Johnson); (13) "Art and Education in Leisure Institutions: Making a Case for Research" (Lara M. Lackey); (14) "Western Arctic Women Artists: An Ethnographic Study of the Historic Influences on the Artistic Education and Production of Women from Three Co-existing Cultures" (Joanne McNeal); (15) "Art as a Language" (Paula Eubanks Smith); (16) "The Influence of Visual Models and Instructional Methods on the Development of Students' Graphic Representations" (Jean Langan); (17) "Weaving a Destiny: A Portrait of Cultural Survival in Dagestan" (Lorraine Ross); (18) "Andrea's Dilemma: 'I like the freedom that we got to draw whatever we wanted to, but I don't like the way we choose what we want to draw'" (Lisa Schoenfielder). (MM) PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Cmc-G.I:t ye, TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC) 1 9 9 4 MARILYN ZURMUEHLEN WORKING PAPERS IN ART EDUCATION 9 9 5 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ;1-his document has been reproduced as ceived from the person or organization originating it. Minor changes have been made to improve reproduction quality. I3EST COPY MAMAI; Points of view or opinions stated in this LE document do not necessarily represent official OERI position or policy. 2 MARILYN ZURMUEHLEN WORKING PAPERS IN ART EDUCATION is published by the School of Art & Art History of The University of Iowa. Manuscripts by graduate students, along with papers from their mentors which establish a context for the student papers are welcomed. They should follow the form of the Publication Manual of the American Psychological Association (3rd ed.) or the MLA Handbook. Send an original and one Macintosh Disk copy to Dr. Steve Thunder-McGuire, Editor Marilyn Zurmuehlen, Working Papers in Art Education, 13 North Hall, The University of Iowa, Iowa City, Iowa 52242. Marilyn Zurmuehlen Working Papers in Art Education, 1994-1995 Number 13 1994-1995 3 Contents 1994-1995 PAGE 4 CONCORDIA UNIVERSITY,MONTREAL Carole Wood lock/Looking at FeministPedagogies: What is Seen in the Literature andWhat is Seen in an Art Education Studio/Classroom 13 INDIANNA UNIVERSITY Li-Tsu Chen/A Critical Examination of CulturalInfluences on Children's Drawings From Midwestern United States and Taiwan 21 Marjorie Manitold/An Urban AppalachianCommunity in Indianapolis: With Implications for Art Education 31 Theresa Marche/Theory Into Practice in ArtEducation: A Case Study 42 NEW YORK UNIVERSITY Faridah Mohammad/Artistic Representationin Contemporary Kuwatit, Egyptian, and Iranian Paintings and Prints and Some Interpretation ofThese Works According to Islamic Law 45 OHIO STATE UNIVERSITY Jean Ippolito/A Critical Analysis of the ComputerGraphic Art of Japan Using Six Case Studies 54 Jeanie Auseon/The Role of Pedagogical andSubject Matter Knowledge in Preservice Art Teaching 70 UNIVERSITY OF MISSOURI Susan Dodson/An Ethnographic Investigationof Creativity In Practicing Visual Artists/Teachers: A Conceptual Paper 4 79 PENNSYLVANIA STATE UNIVERSITY Christine Morris/Roots, Branches, Blossoms, and Briars: Cultural Colonialism ofthe Mountain Arts in West Virginia 90 Jill Hoffman/Issues of Education Surrounding Native American art atthe Iroquois Indian Museum 99 UNIVERSITY OF BRITISH COLUMBIA Gudrun Helgadottir/In the Family? The Inter-relationship of Artand Craft Teachers. 109 Mia Johnson/Computer Artists: A Study of Influences onTheir Artistic Development and Production 115 Lara M. Lackey/Art and Education in Leisure Institutions:Making a Case for Research 124 Joanne McNeal/Westem Arctic Women Artists: AnEthnographic Study of the Historic Influences on the Artistic Education and Production ofWomen from Three Co-existing cultures 132 UNIVERSITY OF GEORGIA Paula Eubanks Smith/Art as a Language 140 UNIVERSITY OF ILLINOIS Jean Langan/The Influence of Visual Models andInstructional Methods on the Development of Students' Graphic Representations 150 UNIVERSITY OF IOWA Lorraine Ross/Weaving a Destiny: Portrait ofCultural Survival in Dagestan 155 Lisa Schoenfielder/Andrea's Dilemma: "Ilike the freedom that we got to draw whatever we wanted to, but I don't like the way we choosewhat we want to draw" mentor'sintroduction ELIZABETH J. SACCA Concordia University, Montreal Carole Wood lock describes theprocess through which she and her students negotiate a pattern of communicationin the classroom. She works to actualize her own vision of feministpedagogy that emphasizes community, room for every individual voice, shared learning, andmultiple modes of understanding. She cites feminist ideals sheincludes in her vision: moving "away from oppositional stances suchas theory versus practice, and masculine versus feminine," valuing the wholeand achieving "harmonious integration" (Collins 1977, p. 54); living bothcontent and practice concretely (Lewis 1992); and fostering empowerment,community and leadership through classroom interaction, with theobjective of transforming the academy (Sandell 1991). Carole Wood lockconcurs with Garger and Gaudelius who work to give upsome of their power as "masters of the discourse," to assure that studentscan become subjects, not merely objects, in the classroom (1992, p.27). One can relate Carole Wood lock's interestin negotiation to the comments of Statham, Richardson and Cookwho consider the traditional patterns (stereotyped roles) ofwomen as structural pressure. "But," theysay "we can decide whether to accommodateto those pressures, or to negotiate with our role partners to reject themoutright or to modify them in part" (1991, p.3). They see the role of university professoras an excellent position from which to conduct this negotiation. Attaining a university professorship isa true mark of distinction that can override normative expectations for gender-appropriate behavior. Such an accomplishment imbuesthe woman with a certain amount of authority and power that is not ordinarilypresent in our sex-graded society., The extent to whicha women can use these attributes successfully to negotiate acceptableand empowering self- definitions and to convey them to her colleaguesand students will affect the extent to which those role partnersvalue her (1991, pp. 4- 5). They point out that this is sucha strong phenomenon that "the passive, intellectually subordinate professor mightappear 'deviant,' regardless of sex" (1991, p. 5). 1 Marilyn Zurmuehlen's Working Papers InArt Education 1994-1995 Statham, Richardson, & Cook relate feminist interest in negotiation of gender roles and contextual views of gender to symbolic interaction role theory. They consider the principles of role negotiation and subjective reality as "determinants of social life" to be "the essentialunderpinnings of the entire symbolic interaction framework" (1991,
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