Jul 6, 2010 – 7 min – Uploaded by OregonStateUniv
Watch Portland artist Shelley Jordon at work in her studio. The OSU professor of art is becoming recognized for her moving …

Every year, students from Bentworth Elementary Center in Washington County traipsed through the Carnegie museums of Art and Natural History with the wonder of Dorothy, the Tin Man, Cowardly Lion and Scarecrow romping around Emerald City.

The children were amazed at the actual size and texture of paintings they had seen in books, and they pressed their faces against the glass to watch scientists work on dinosaur bones.

“When they walked into these doors, they were the most excited children,” recalled Joy Gazi, the elementary art teacher at Bentworth. “They thought we gave them gold and magic.”

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A piece by Ben Schuman (Volcano Vista High, Albuquerque, NM) that was available for A is for Art auction on September 9, 2011

TOWARD A POST-POST-MODERN ART EDUCATION

There is no doubt that the postmodern critiques of art, educational gender, social class, and related issues that have employed critical analysis, semlotics, poststructuralism, and other deconstructionist approaches, have played an important role in revealing biases and power structures detrimental to equitable practices.

After our biased assumptions and practices have been deconstructed, then what?

What have critical analyses of art education contributed to the field? How can we build upon the insights that have been gained without falling back upon accepted practices? Traditional association of progress with change has been questioned, indicating that progress is not a straight linear construct. In response to the question of what follows deconstruction of long held ideas and practices, I am optimistic that as educators our practices somehow will address some of the inequities revealed by critical educational thought. There is a growing body of voices indicating that either/or antagonistic paradigms will not advance education in general or art education in particular.

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“….Postmodernism demands that the audience of art become involved in the discursive process of discerning meaning. This postmodernist view of art means a very different approach to teaching about art than was contained in our previous misconceptions that meaning was given by the high priests—critics, aestheticians, and historians—who were the keepers of the truth or meaning. Instead, meaning is inextricably connected to the tangled and changing web of context to be constructed by the audience. This means that there is no single meaning or truth, but one that is constructed by all who seek to understand art….”

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Art by Justin Jew, Manzano High School A is for Art Auction for Albuquerque Public Schools

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