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Dan Serig’s new book
Visual Metaphor and the Contemporary Artist:
Ways of Thinking and Making
In this book, Dan investigates the practices and exhibition of contemporary artists to understand how they create meaning. This in-depth look at one aspect of artists’ work will be of interest to people seeking an example of alternative approaches to empirical research that includes studio practices, as well as those interested in the intersection of cognition and art.
Co-editited by Karen E. Frostig and Kathy A. Halamka, the book features fourteen detailed and well-documented feminist histories that narrate a number of pertinent strands of activism regarding feminist art, scholarship, and organizational development while exploring current crossroads.
This book, based on Dean Nimmer’s thirty-five years of teaching and practice as an artist, includes unique methods he has developed to help students and artists free their creative intuition by letting go of self-criticism, doubt, and insecurity that discourage artmaking. Dean has used the practical excercises in his book with students of all ages, from novices to professional artists, not only in the United States but in Ireland and China. The book will be of interest to K-12 as well as college-level art educators.
See Dean Nimmer’s blog about Art from Intuition, including ordering information: http://artfromintuition.wordpress.com/ On the blog you can also follow a link to hear Dean Nimmer being interviewed by Dick Gordon on National Public Radio about his experience teaching intuition painting in Beijing.
School Arts Classes Matter More than Ever – But Not for the Reasons You Think
By Ellen Winner and Lois Hetland
(This article appeared in the Boston Sunday Globe on September 2, 2007.)
Why do we teach the arts in schools?
In an educational system strapped for money and increasingly ruled by standardized tests, arts courses can seem almost a needless extravagance, and the arts are being cut back at schools across the country.
As many of you know, our own Lois Hetland, Associate Professor of Art Education, is also a Research Associate at Project Zero at Harvard Graduate School of Education. In September 2007 her book (with co-authors Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan) was published by Teachers College Press -it can be ordered at: http://www.teacherscollegepress.com/.
The result of in-depth research of the “habits of mind” that are instilled by studying visual art, Studio Thinking provides art teachers with a language for describing what they intend to teach and what students actually learn. This language will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and help educators in other disciplines learn from existing practices in arts education.