Foreword by: Lois Hetland
Publication Date: August 29, 2014
This volume provides teachers with a fresh framework for implementing inquiry-based, substantive art integration across the curriculum, along with the background knowledge and models needed to do this. Drawing on ideas from Harvard Project Zero, the authors make a clear and compelling argument for how contemporary art supports student learning. Subject-specific chapters co-written by teaching scholars include examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic discipline. Concluding with a chapter on an integrated, inquiry-based curriculum inspired by contemporary art, the authors include guidelines for developing art projects teachers can adapt to their students’ interests and needs. This resource is appropriate for art teachers, as well as subject-area teachers who are not familiar with using contemporary art in the classroom.
Julia Marshall is a professor of art education at San Francisco State University. David M. Donahue is professor of education and associate provost at Mills College, Oakland, California, and co-editor of Artful Teaching: Integrating the Arts for Understanding Across the Curriculum.
“This important text serves as a primer for fashioning the kinds of integrated curriculum frameworks required for success in today's global knowledge economy.”
—James Haywood Rolling Jr., Syracuse University
“I am so excited about this book! The visuals alone are enough to clue teachers in on ways that Contemporary Art can blow their curriculums open to become engaging, relevant vehicles for their students to ride across the 21st century. From the first scan, readers cannot help but see the power of Contemporary Art in transforming classrooms and learning.”
—From the Foreword by Lois Hetland, professor and chair of art education, Massachusetts College of Art and Design, and co-author of Studio Thinking, Second Edition