Place
Placed-Based Education
Graham, M. A. (2017). Ideas About Nature in American Art and Visual Culture. The International Journal Art Education 12(3). Graham, M.A. (2013). Ideas about Nature: Wilderness, Sustainability, and Sacred Places. The International Journal of Arts Education 11 (1). Graham, M. A. (2007). Art, Ecology, and Art Education: Locating Art Education in a Critical Place Based Pedagogy. Studies in Art Education, 48 (4).
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BodyGraham, M. A. (2022). Deconstructing Narratives about Artistic Mastery. Journal of Cultural Research in Art Education. Graham, M. A. & Buehler, F. (2021). Figure Drawing and Alternative Narratives of Artistic Mastery. Drawing Research Theory Practice 6(1). Drawing Research Theory Practice is a peer reviewed journal published by Intellect, UK, and is devoted to issues of drawing. adolescent artistry
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Spirit
The rich spiritual and religious heritage and beliefs of students represent an important dimension of their lives that is often ignored. Approaching these traditions from an artistic vantage point makes it possible for students to gain a sympathetic understanding of the significant issues surrounding religious art and to consider similar issues in their own work. Graham, M.A. , & Lewis, R. (2023). Mindfulness as art education, self-inquiry, and artmaking. Studies in Art Education 64(1), 75-96. Graham, M. A., Goldsberry, C. & Calvert I. (2023). Anyone can make a Religious Object: Undoing spirituality and contemporary art. Journal of Contemporary Religion. Graham, M. A. (2012). Graham, M. A. & Lewis, R. (2021). Mindfulness, Self-Inquiry, and Artmaking. British Journal of Educational Studies. 69:4, 471-492, DOI: 10.1080/00071005.2020.1837342Tibetan Mandalas, Curriculum Sketches, and the Spiritual Dimensions of Art Education. In L. Campell & S. Simmons (Eds.). The Heart of Art Education Graham, M. A. (2012) Tibetan Mandalas, Curriculum Sketches, and the Spirtual Dimensions of Art Education In L. Campell & S. Simmons (Eds.) Holistic Heart of Art Education, National Art Education Association. Graham, M.A. (2008). The Fringe of Nirvana: Aesthetic Places and the Art Classroom. in G.A. Smith & D. Gruenewald (Eds.). Place Based Education in the Global Age. Earlbaum. the teaching artist
Many K-12 art teachers have rich artistic backgrounds and continue to be active as artists in spite of the challenges of time, energy, and stereotypes
Graham, M. A.& Zwirn, S. G. (2010). How Being a Teaching Artist can Influence K-12 Art Education. Studies in Art Education. Graham, M. A. (2009). How the Artist-Teacher Changes the Dynamics of Teaching and Learning. Teaching Artist Journal, 7(2). |
ObjectThe intersection of place-based pedagogies and material culture studies within the medium of collections can create rich contexts for learning, research, and art making that focuses on the places we inhabit.
Graham, M.A. (2014). The Meditation Collection Space. Visual Arts Research 40(1). Graham, M. A. (2011). The Art of Collecting, Material Culture, and Place-based Education. In P. Bolin & D. Blandy (Eds.). Matter matters. Resont, VA: National Art Education Association. Cultureissues of diversity and social justice are rarely an integral part of the school curriculum that tends to isolate students from community life. Graham, M.A. (2009). One Port Many Faces: Using Photography to Develop Intercultural Competence. Multicultural Perspectives, 11(3). |