Annual Art Education Fall Conference

Graphic "We are Makers of...Art, Curriculum, Change!"
We are Makers of… Art, Curriculum, Change!

Friday, Nov. 22, 2019  |  MSU Multipurpose Room
The 81st Annual Kutztown University Art Education Conference

Please join us for the 81st Annual Kutztown University Art Education Conference: We are Makers of… Art, Curriculum, Change! where surprising connections will be drawn between the making of art and the making of curriculum.

Relevant art instruction continues to be shaped by new art forms developed by artists, while artists continue to be shaped by experimentation. This relationship is heightened as teachers dedicate themselves to the creation of new knowledge (research) in their studio and classroom practices. This continual back and forth “conversation” between art-making, curriculum development, and instructional practices renders art education a unique site for teaching and learning. Through play, creative approaches to both making and curriculum emerge. Possibility for change heightens as we consider the impact of studio activities in concert with pedagogical approaches building meaningful experiences for all learners. These emergent forms hold forth the potential to influence ourselves, our students, and our society. How do we continue to “envision, express, observe, reflect, engage and persist and better understand art worlds (Hetland, et. al., 2007; 2013)?”

Please come and contribute to this day devoted to MAKING-as-practice and MAKING-as-opportunity for change!

Lois Hetland
Keynote Speaker: Dr. Lois Hetland

lhetland@massart.edu / (617) 879-7528 (w)

Teaching from the Contemporary with Studio Thinking

In this keynote address, Lois Hetland invites exploration into teaching Contemporary Visual Art, supported by using the Studio Thinking framework. When art teaching turns attention to helping students understand their art-making, viewing, and thinking as part of the discourse of contemporary art, it has implications for teacher planning, how we spend time in class, and assessment. The session addresses the questions: How can contemporary art practices make our classrooms more authentic? How can the Studio Habits and Structures help that? And can assessment help us teach students to think and act in ways that contemporary artists do? Together, we will watch segments of artists featured on Art21, analyze the videos using the Studio Thinking framework, and brainstorm and share ideas for curriculum on topics related to these artists and videos, as Professor Hetland infuses suggestions and models for ways that Studio Thinking might support this process. 

  • Dr. Lois Hetland, Ed.D Bio

    is Professor and Graduate Coordinator in the Art Education Department at the Massachusetts College of Art and Design. Trained in music and visual arts, she taught elementary and middle school students for 17 years. She is co-author of Studio Thinking from the Start: The K-8 Art Educator’s Handbook (2018), and Studio Thinking2: The Real Benefits of Visual Arts Education (2013, 2nd Edition). Previously she was the arts researcher on an evaluation study through ABT with the Margaret A. Cargill Foundation (2016-17); served as evaluator of the Art21 Educators’ program (2010-2012) published in Rajan & O’Neal (2017) on Art21’s participatory evaluation; led an assessment initiative at MassArt that resulted in the first set of college-wide graduation goals (2009-2013); served as Co-Principal Investigator on a National Science Foundation quasi-experimental study of potential transfer from visual arts learning to geometric spatial reasoning (2008-2013); and co-led the Studio Thinking Network, a monthly online conversation among US and international educators who use the Studio Thinking Framework (2012-2014). From 1992 – 2018, she conducted research (1992-2000), was Founding Director of The Project Zero Classroom Summer Institute (1996-2005), and was a Principal Investigator (2001-2011) at Project Zero, Harvard Graduate School of Education. In addition to the Studio Thinking research (2001 – 2003), funded by the JP Getty Trust, she led research as a PZ-PI on a research and professional development project in Alameda County, CA, funded by successive US Department of Education grants (2003-2011); collaboratively conducted ten meta-analytic reviews with Dr. Ellen Winner analyzing the effects of arts learning on academic outcomes, funded by the Bryant Family Foundation (1997-2000); and served as Co-Principal Investigator on Qualities of Quality: Understanding Excellence in Arts Education (2005-2008), funded by the Wallace Foundation. Currently, she is a co-PI on a 4-year NSF funded project integrating art with the science of extreme weather: Cool Science: Art as a Vehicle for Intergenerational Learning.

  • Studio Thinking in Practice Workshop

    In this session, participants work through a model session of drawing instruction that is tied to contemporary art. The session models all four Studio Structures (Demonstration-Lecture/Teacher Presents; Students-at-Work, Critique/Talk about Art; and Exhibition/Sharing Art). It also focuses on a small set of Studio Habits of Mind while illustrating how all the habits “come along,” even when teachers focus on only a few. Professor Hetland will respond to questions that arise throughout the session.

John White
Keynote Speaker:  Dr. John White

white@kutztown.edu 

  • Dr. John H. White Bio

    John Howell White is Professor of Art Education in the Department of Art Education at Kutztown University. He earned his M.F.A. from Pratt Institute and his Ph.D. from The Pennsylvania State University. He is the author of Experience Painting, a Davis textbook for secondary art students. In 2012 he was named the National Higher Education Art Educator of the Year and in 2009 the Pennsylvania Higher Education Art Educator of the Year. He has conducted research and published extensively about the history and philosophy of art education. He has served as Director of the Higher Education Division of the National Art Education Association and Chair of the National Art Education Association’s Research Commission, the Department of Art Education, Kutztown University, and the Council for Policy Studies in Art Education. Dr. White taught secondary level for 13 years in Pittsburgh, PA and Los Angeles, CA.

    He has recently shown at: The Works Gallery (2019), NYC; Archer Law Gallery 35 (2019), Philadelphia, PA;  Provincetown Art Association and Museum (2018), Provincetown, MA;  In-Liquid (2017), Philadelphia, PA;  Jefferson Hospital (2017), Philadelphia, PA; , The Cotuit Center for the Arts (2016), Cotuit, MA;  and Maryland Hall (2014), Annapolis, MD. His studio is currently based in Philadelphia.

    White writes this about his most recent show Ghost Stories: Paintings inhabit the world in ways, through time, reference, and ambiance, that are distinct from the workings of film and photography. Even realistic paintings hover about unattached to their referents. Paintings then, like ghosts, confront viewers through their impact and haunt them through excluded information, they conjure an absence, which ferments attachments and invites future visitations. This group of oils, acrylics, egg temperas, and watercolors, are the result of this affective quality of paintings. 

Tentative Conference Schedule

7:30-8:00 Registration in the Student MSU 218 

8:00-8:30 Introductions 

8:30-10:00 Keynote: Dr. Lois Hetland and Studio Thinking in Practice Workshop 

10:00-10:45 Break for purchasing books and book signing 

10:45-11:30 Keynote: Dr. John White 

11:30-12:00 Questions for Keynotes-Dismiss for Lunch 

12:00-1:15 Lunch & Award 

12:45-1:15  Student Roundtables 

1:30-3:30 Breakout Hands on Workshops 

Break as Needed-Coffee & Tea in the Lobby 

3:30 Conclusion of the Conference

Registraton