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Home CCSU Theses & Dissertations Multicultural art education / Karen M. Silverman

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Identifier	Thesis 1548
Author	Silverman, Karen M
Title	Multicultural art education / Karen M. Silverman
Publisher	Central Connecticut State University
Date	1999
Resource Type	Master's Thesis
Notes	Art educators today are constantly challenged to provide a meaningful art experience for their students. During their training, they are taught several different ways to approach art education. This study discusses one of those approaches; multiculturalism. In order to clearly define multicultural art education, this study explores the terms art, culture and education. The study also explores the question what is art and reviews the debate over the definitions of the terms high and low art. It investigates the way these forms of art are presented by schools and museums to the public. It explores what the culture in America consists of and the role that high and low art have in the formation of that culture. This study investigates the different types of art used by art educators today in the classroom. It explores how educators define art and the reasons why they select certain images or art objects for study. The study investigates the current multicultural curriculum methods such as discipline-based art education and evaluates these approaches while keeping in mind the genuine obstacles art teachers face every day such as space and time limitations. The results of this analysis are some basic guidelines, for new and veteran teachers alike, to use in the classroom to transform their current art programs into a more significant and enriching socially relevant art curriculum. The study evaluates several approaches to art education that support pluralism rather than formalism. The study offers some suggestions for creating a more meaningful multicultural art curriculum. The first suggestion is to examine yourself as an individual to identify any prejudices or bias you may have. The study suggests that teachers must provide a risk free environment in their classroom which invites the arts and cultures of others. He or she must also examine what type of art (high, low or both) they use in their classrooms. This study suggests the need for teachers to evaluate what, if any, multicultural elements are already in their lessons and move toward more socially relevant and meaningful activities. Even if their approach is to simply add lessons with some ethnic content, if their goal is social-cultural diversity in the curriculum. Ultimately, the paper suggests that any multicultural curriculum is a work in progress. The teachers need to constantly ask themselves what they are teaching, why they are teaching it and how they can improve what they are teaching, in order to provide a meaningful multicultural art education.
Subject	Multicultural education Multiculturalism in art Art
Department	Department of Art
Advisor	Broadus-Garcia, Cassandra
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	42454483
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