PTK Honors Project

This is a book that will be of interest to those who teach, know, care, theorise, administer, set policies and discuss the arts in education. Each chapter in this book makes various references to actual arts teaching practices. Teaching and learning examples figure prominently. Concrete teaching incidents are covered throughout the book. Various actual classroom teaching situations are given. Highlighted, at particular points, are arts teaching practices that demonstrate how the arts drive up standards in education generally and why teaching expertise in the arts can be seen as central to this. Teaching practices and theories in the arts overlap in applied ways. Current teaching and curriculum issues are debated. Teaching explanations expressing the actions, character and skills of an art, the knowledge claims, the truth relationships, ideas and conceptions in student focused contingent ways are discussed. Explored are learner-like, student-teacher dialogues, everyday shared common experiences of art, and the reverent pleasures and insights that correspondingly relate to how things are worked, felt and examined by students. Familiar, ordinary, cherished, touching, sensitive and dignified comprehensions are portrayed. In capacity strengthening ways, the book attends to the elevated, consensual, continuous, broad, united, narrow, enlarged, diverse, open, freed, lively, inventive, imaginative, deeper and richer horizons that exemplify how the arts in education, as a common good, contribute to society. This text argues persuasively why we should be teaching arts education more comprehensively in a public system of education and how we should be doing it.

A provocative, personal look at the motivations and challenges of teaching socially engaged arts, Arts for Change overturns conventional arts pedagogy with an activist's passion for creating art that matters.How can polarized groups work together to solve social and environmental problems? How can art be used to raise consciousness? Using candid examination of her own university teaching career as well as broader social and historical perspectives, Beverly Naidus answers these questions, guiding the reader through a progression of steps to help students observe the world around them and craft artistic responses to what they see. Interviews with over 30 arts education colleagues provide additional strategies for successfully engaging students in what, to them, is most meaningful.

A collection of interviews with some of the most provocative artists of the postmodern era, including Guillermo Gomez-Pena, Carrie Mae Weems, Carolee Schneemann, Andres Serrano, Karen Finley, and Kathy Acker. These sculptors, writers, filmmakers, activists, and performance artists have forged a new vision of art that is confrontational, political, and concerned with interrupting the domination of our lives by mass culture.

A liberal society seeks not to impose a single way of life, but to leave its citizens as free as possible to choose their own values and ends. It therefore must govern by principles of justice that do not presuppose any particular vision of the good life. But can any such principles be found? And if not, what are the consequences for justice as a moral and political ideal? These are the questions Michael Sandel takes up in this penetrating critique of contemporary liberalism. This new edition includes a new introduction and a new final chapter in which Professor Sandel responds to the later work of John Rawls.