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National Art Education Association
Errata: City Museums &Park MuseumsSource: Art Education, Vol. 56, No. 3 (May, 2003), p. 4Published by: National Art Education AssociationStable URL: http://www.jstor.org/stable/3194046 .
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Pushing the Envelope Pushing the Envelope I am rewriting this editorial in February, in the aftermath of the Columbia
tragedy. In the blur of the past few days, I have watched the shuttle's last moments on video, listened to the devastated NASA engineers, and seen memorials throughout the world. I have heard political and religious
leaders try to bring comfort, and I have thought of the loved ones left behind- and those charged with the grim tasks of recovery. Yet, in the midst of the grief, I have also heard unwavering commitment to the space program from the astronauts' families, the president, and the U.S. populace. It seems people recognize the value of science and realize that perhaps the greatest gains come with the greatest risks.
Unfortunately, people in the United States do not have the same regard for art and art education. In many parts, what we do is not considered essential, and there is little support for artists who experiment with new ideas and materials or for art educators who embrace difficult content in their curricula. What people fail to recognize is that in art, just as in space or science, we cannot progress without pushing the envelope.
Political art, visual culture, and Postmodernism are tough topics for many art educators. In some cases, we may be unprepared to handle the material. In
others, we may be reluctant to deal with the responses it engenders.1 As we teach our students, we must also seek ways to educate the general public about art. Enhanced understanding will increase public support for what we do as we strive to prepare our students to live in a complex and rapidly changing world.
In this issue, J. Ulbricht discusses how to deal with political art in the
classroom, and Elizabeth Delacruz considers the use of Native American
imagery as sports mascots. Kevin Tavin and David Anderson teach visual culture in the elementary classroom, using Disney as an example, and Edward Stewart uses the movie The Matrix to introduce secondary students to Post- modernism. Doug Blandy and Kristin Congdon also take on Postmodernism, this time using zines, do-it-yourself magazines.
New knowledge, the future itself, exists at the boundaries and beyond. We must constantly move forward. We, too, must push the envelope if art education and our students are to soar in the 21st century.
Ad Astra PerAspera. To the stars through difficulty.
Pat Villeneuve Editor
I am rewriting this editorial in February, in the aftermath of the Columbia
tragedy. In the blur of the past few days, I have watched the shuttle's last moments on video, listened to the devastated NASA engineers, and seen memorials throughout the world. I have heard political and religious
leaders try to bring comfort, and I have thought of the loved ones left behind- and those charged with the grim tasks of recovery. Yet, in the midst of the grief, I have also heard unwavering commitment to the space program from the astronauts' families, the president, and the U.S. populace. It seems people recognize the value of science and realize that perhaps the greatest gains come with the greatest risks.
Unfortunately, people in the United States do not have the same regard for art and art education. In many parts, what we do is not considered essential, and there is little support for artists who experiment with new ideas and materials or for art educators who embrace difficult content in their curricula. What people fail to recognize is that in art, just as in space or science, we cannot progress without pushing the envelope.
Political art, visual culture, and Postmodernism are tough topics for many art educators. In some cases, we may be unprepared to handle the material. In
others, we may be reluctant to deal with the responses it engenders.1 As we teach our students, we must also seek ways to educate the general public about art. Enhanced understanding will increase public support for what we do as we strive to prepare our students to live in a complex and rapidly changing world.
In this issue, J. Ulbricht discusses how to deal with political art in the
classroom, and Elizabeth Delacruz considers the use of Native American
imagery as sports mascots. Kevin Tavin and David Anderson teach visual culture in the elementary classroom, using Disney as an example, and Edward Stewart uses the movie The Matrix to introduce secondary students to Post- modernism. Doug Blandy and Kristin Congdon also take on Postmodernism, this time using zines, do-it-yourself magazines.
New knowledge, the future itself, exists at the boundaries and beyond. We must constantly move forward. We, too, must push the envelope if art education and our students are to soar in the 21st century.
Ad Astra PerAspera. To the stars through difficulty.
Pat Villeneuve Editor
Pat Villeneuve is curator of education at the Spencer Museum ofArt and associate professor of visual arts education and art museum education at the University of Kansas. Send questions and comments about the journal to [email protected].
1See Erickson, M. (2002). A developmental dilemma: Education stakeholders' commit- ment to art learning, Art Education, 55(1), 11-16 for insight on people's responses to art and art education.
ERRATA The photograph on page 51 of the January 2003 Art Education featuring students looking at artworks in the Art Gallery of NSW includes works in copyright. The photograph was inadvertently reproduced without clearing copyright permission with the artists. Art Education apologizes for this error.
Pat Villeneuve is curator of education at the Spencer Museum ofArt and associate professor of visual arts education and art museum education at the University of Kansas. Send questions and comments about the journal to [email protected].
1See Erickson, M. (2002). A developmental dilemma: Education stakeholders' commit- ment to art learning, Art Education, 55(1), 11-16 for insight on people's responses to art and art education.
ERRATA The photograph on page 51 of the January 2003 Art Education featuring students looking at artworks in the Art Gallery of NSW includes works in copyright. The photograph was inadvertently reproduced without clearing copyright permission with the artists. Art Education apologizes for this error.
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