Visual Culture in Art Education

Questions and experiences regarding the Ethics of representing "others", especially women's and moderate's voices in art and film, from the perspective and professional life of a feminist artivist mamactivist.

I explore three major examples :
A group exhibition of women artists, in which the places of honor and prestige were given to... men.
A solo photography exhibition project on motherhood in which I purposely and intentionally use my subjective voice as a conscious act of rebellion. Because a woman who shows and tells the truth about her subjective experience of mothering was (and still is) quite revolutionary.
The money and media power manipulations going on behind the scenes of an award winning documentary film about women's voices in areas of conflict. Specifically Women's voices regarding the Israeli Palestinian conflict.

Renewed and updated by Author -2016.
Originally Commissioned and Published in 2009 by Maarav (Ambush), one of Israels' leading art and culture online magazines, under the double title "Whose voice is it anyway?" and "Any Woman in the Director's chair?"
(link) http://www.maarav.org.il/english/2009/07/any-woman-in-the-directors-room/

Internet memes have been studied as digital artifacts in pop polyvocality (Milner, 2013b; Yoon, 2016), and for vernacular creativity (Burgess, 2007; Milner, 2013a; Tannen, 2007). Educators’ engagement with memes is crucial to aid young students’ critical readings of them (Knobel & Lankshear, 2007). In late-authoritarian Singapore, memes have been studied for their popularity and as outlets for expression (Sreekumar & Vadrevu, 2013; Liew, 2015). In this study, I examined memes related to education using theories and methods of social semiotics (Kress, 2010; Kress & van Leeuwen, 1996), and Machin and Mayr’s (2012) Multimodal Critical Discourse Analysis to understand discursive and social practices surrounding Internet memes, and education, a perennial issue for Singapore. The analysis suggests Singaporean memes exhibit dense networks of intersemiotic meaning, sharing features of comic and sequential art in portraying local educational issues related to public pedagogy and hegemonic discourses. Intertextuality and humor featured in cultural representations, with global memetic vernacular and local languages. In the context of art education, meme literacy may help teachers equip students with skills to respond knowledgably to online visual culture.

This book review examines Ed Piskor's Hip Hop Family Tree as compiled and packaged by Fantagraphics into two gift box sets featuring a total of four treasury editions of collected works. The basic premise of Hip Hop Family Tree focuses on a loose narrative detailing the historical development of hip-hop culture as depicted in a comic book format. The review begins with a brief summary of each treasury edition with a specific focus on selected vignettes detailing the role that visual art has played in hip-hop culture. The review closes with a discussion of the overall relevance of Piskor's work to those working in art and visual culture education.

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training ...

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training ...

The role of religion and religious beliefs in the lives of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQ2) people is profound, whether individuals connect with a particular spiritual tradition or not. Though there are many inclusive religious traditions, the lives of queer people are impacted by the religious right in ways disproportionate to the numbers of queer believers who live in places near and far, from Wisconsin to Uganda. Surprisingly, there has been little scholarship connected to this phenomenon; however, a recent volume of the Journal of LGBT Youth (2012), 9(3) addressed many of these issues. That volume, however, still left many openings unattended when it came to matters of religion and religiosity. Toward a fuller discussion of the role of religion in art, education, and society at large, the co-authors of this essay re-examine a half decade of presentations they have made as a troupe of performing artist-activist-educators at the annual conferenc...

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training ...

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the “holistic multi-stage” sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBİTAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; “Learning Experiences”, “Inquiries”, “Concerns”, “Needs” and “New Ideas for Learning and Teaching”. Suggestions were presented on extending pre-service and in-service training ...

Five academics explore their performed occupations of the National Art Education
Association Annual Meetings. They have annually mounted Big Gay Church (BGC)
services that deconstruct and question the ways visual culture, media
representations, scriptural interpretations, and religious teaching have
constructed (at times harmful) depictions of lesbian, gay, bisexual, transgender,
queer and questioning (LGBTQ2) subjects. This essay recounts how co-authors
have drawn on their multiple experiences with/in churches to play with religious
rituals and narratives in ways that queerly comment on the damage or support
organized religions offer LGBTQ2 students and educators.