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This study is intended as a catalyst to inspire new ways of thinking by educators, school administrators, and museum educators. It is a study of six K-12 art teachers who have both the technology and the opportunity at their school campuses to use collaborative videoconferencing as part of their instruction in multicultural art, linking their students to the resources of the Smithsonian Institute in Washington D.C. The art unit used for the purpose of this study was Latina/o art. Findings show the Smithsonian American Art Museum program to be of high quality and useful i students see the connection between identity of self and multicultural art.
ContributorsFosnight, Estelle (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsDe Armas, Frederick A., 1945- (Contributor) / Worden, Bill (Professor) (Contributor) / Marek, Margaret (Contributor) / Prendergast, Ryan (Contributor) / Gasior, Bonnie L., 1971- (Contributor) / Granja Ibarreche, Xabier (Contributor) / Gil-Osle, Juan Pablo (Contributor) / ACMRS Press (Creator) / Arizona State University (Contributor) / Arizona Center for Medieval and Renaissance Studies (Contributor)
Created2019
Description
This book review considers three books on Conceptual Art that appeared in this year, by Anne Rorimer, Michael Newman and Jon Bird, and Rosalind Krauss. In 2011 this review was distinguished as one of the most consulted in the history of caa.reviews; see Patricia Kelly, “2002,” at: http://www.caareviews.org/centennial/2002
ContributorsMesch, Claudia (Author)
Created2002