SOURCE LOG Madeline Denton YES SOURCES 1 COMMUNITY

SOURCE LOG Madeline Denton

YES SOURCES

1 COMMUNITY AND ART: CREATIVE EDUCATION FOSTERING RESILIENCE THROUGH ART HYUNGSOOK KIM • The author, Hyungsook Kimof the source, “Community and Art: creative education fostering resilience through art” is a professor at the College of Fine Arts Seoul National University in Seoul, South Korea. She has been published in many other scholarly journals on the topics of art, education, and culture. This article can be found in the Asia Pacific Education Review, which is a credible academic journal. Kim’s writing is definitely the most credible because of her education, the journal’s reputation, and the use of strong research. “Community and Art” is an organized source with good supporting details. Although the study is a bit bias- due to the fact that Kim is an arts educator trying to promote the arts- she tries to stay as objective as possible through solid research. I plan to keep this source in my final paper because of its positive research with solid evidence. It brings new information to my topic, which is important to strengthen my argument and to avoid stereotypical evidence.

2 CREATIVITY IS NOT ENOUGH BY THEODORE LEVITT • The final source, “Creativity is Not Enough by Theodore Levitt is found in the Harvard Business review. It was the only counter-argumentative source that seemed somewhat credible. Levitt was a professor at Harvard Business School and worked as an editor for the Harvard Business review. He is a credible person to be submitting information on business as a topic, although not for art and creativity. His research brings up the negative aspects to creativity in the workplace, which is his opinion. Although Levitt’s views should be taken into account, there are far more reasons why creativity benefits society in contrasts to how it doesn’t in a business setting. I am planning to keep this source because it gives a good perspective on an opposing point of view. The article does not bring up art education at all, but it does provide a stance on creativity. It may be as stretch, but I am hoping to connect the two topics through my final writing piece. I am hoping to find more credible sources that include a counterargument for my research question.

3 ART, CREATIVITY, AND THE QUALITY OF EDUCATION BY JON MURRAY • The next source is “Art, Creativity, and the Quality of Education” by Jon Murray was published in Daedalus, which is a Journal of the American Academy of Arts and Sciences. The source claims to bring in “the nation’s most prominent thinkers” which authoritative essays. Although this source is peer reviewed, it does not strike me to be as credible as it could be. Jon Murray is a high school art teacher, and his information does not show up in a Google search. The article was written in the 1980’s, so although the information is a true account, it may be outdated in this day and time. Murray’s education is not made clear; the only piece of credibility is that he has worked as a high school art teacher and has been published by a known journal. He is biased because of his personal experiences- an art teacher who advocates for creativity. Although, his experiences make his information a primary source- based on his own observations through his career. I am planning to keep this source because of its fundamental reasons towards the benefits of art education, although it does not bring up especially complex research for the topic.

4 1. A JOURNEY FROM STEM TO STEAM: A MIDDLE SCHOOL CASE STUDY BY TRACEY HUNTERDONIGER AND LINDSEY SYDOW HUNTER-DONIGER: DEPARTMENT OF TEACHER EDUCATION, COLLEGE OF CHARLESTON, SOUTH CAROLINA, USA SYDOW: SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE, COLLEGE OF CHARLESTON, SOUTH CAROLINA, USA 2. T H I S T E X T I S F A I R L Y U N B I A S E D. T H E A U T H O R S A R E E D U C A T O R S , S O THEY ARE SEARCHING TO FIND THE MOST EFFECTIVE WAY TO TEACH STUDENTS. THE WRITING IS BASED OFF OF A STUDY COMPARED STEM AND STEAM EDUCATION, SO IT HAS DATA RESULTS THAT ARE UNBIASED. • CONTENT: • -This article says yes, the arts incorporated in schools is beneficial to learning. • -The study shows effectiveness of STEAM- an 8% improvement of test scores over one year. • -Teachers who once did not support STEAM changed to like the idea after the study. with faculty. • -Increased faculty satisfaction- 93% agreed with STEAM. • -There are obstacles to including arts- lack of time mainly, lack of funding, less research, informal standards and objectives. • THIS SOURCE WILL ALLOW ME TO ARGUE: that incorporating the arts in school is beneficial because it teaches the students new skills increases test scores and faculty satisfaction. • -“Encourages students to learn from experiences, make mistakes, explore multiple iterations of a problem, and realize the practical rationale behind the process. “… same

5 THE BENEFITS OF ART EDUCATION BY CATHERINE GRYTTING 1. G R Y T T I N G I S A N A R T S E D U C A T O R , A N D H A S A P H D I N E D U C A T I O N A L LEADERSHIP AND A MASTER OF ARTS DEGREE. 2. B I A S E D B E C A U S E T H E A U T H O R I S A N A R T S A D V O C A T E , A N D S H A R E S ONLY THE BENEFITS OF AN ARTS EDUCATION. YET, IT IS HER PERSONAL EXPERIENCES AND OBSERVATIONS AND SHE IS AN EDUCATED PERSON. • CONTENT: • -Fostering a joy of learning- flow loss of sense of time while being creative. • -Art classes support the development of special, kinesthetic, interpersonal and intrapersonal intelligences. • -Shares a study where academic performance improved with visual arts. • -Emotional growth, social growth. • Creativity helps people become leaders and to identify problems and create new ideas. • -Art is inspiring, • THIS SOURCE WILL ALLOW ME TO ARGUE: the many different ways art benefits students. Listing off different benefits.

6 STRONG ARTS, STRONG SCHOOLS BY CHARLES FOWLER 1. C H A R L E S F O W L E R H A S A D O C T O R O F M U S I C A L A R T S , B U T A N A R T I C L E A B O U T H I M STATES, “AS A PRACTITIONER OF SEVERAL ARTS WITH A BACKGROUND OF TEACHING ON EVERY LEVEL, DR. FOWLER, WHO IS NOW DECEASED, WAS AN ELOQUENT SPOKESMAN ON BEHALF OF THE ARTS IN EDUCATION. ” 2. T H I S S O U R C E I S M E A N T T O B E I N F O R M A T I V E , B U T I T D O E S I N C L U D E A S L I G H T BIAS BECAUSE THE AUTHOR IS AN ARTS ADVOCATE. THERE ARE NO NEGATIVE ASPECTS TO ART EDUCATION SHARED. • -”The Grand Canyon is over a mile deep, 4 -18 miles wide, more than 200 miles long”. Each of these symbolic systems- words and numbers- permits us to reveal important aspects, but a picture or painting can be equally telling. ” (Page 5) • -”The arts teach divergent rather than convergent thinking” • Arts promote cultural understanding. • Explore emotions • Not just for the gifted and talented, but like math and science they can benefit all. • THIS SOURCE ALLOWS ME TO ARGUE: The benefits of art education in a cultural context. Also specific examples of how art benefits the individual. Fowler, C. (1994). Strong arts, strong schools. Educational Leadership, 52(3), 4.

7 ART EDUCATION FOR A CHANGE: CONTEMPORARY ISSUES AND THE VISUAL ARTS BY: DAVID DARTS 1. D A V I D D A R T S I S D I R E C T O R O F G L O B A L S T U D I E S A N D C H A I R E M E R I T U S O F S T E I N H A R D T ' S ART DEPARTMENT. HIS RESEARCH FOCUSES ON THE CONVERGENCES BETWEEN CONTEMPORARY ART AND MEDIA, TECHNOLOGY, EDUCATION, AND DEMOCRACY. DARTS' RESEARCH AND WRITINGS ABOUT CONTEMPORARY ART, EDUCATION, EMERGING TECHNOLOGIES AND CREATIVE CITIZENSHIP HAVE BEEN PUBLISHED IN A NUMBER OF TOP SCHOLARLY JOURNALS AND BOOKS. (ACCORDING TO NYU) HE IS A PROFESSOR AT NYU IN ART EDUCATION. 2. T H I S A R T I C L E D O E S N O T H A V E A O B V I O U S B I A S L I K E M Y O T H E R S O U R C E S. • -Socially engaged art education : “Curriculum developed around the belief that the arts can facilitate the development of an ethic of care, thereby enabling participants to positively transform themselves, their communities, and the world in which they live. • -Sense of unity between students. • -Assessment is a collaborative thing between teachers and students- unique to art. • THIS WILL ALOW ME TO ARGUE: That art education in schools benefit the school environment by increasing collaboration and promoting healthy social interaction. David Darts (2006) Art Education for a Change: Contemporary Issues and the Visual Arts, Art Education, 59: 5, 6 -12

8 SHOULD WE CREATE NEW AIMS FOR ART EDUCATION? ELLIOT W. EISNER 1. P R O F E S S O R O F A R T A N D E D U C A T I O N A T T H E S T A N F O R D G R A D U A T E S C H O O L OF EDUCATION. HE IS A CREDIBLE SOURCE BECAUSE HE IS AN EDUCATOR WHO PRODUCES RESEARCH. 2. THIS ARTICLE IS SOMEWHAT BIASED BECAUSE IT JUMPS TO CONCLUSIONS ABOUT THE ART EDUCATION CURRICULUM. YET IT ALSO SHOWS THE BENEFITS AND NEGATIVE ASPECTS TO ART EDUCATION, WHICH IS HELPFUL. • -Arts advocates need to stop arguing that the arts help to increase SAT scores, because other subjects help more. Instead, they need to argue that being creative and investing in the arts are socially relevant. • -Discipline based art education emphasizes cultural and historical art. • “Art teachers should address politics” • -Art engages students and takes them out of the routine of school work. • THIS ARTICLE WILL HELP ME PROVE: The obstacles to advocating for art education.

9 ART CRITICISM IN DISCIPLINE-BASED ART EDUCATION AUTHOR(S): HOWARD RISATTI 1. T H E A U T H O R I S A N A R T H I S T O R Y P R O F E S S O R A T V C U ! ! ! ( S O O F COURSE THEY ARE CREDIBLE) BUT REALLY, HE HAS A DOCTORATE DEGREE IN THE PHILOSOPHY OF ART EDUCATION AND WORKS AS AN ART HISTORY PROFESSOR, MAKING HIM A RELIABLE SOURCE. 2. • To be continued

NO SOURCES

• Ott, R. (1980). Museums and Schools as Universal Partners in Art Education, 33(1), 7 -9. Retrieved March 10, 2017 doi: 10. 2307/3192390 • This is not going to work because it is more focused on the ways museums increase art education, which is a different community than K -12 schools. • Adejumo, C. O. (2002). Five Ways to Improve the Teaching and Understanding of Art in the Schools. Art Education, 55(5), 6 -11. Retrieved March 10, 2017 • This article was very informative and interesting to me personally, but it was more geared towards teachers as an audience. It teaches art teachers how to conduct a classroom. I thought it would be in more general terms. • Smith, N. (1980). Development and Creativity in American Art Education: A Critique. The High School Journal, 63(8), 348352. Retrieved on March 10, 2017 from http: //www. jstor. org/stable/40365009 • This writing piece ended up not being what I expected. It was a critique of another article; therefore it was refuting information and needed to be read with an outside knowledge. Because of the format and the age of this text, it is not a source that I will include. • Craft, A. (2003). The Limits To Creativity In Education: Dilemmas For The Educator. British Journal of Educational Studies, 51(2), 113 -127. Retrieved on March 12, 2017 doi: 10. 1111/j. 1467 -8527. 2003. 00229. x • This source is credible, although it speaks more to creativity in education, rather than art education in particular. Although the topics are related, I am aiming to make my research more specific. • FREEDMAN, K. (2011). Leadership in Art Education: Taking Action in Schools and Communities. Art Education, 64(2), 4045. Retrieved on March 10, 2017 from http: //www. jstor. org/stable/23034007 • This article was simple and well organized, although it was more geared towards art teachers developing techniques in the classroom, rather than arts advocating. • The Arts in schools. (1990). RSA Journal, 138(5403), 217 -217. Retrieved on March 12, 2017 from http: //www. jstor. org/stable/41378047 • This article was very short and not the type of information I am hoping to find. It is about photography in Europe- which is different than art in schools in America. Therefore, the article is not worth the time to look more into the credibility and information. • Bradshaw, R. D. (n. d. ). Journal of Social Theory in Art Education. Retrieved March 12, 2017, from http: //scholarscompass. vcu. edu/jstae/vol 36/iss 1/2/