Global Consciousness through the Arts: A Passport for Students and Teachers
Edition: 3
Copyright: 2023
Pages: 224
Edition: 3
Copyright: 2023
Pages: 224
Edition: 3
Copyright: 2023
Pages: 224
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Conceived from the current political, social, economic, spiritual, and environmental issues of our times, Global Consciousness through the Arts: A Passport for Students and Teachers provides the tools for teachers and students to succeed in the 21st Century.
It raises the consciousness of students and teachers to the critical challenges that confront us in the new human world and provide them a starting point from which they can be engaged in shaping their own destiny through the re-creation of the international community culture.
Re-creating the international community will require not only consciousness in the issues and challenges, but also the passion that is associated with the innate human creativity through educating the whole person cognitively, aesthetically, physically, and spiritually for growth and achievement through the arts.
Global Consciousness through the Arts: A Passport for Students and Teachers:
- Inspires deeper exploration of the issues by students and teachers and that this exploration brings excitement and enrichment to the education process.
- Is organized around four basic principles: identifying the challenges we face, familiarizing ourselves with them, garnering the knowledge and skills necessary to resolve them, and providing suggestions and resources to guide us in our exploration.
- Integrates lesson plans, practice, and observations from international and national (USA) authors on how the information can be used to provide students and faculty the direction and guidance to develop deeper thought and personal empowerment.
- There is a 302-page-online Ancillary that has 54 contributors representing 18 countries in Elementary, Secondary and Higher Education from urban, suburban, and rural locations. This ancillary is a critical component of the book for contemporary art education.
PART I: GLOBAL CONSCIOUSNESS
Chapter 1: Art and Culture
Chapter 2: Spirituality, Humanity, and Responsibility
Chapter 3: Finding One’s Voice
Chapter 4: Contributions
PART II: FOUNDATIONAL TOOLS
Chapter 5: The Universal Language
Chapter 6: Media and Materials and Techniques
Chapter 7: Identity
Chapter 8: Community of Intersectionality
PART III: SUCCESS IN AN INTERNATIONAL COMMUNITY
Chapter 9: Life and Career Skills
Chapter 10: Learning, Innovative Thinking, and Skills Development
Chapter 11: Information, Media, and Technology
Chapter 12: Integration, Collaboration and Connoisseurship
PART IV: ARTISTIC VOICE
Chapter 13: Traditional and Contemporary Art Practices
Chapter 14: Themes and Portfolios
Chapter 15: Environmental and Ecology Art
Chapter 16: Mindful Meditation in the Classroom
Chapter 17: Ancillary Resources
Allan Richards, a native of Jamaica, completed post graduate degrees in Mexico and the United States. He taught K-12, undergraduate and graduate students in art, mathematics, biology, and agricultural science before joining the faculty at the University of Kentucky in Lexington. Richards has lived, worked, studied, completed research, taught, and visited 22 countries which continues to influence his research and teaching in Art Education. Funded by a grant from the Alzheimer’s Disease Center at the University of Kentucky, Richards and his colleague’s research focused on improving the quality of life for persons with dementia and their caregivers through learning in the visual arts. His research also focused on addressing issues of individuals who are deprived of social, political, and economic equality and justice. To build global consciousness and engender a more sustainable international community of fairness, justice, and peace, Allan Richards believes art education is fundamental and a powerful vehicle that engages students to foster and sustain human rights. Dr. Richards served as Assistant Dean of the College of Fine Arts at Illinois State University, Associate Dean of the Graduate School and Chair of the President’s Commission on Diversity both at the University of Kentucky. He is a member of the National Advisory Committee for Praxis II Art Education, Past President and currently Vice President of the United States Society for Education through Art (USSEA), a member of the International Society for Education through Art (InSEA), and Program Chair and Graduate Advisor for Art Education at the University of Kentucky.
Steve Willis taught art in public schools for 23 years prior to joining the faculty at Missouri State University in Springfield, where he is Professor and Coordinator of undergraduate and graduate Art Education. His research interests are in indigenous knowledge, issues of equity, Native American practices, tribal cultural construction, issues of arts assessment, service learning, community engagement, and spirituality in art. As an International Baccalaureate (IB) examiner, he has traveled nationally to conduct Visual Arts examinations and has evaluated IB Extended Essays from Europe, Africa, the Middle East, Asia, and the Americas. He is a member of the National Advisory Committee for the Praxis II Art Education Examination; has served as a consultant for various schools, school districts, and community arts organizations; has presented at national and international conferences; and has published in national and international journals and has served on the editorial boards. Steve is active in both the International Society for Education through Art (InSEA) as a Vice-President (2017–2019) and the United States Society for Education through Art (USSEA) as a National Consultant. He served as USSEA President (2013–2015). Steve graduated, with his PhD, from Florida State University. As a contemporary artist, he creates images concerning spirituality (www.stevewillis.org).
This timely book presents the future of art education in a society where people with diverse backgrounds coexist. The central question lies in what the role of art is for the age of immigration that lives in a digital native generation. By answering such question through a map of related concepts, the book will guide art educators towards improving the minds of students from a local and international standpoint.
Dr. Sunah Kim (South Korea)
Department chair of Applied Art Education | Hanyang University
“This book is a necessary addition to the libraries of all educators who wish to raise their students’ global consciousness and have access to many excellent resources to guide them.”
Dr. Enid Zimmerman (USA)
“Its strength is in the deep understanding of what art education is and in what it should be in the modern and complex world we live in.”
Susan M. Coles (UK)
“This timely book presents the future of art education in a society where people with diverse backgrounds coexist.”
Dr. Sunah Kim (South Korea)
This publication has been awarded endorsed status by the World Council of the International Society of Education through Art as being outstanding quality.
Conceived from the current political, social, economic, spiritual, and environmental issues of our times, Global Consciousness through the Arts: A Passport for Students and Teachers provides the tools for teachers and students to succeed in the 21st Century.
It raises the consciousness of students and teachers to the critical challenges that confront us in the new human world and provide them a starting point from which they can be engaged in shaping their own destiny through the re-creation of the international community culture.
Re-creating the international community will require not only consciousness in the issues and challenges, but also the passion that is associated with the innate human creativity through educating the whole person cognitively, aesthetically, physically, and spiritually for growth and achievement through the arts.
Global Consciousness through the Arts: A Passport for Students and Teachers:
- Inspires deeper exploration of the issues by students and teachers and that this exploration brings excitement and enrichment to the education process.
- Is organized around four basic principles: identifying the challenges we face, familiarizing ourselves with them, garnering the knowledge and skills necessary to resolve them, and providing suggestions and resources to guide us in our exploration.
- Integrates lesson plans, practice, and observations from international and national (USA) authors on how the information can be used to provide students and faculty the direction and guidance to develop deeper thought and personal empowerment.
- There is a 302-page-online Ancillary that has 54 contributors representing 18 countries in Elementary, Secondary and Higher Education from urban, suburban, and rural locations. This ancillary is a critical component of the book for contemporary art education.
PART I: GLOBAL CONSCIOUSNESS
Chapter 1: Art and Culture
Chapter 2: Spirituality, Humanity, and Responsibility
Chapter 3: Finding One’s Voice
Chapter 4: Contributions
PART II: FOUNDATIONAL TOOLS
Chapter 5: The Universal Language
Chapter 6: Media and Materials and Techniques
Chapter 7: Identity
Chapter 8: Community of Intersectionality
PART III: SUCCESS IN AN INTERNATIONAL COMMUNITY
Chapter 9: Life and Career Skills
Chapter 10: Learning, Innovative Thinking, and Skills Development
Chapter 11: Information, Media, and Technology
Chapter 12: Integration, Collaboration and Connoisseurship
PART IV: ARTISTIC VOICE
Chapter 13: Traditional and Contemporary Art Practices
Chapter 14: Themes and Portfolios
Chapter 15: Environmental and Ecology Art
Chapter 16: Mindful Meditation in the Classroom
Chapter 17: Ancillary Resources
Allan Richards, a native of Jamaica, completed post graduate degrees in Mexico and the United States. He taught K-12, undergraduate and graduate students in art, mathematics, biology, and agricultural science before joining the faculty at the University of Kentucky in Lexington. Richards has lived, worked, studied, completed research, taught, and visited 22 countries which continues to influence his research and teaching in Art Education. Funded by a grant from the Alzheimer’s Disease Center at the University of Kentucky, Richards and his colleague’s research focused on improving the quality of life for persons with dementia and their caregivers through learning in the visual arts. His research also focused on addressing issues of individuals who are deprived of social, political, and economic equality and justice. To build global consciousness and engender a more sustainable international community of fairness, justice, and peace, Allan Richards believes art education is fundamental and a powerful vehicle that engages students to foster and sustain human rights. Dr. Richards served as Assistant Dean of the College of Fine Arts at Illinois State University, Associate Dean of the Graduate School and Chair of the President’s Commission on Diversity both at the University of Kentucky. He is a member of the National Advisory Committee for Praxis II Art Education, Past President and currently Vice President of the United States Society for Education through Art (USSEA), a member of the International Society for Education through Art (InSEA), and Program Chair and Graduate Advisor for Art Education at the University of Kentucky.
Steve Willis taught art in public schools for 23 years prior to joining the faculty at Missouri State University in Springfield, where he is Professor and Coordinator of undergraduate and graduate Art Education. His research interests are in indigenous knowledge, issues of equity, Native American practices, tribal cultural construction, issues of arts assessment, service learning, community engagement, and spirituality in art. As an International Baccalaureate (IB) examiner, he has traveled nationally to conduct Visual Arts examinations and has evaluated IB Extended Essays from Europe, Africa, the Middle East, Asia, and the Americas. He is a member of the National Advisory Committee for the Praxis II Art Education Examination; has served as a consultant for various schools, school districts, and community arts organizations; has presented at national and international conferences; and has published in national and international journals and has served on the editorial boards. Steve is active in both the International Society for Education through Art (InSEA) as a Vice-President (2017–2019) and the United States Society for Education through Art (USSEA) as a National Consultant. He served as USSEA President (2013–2015). Steve graduated, with his PhD, from Florida State University. As a contemporary artist, he creates images concerning spirituality (www.stevewillis.org).
This timely book presents the future of art education in a society where people with diverse backgrounds coexist. The central question lies in what the role of art is for the age of immigration that lives in a digital native generation. By answering such question through a map of related concepts, the book will guide art educators towards improving the minds of students from a local and international standpoint.
Dr. Sunah Kim (South Korea)
Department chair of Applied Art Education | Hanyang University
“This book is a necessary addition to the libraries of all educators who wish to raise their students’ global consciousness and have access to many excellent resources to guide them.”
Dr. Enid Zimmerman (USA)
“Its strength is in the deep understanding of what art education is and in what it should be in the modern and complex world we live in.”
Susan M. Coles (UK)
“This timely book presents the future of art education in a society where people with diverse backgrounds coexist.”
Dr. Sunah Kim (South Korea)
This publication has been awarded endorsed status by the World Council of the International Society of Education through Art as being outstanding quality.