Read DiketAs a professor in a growing art program for undergraduates and graduates, I am fortunate to teach across art, art history, and art education. One semester I will teach undergraduate drawing and aesthetics, another session 20th century art history and art education research. another semester painting and quantitative analysis. I try to balance each studio encounter with another course that engages the mind and challenges the soul. What happens as a result is that students see the same professor in different course contexts and there can be no “hiding out” in a single area of thought. I was prepared for interdisciplinary boundary breaking and bridging by my doctoral work that explored critical theory as an approach to thinking about the contexts in which young artists in the making and educators emerge as contributors rather than actors in a play not of their own devising or exclusive of their input. In our program, other professors have similar experiences with cross-curricular teaching. As a result, we model thinking that is interdisciplinary and that clearly questions any single way of understanding the nature of the art world and how that stance can hold numerous possibilities for artistic life.
WendyColbert on 4. Should studio art professors be prepared as teachers?
Kathryn on 5. What should the role of visiting artists be?
Kathryn on 4. Should studio art professors be prepared as teachers?
OwenV. on 5. What should the role of visiting artists be?
Alexandra on 3. What types of skills are important for creating art in the 21st century?
