An exploration of media violence in a junior-high school art classroom
Abstract:This article reports a classroom investigation into how a group of American junior high-school students understand, interpret and act upon a social issues-based art curriculum designed to explore issues of media violence. Using critical pedagogy, the research goals were to establish students' attitudes, values, creative skills, learned concepts, and/or opinions on media violence; and to illuminate and evaluate the issues-based curriculum approach. The study took place in the art workshop of a Saturday Art School programme at a midwestern university in the United States. A finding was that the young participants' attitudes towards media violence coincided with some of the views of postmodern educators concerning protectionist approaches to media education. Some challenges for implementing a social issues-based curriculum orientation were identified, for example the complexity involved in examining a given social issue.
Document Type: Research Article
Affiliations: University of Houston, USA.
Publication date: March 7, 2007
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- The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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