Review: Institutional Time: A Critique of Studio Art Education by Judy Chicago

Christopher Kennedy

Abstract


The following is a book review of Institutional Time: A Critique of Studio Art Education by Judy Chicago.

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References


Bishop, C. (2012). Artificial hells: Participatory art and the politics of spectatorship. London, U.K.: Verso.

Hamblen, K. A. (1987). An examination of discipline-based art education issues. Studies in Art Education, 28(2), 68-78.

Eisner, E. (1990). Discipline-based art education: Conceptions and misconceptions. Educational Theory, 40(4), 423–430.

Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. New York, NY: Routledge.

Greene, M. (2000). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.

Kincheloe, J. & Steinberg, S. (1993). A tentative description of post-formal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63(3), 296-321.

Springgay, S. (2008). Body knowledge and curriculum: Pedagogies of touch in youth and visual culture. New York, NY: Peter Lang.




DOI: https://doi.org/10.5195/rt.2016.262

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Copyright (c) 2016 Christopher Kennedy

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