Understanding Art Education through the Lens of Threshold Concepts

Matthew Ravenstahl has been a public schools art educator in America for 26 years. Matt received his Ed.D. degree from Durham University located in northeast England. He has been recognized and awarded Art Educator of the Year for the southeastern region of the United States, Art Educator of the Year for the state of Virginia and General Education Teacher of the Year for students with special needs.

Foreword

 Julie Rattray and Ray Land

Preface

List of Figures



1 Introduction

 1 Identity and Self

 2 Afffective Dimension

 3 Ethical Implications of This Book

 4 Art as Knowledge



2 State of the Art: Art Education in the Twenty-First Century

 1 Philosophical Underpinnings and Implications for Art Education

 2 Art as a Discipline and Content

 3 Visual Culture and Visual Literacy: Implications for Art Education

 4 Semiotic Theory in the Art-Learning Environment

 5 The Farce of Being Color-blind: Equity, Culturally Responsive Teaching, and the Relevance of Positionality

 6 The Issue of Student-Centered Engagement and Equity

 7 Art Education or Glorifijied Coloring



3 Threshold Concepts

 1 Threshold Crossing and Characteristics of Threshold Concepts

 2 Liminality

 3 Afffective Dimension of Liminal Space and Art as a Vehicle for Navigation

 4 The Involvement of the Afffective Dimension and Liminality in Learning Environments

 5 Transformative Theory

 6 Troublesome, Tacit, and Ontological Knowledge and the Liminal State

 7 Visual Art as Insight into the Experience of the Liminal State

 8 Boundedness and Boundary Objects

 9 Discursive Element and Visual Art: Linguistic and Nonlinguistic Knowledge and Self-Dialogue

 10 Conclusion



4 Jayden: A Split Self

 1 Introduction

 2 Jayden

 3 Jayden’s Artwork and the Liminal Space

 4 Jayden’s Art Portfolio



5 Aline: “I’m Just Hoping I Can Stop Surviving and Start Living”

 1 Introduction

 2 Aline’s History, Artwork, and Finding of Voice

 3 Aline and the Liminal State

 4 Institution and Healing



6 Rene: A Conversation with My Subconscious

 1 Introduction

 2 Rene’s Portfolio

 3 Rene and the Navigation of the Liminal Space and Threshold Crossing

 4 Semiotic Dialogue: Communication, Expression, and Voice



7 Cade: “Because I Don’t Care What You Think”

 1 Introduction

 2 Identity and Self

 3 Crisis and Troublesome Knowledge

 4 Cade: “Because I Feel Like the Voice Is Defijinitely a Big Part of Myself and Who I Am”

 5 Cade’s Art Portfolio

 6 Cade’s Liminal Experience and Discursive Elements



8 Discussion and Conclusion

 1 Introduction

 2 Visual Art and the Complex Threshold Concept of Self and Voice

 3 Visual Art Navigating the Afffective Dimension and the Stuck Place

 4 Visual Art as Semiotic Dialogue

 5 Pedagogy Informed by Semiotic Theory

 6 Engaging with Liminality and Psychological Safety

 7 Implications for Curriculum and Learning in the Visual Art Classroom

 8 Assessment of Learning in the Art Environment

 9 Implications for Education Policy and Learning Environments

 10 Consideration for Future Research and Recommendation for Art Education



Index