This course reflects the dynamic nature of teaching and learning and the changing relationships between cultural institutions, artists and communities, and the role of the education within museums and cultural spaces. Against the background of contemporary issues in museum education, and through the Department of Art and Design Education Guest Lecture Series, site visits, and related readings, students will reflect on the impact of contemporary issues on museum and cultural spaces, and identify and discuss ideas and approaches. Students will be encouraged to consider themselves participants in framing new directions for the field and partners in addressing the issues.
This course analyzes the history of youth in New York City within the broader context of 20th century urban history. New York City's neighborhoods and institutions serve as a lens to examine how educators, social activists, public intellectuals, artists, and elected officials framed, debated and attempted to address racial, economic and social inequalities, especially among its youth. The course examines the continuities and discontinuities in the solutions to inequality across key reform eras. By the end of the course, students develop the capacity to analyze, synthesize and compare historical reform movements in urban schooling and society. Working individually and collaboratively, students develop confidence in their abilities to frame, articulate, and present historical questions and arguments and to consider different viewpoints and perspectives.
The thesis project is developed from questions raised by one or more of the following: observations, fieldwork, reading, studio practice, personal interest, and related art education coursework. The research is grounded in practice and allows students a critical examination of their pedagogy and teaching practice through an investigation guided by information retrieval strategies and the APA Publication Manual. While the project may include substantial amounts of visual or nonverbal materials, if appropriate, a paper with documentation is required. The first course will include school observations, group work, and individual conferences.
The second course is devoted to the development of a written analysis of the data obtained in Thesis I.
If the thesis is not completed in two semesters, students can continue working in ED-700 for no more than five semesters (not including summers).