The exact number of visual artists who teach at colleges and universities at any one time is hard to pin down, but according to a 2013 National Endowment for the Arts study, of the 271,000 workers who reported holding secondary jobs as artists, almost 21 percent, or nearly 57,000 workers, identified as teachers in their primary jobs. For some, teaching may be a temporary solution; for others, it becomes a career-long calling that presents its own distinct set of challenges, from navigating institutional bureaucracy and campus politics to supporting students, all the while continuing to develop their own practices. It represents an enormous commitment of time and energy that can be nurturing for some and stultifying for others. (Artsy)
The weekly CAA Conversations Podcast continues the vibrant discussions initiated at our Annual Conference. Listen in each week as educators explore arts and pedagogy, tackling everything from the day-to-day grind to the big, universal questions of the field.
In this edition, Martha Hollander and Tyler Rockey discuss web-based tools and approaches in the art history classroom.
Martha Hollander is a professor of art history at Hofstra University. Tyler Rockey is an adjunct professor of art history at Neumann University.
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The Frick Art Reference Library and New York Unitersity’s Tandon School of Engineering recently debuted a free web-based platform that allows art historians, curators, and researchers to easily explore and organize digital art collections.
“ARIES provides a novel, intuitive interface to explore, annotate, rearrange, and group art images freely in a single workspace environment, using organizational ontologies (collections, etc.) drawn from existing best practices in art history. The system allows for multiple ways to compare images, from using dynamic overlays analogous to a physical light box to advanced image analysis and feature–matching functions available only through computational image processing. Additionally, users may import and export data to and from ARIES.”
In the wake of the #MeToo movement, it is crucial to reassess the way we teach and write about art historically important works that portray violence against women – violence spanning millennia when viewed through the lens of art history – in order to reinvigorate the role played by art history in contemporary social movements. Although images of violence against women are not exclusive to ancient Greek art, the large number of artworks from ancient Greece depicting this violence, such as abduction (a metaphor for rape in ancient Greece), coupled with the perception of Greece as a paradigm of democracy in the West, suggests a reanalysis of Greek art is a good place to start.
When the Los Angeles–based artist Nancy Baker Cahill created the augmented reality app 4th Wall in February, she wanted to share her art with a wider audience and give her works’ viewers more agency. In its initial iteration, the app enabled people around the world to see Baker Cahill’s works on paper and virtual reality drawings, which often focus on the human body as a site of struggle, as augmented reality—that is, transposed onto her viewers’ environment via their Androids, iPhones, and iPads.
While most students understand that objects inside museums have important cultural, ideological, economic, and art historical value, they don’t always recognize the role of these institutions to shape and reinforce such values. AHTR’s Visiting the Museum Learning Resource aims to help students think more critically about the broader implications of art museums and to better understand their integral relation to the study and practice of art history.
Following the passage of the Americans with Disabilities Act in 1990, the Museum Access Consortium (MAC) was formed by a small group of museum and disability professionals that started meeting informally to discuss topics related to accessibility at their New York-based institutions. Today, MAC is an association that regularly hosts professional development workshops and offers a network of mutual support to help practitioners engage with disability advocates and people who have disabilities to learn about, implement, and strengthen best practices for access and inclusion in cultural facilities of all types throughout the New York metro area and beyond.
The Study the Humanities Toolkit is a collection of resources for higher education faculty and administrators to use in making the case for the value of studying the humanities as an undergraduate. Continue reading “National Humanities Alliance’s Study the Humanities Toolkit”
This two-year-long study observed and analyzed teachers’ use of Smithsonian digital resources and the Smithsonian Learning Lab. Findings have implications for both museums and schools, with recommendations for resource metadata, professional development/supports for educators, student use of the platform, and future directions. Research supported by Carnegie Corporation of New York.