Teaching Asian Art: Content, Context, and Pedagogy

Abstract

Teaching Art: Content, Context, and Pedagogy Chung, S. K. (Ed.). (2012). Teaching Art: Content, Context, and Pedagogy. Reston, VA: National Art Education Association. 246 pages; ISBN 978-1-890160-52-4According to the United States of America Census Bureau (201 1), over 40% of foreignborn populations in the US in 2008 or later were and the top five countries of birth of immigrants in the US were Mexico, China, India, the Philippines, and Korea. Notably, four of these countries are in Asia. That is, the population in the US grew faster than any other ethnic group between 2000 and 2010 (U.S. Census Bureau, 2012). This substantial increase in the population of the US suggests that American educators should pay special attention to the cultural and social contexts of and aesthetics in order to translate them into practice not only for the increasing number of students, but also for American students. In today's global society, learning about and aesthetics can help American students better understand their personal, social, and cultural identities as well as that of others (Anderson, 1 995), eventually helping them to bea member of the global community.A new anthology, edited by Sheng Kuan Chung and published by the National Art Education Association, Teaching Art: Content, Context, and Pedagogy (201 2), is the first book designed to providea pedagogical and contextual discussion of and culture for American educators. Chung invited contributions by educators, artists, museum educators, curators, historians, and philosophers with a variety of connections to and culture. Represented among the contributing authors are natives working in Asia (indigenous-insiders), natives working in the US (indigenous-outsiders), and Americans or internationals with direct and/or indirect experience with and culture (external-insiders/ external-outsiders). With a focus on pedagogical concerns, the chapters in this book cover a wide range of and culture from such countries as Bhutan, China, Indonesia, Japan, Korea, Laos, Malaysia, the Philippines, Taiwan, Thailand, Tibet, and Vietnam, as well as the island of Bali.A native of Taiwan, Chung has extensive teaching and research experience in both Taiwan and the US, making him a well-qualified editor for this anthology. Chung was an elementary school teacher and artist in Taiwan and earned an MA and PhD in education in the US. He currently serves as an associate professor of education at the University of Houston and has published on multiculturalism and aesthetics in education within a social constructivist perspective. Based on his bordercrossing experiences asan artist, teacher, and education faculty member in two countries, he introduced American educators to Asian artistic practices/traditions and addresses concepts and issues related to understanding and teaching art (Chung, 2012, p. vii).The anthology is divided into four themes: Contextual Explorations, Aesthetic Forms and Meanings, Spiritual and Religious Practices, and Crossing Boundaries. The Contextual Explorations section offers scholarly discussion on issues and concepts related to and aesthetics in context. Through a critical review of literati painting, ink painting, calligraphy, and tea ceremonies, the first six chapters of this section examine how the and aesthetics of East countries such as China, Japan, and Korea are historically and culturally interrelated. The last two chapters of this section examine the indigenous of Taiwan and the Philippines. The contextual nature of these examinations leads the reader to understand how and aesthetics (e.g., copying and imitation of the style of masters) differs from Western aesthetics (e.g., emphasis on originality). For American educators in particular, Mara Miller's nine objectives and effects of teaching East and aesthetics in the US serve as meaningful guidelines for American educators planning curricula on East art. …

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 13 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.