A ED 570: Artistic Creations and Theories of Knowing


Readings are on electronic reserve at and listed on the course calendar below. Post reading responses & discuss with Graduate Students at Northern Illinois University on ANGEL (use Safari browser on Macs)


Jan. 14 • Feminist Epistemologies in Art

Video: The Handmaid's Tale (109 minutes) to discuss online with Dr. Smith-Shank's NIU grad class and next week in our class.


Read for 1/21: Who's in Bed with the Handmaiden? (a work in progress by Karen Keifer-Boyd and Debbie Smith-Shank). Post in ANGEL (by noon on Tues. 1/20) an original response to the video and paper, and 5 replies or short exchanges on ANGEL in discussion with students in our class and in Dr. Smith-Shank's graduate class at Northern Illinois University (by class time on 1/21). One issue to discuss is the power of societal metaphors in the film, in art, and in art education. What impact do these metaphors have on race, class, gender, sexual orientation, and society at large?


Read for 1/21: Culler, J. (2002). The turns of metaphor. In J. Culler (Author). The Pursuit of Signs: Semiotics, literature, deconstruction (pp. 188-209). Ithaca, NY: Cornell University Press.


Assignment: Post a literal portrait of you in the class (digital photo) on 1/14 and send an email to those in the class that is a metaphoric visualization of yourself. Discuss in the email how your knowledge of yourself is informed and misinformed. What informs how you know yourself?


Jan. 21 • Cultural Metaphors in Art:

Discuss the "online discussion" about The Handmaid's Tale video & reading: Who's in Bed with the Handmaiden?

Discuss cultural metaphors and self-knowledge expressed in art (IÕll present some work of artists and you may bring your own work to show and discuss.)

Visit by Susan Hutchins to present briefly on a South Allison Hills option and weÕll discussion other options for individual projects.


Assignment: Propose an activity/art work connected to one of the course themes. Select a reading by January 28 and provide a hard or electronic copy of the reading to Karen to place on electronic course reserve. Brief one-page proposals due Jan. 28 should outline what you are going to do and why it is important to do.


Optional or in place of selected reading for assignment #1: Jan. 26 * Dr. Peg Brand lecture on "Beauty Below the Surface: Artistic Intentions" at the Foster Auditorium, 101 Pattee Library, 3-4:30 p.m.


Jan. 28 • Epistemologies of Silence in Visual Culture

For each class post in ANGEL responses to the listed readings by noon on the Tuesday prior to the class (e.g., responses to the 2 below by noon on 1/27).

Tuana, N. (2004). Coming to understand: Orgasm and the epistemology of ignorance. Hypatia: A Journal of Feminist Philosophy, 19 (1).

Amburgy, P. M., Knight, W. B., & Keifer-Boyd, K. (2004) Schooled in Silence. Journal of Social Theory in Art Education, 24.


Feb. 4Worldviews in Art

Duncum, P. & Bracey, T. (Eds.). (2001). On knowing: Art & visual culture. Christchurch, New Zealand: Canterbury University Press.

Garoian, C. (1993). Linear perspectives and montage: Two dominant paradigms in art education. The Journal of Social Theory in Art Education, 13, 57-86.

Guest speaker: Dr. Charles Garoian


Feb. 11 • Selves as Text in Art

Margolis, J. (2001). Selves and other texts: The case for cultural realism (pp. 155-190). University Park, PA: The Pennsylvania State University Press.

Margolis, D. R. (1998). A theory of culture and emotions. In D. R. Margolis (Author). The Fabric of Self (pp. 132-152). New Haven: Yale University Press.

Segrest, M. (2003). On being white and other lies. In M. J. Alexander, L. Albrecht, S. Day, & M. Segrest (Eds.). Sing, whisper, shout, pray!:Feminist visions for a just world (pp. 243-285). Fort Bragg, CA: Edgework Books.


Feb. 18 • Politics of Display & Representation

Denzin, N. K. (2003). Performance ethnography: Critical pedagogy and the politics of culture (pp. 3-24, 222-262). Thousand Oaks, CA: Sage Publications.

Keifer-Boyd, K. (1997). Re-presentations in virtual museums. Art and Academe: A Journal for the Humanities and Sciences in the Education of Artists, 9 (2), 38-60.

Guest speaker: Ryan Patton, WhyProject: Art in the AfterMath (thesis)


Feb. 25 • Student Presentations on EEI Philosophers' Theories of Knowing

10-minute presentations and 20 min. discussions led by 6 students.


Student select readings by EEI philosophers: Linda Martin Alcoff (Emily Baxter), Susan Babbitt (Steve Williams & Elllen Key), Robert Bernasconi, Peggy Zeglin Brand (Michelle Tillander & Ching-Yuan Hsiao), Tina Chanter, Lorraine Code (Sarah MacKenzie & Chin-Jhin Chen), Harvey Cormier, Penelope Deutscher, Marilyn Frye, Sandra Harding (Maryellen Murphy & Wan-Hsiang Chou), Lisa Heldke (Marissa McClure), Sarah L. Hoagland, Charles Mills, Lucius Outlaw, Lynn Hankinson Nelson, Naomi Scheman, Gail Weiss (David Karmann).


Discuss EEI collaboration presentation informed by questions raised by philosophers.


March 3 • Meet at the Nittany Lion Inn to plan the EEI collaboration. I'll be at the Site conference--see


March 8-12 spring break


March 17 • Student Presentations on EEI Philosophers' Theories of Knowing

10-minute presentations and 20 min. discussions led by 5 students of selected readings by philosophers.

Discuss EEI collaboration presentation in relation to presentations of philosophers.


March 24 • Content-based Art Critiques
Prepare for the EEI conference presentation-bring pages to class for content-based critiques, post statement about page by 3/23 noon. Ellen poem, Wei flier, Maryellen PP, Michelle easels. See ANGEL COLLABORATION lesson area for details.

The Ethics and Epistemologies of Ignorance conference, March 26-28, 2004.

For Participatory Art Pedagogy and Content-based Art Critiques see:


March 31 • Intellectual Colonialism & Postcolonial Studies in Art

Optional reading (no post required): Mancillas, A. Wallen, R., & Waller, M. R. (1999). Making art, making citizens: Las comadres and postnational aesthetics. In L. Bloom (Ed.). With other eyes: Looking at race and gender in visual culture (pp. 107-132). Minneapolis, University of Minnesota Press.

Debrief EEI. See photos at The PowerPoint of the visual poem is in ANGEL in the 4" BINDING section.


April 7 • The Nature of Knowledge in CyberArt [reading post]

Bookchin, N. (2002 November/December). For the love of the game. Six artists. Three teams. One mission. Changing the face of play [pdf]. ArtByte, 1, 60-68.Available at

Darley, A. (2000). Games and rides: Surfing the image. In A. Darley (Author). Visual digital culture: Surface play and spectacle in new media genres (pp. 147-166). New York: Routledge.

1 student presentation (assignment 2): Michelle Tillander • e-reserve: Replacing Place in Digital Dialectics, pp. 113-126.


April 14 • Art & Technology Process Metaphors [no reading post]

3 student presentations (assignment 2)
1. Emily Baxter • e-reserve: Codeswitching: Using language as a tool for clearer meaning, P. Eubanks
2. Marissa McClure • photocopy provided 4/7: Teaching as Project: Choice, Perspective, & the Public Space by Maxine Greene
3. Ellen Key • photocopy (4 pages) provided on 4/7: Letters to a Young Poet & More Letters to a Young Poet.


Decide on order of book pages. David offered to bind the book, make the cover, and build the box. Assistance welcomed.

April 21 • Art-making as Research [reading post]

Sullivan, G. (2002). Studio art as research practice. In E. Eisner & M. Day (Eds.). Handbook of research and policy in the field of art education (in press, pp. 1-20). Teachers College, Columbia University.

Optional reading on metaphor on e-reserve: Ferrari, G. (2002). Figures of speech. In Figures of speech: Men and maidens in Ancient Greece (pp. 61-86, 267-273). Chicago. U of Chicago Press.

3 student presentations (assignment 2)
1. Wan-Hsiang Chou • e-reserve: The Contamination of the Fairy Tale by J. Zipes.
2. Sarah MacKenzie • e-reserve: Listening to the Shapes of Collaborative Artmaking by R. Irwin
3. Steve Williams • e-reserve: How do you know? by Deborah Haynes, chapter 16

Discuss and plan 4" Binding Website (Maryellen, Marissa, and Karen volunteered to develop the site beyond the semester. All are encouraged to provide feedback on the site in-process, posted online.)

April 28 • Art-making as Research [no reading post]

3 student presentations (assignment 2)
1. Maryellen Murphy • photocopy provided 3/31: Play & the Limits of Art Education, L. Hicks
2. David Karmann • e-reserve: Participatory Art Research: Transcending Barriers and Creating Knowledge and Connection with Young Inuit Adults by S. Veroff
3. Wei-chung Chang • e-reserve: Design as narrative: Objects, stories, and Negotiated Meanings by Dillon & Howe
4. Chiu-Jhin (Tina) Chen • photocopy provided 3/31: Mancillas, A. Wallen, R., & Waller, M. R. (1999). Making art, making citizens: Las comadres and postnational aesthetics. In L. Bloom (Ed.). With other eyes: Looking at race and gender in visual culture
(pp. 107-132). Minneapolis, University of Minnesota Press.


May 3-7 finals week

The "final" is short reflection paper due Weds. May 5 by 5 p.m.: As the culmination to assignment 3, review reading responses throughout the semester and write a 3-page reflective paper that synthesizes your thoughts on art as a way of knowing. Place a hardcopy of the paper in my mailbox at 210 Arts Cottage.