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.

• ForewordJulie Rattray and Ray LandPrefaceList of Figures1 Introduction1 Identity and Self2 Afffective Dimension3 Ethical Implications of This Book4 Art as Knowledge2 State of the Art: Art Education in the Twenty-First Century1 Philosophical Underpinnings and Implications for Art Education2 Art as a Discipline and Content3 Visual Culture and Visual Literacy: Implications for Art Education4 Semiotic Theory in the Art-Learning Environment5 The Farce of Being Color-blind: Equity, Culturally Responsive Teaching, and the Relevance of Positionality6 The Issue of Student-Centered Engagement and Equity7 Art Education or Glorifijied Coloring3 Threshold Concepts1 Threshold Crossing and Characteristics of Threshold Concepts2 Liminality3 Afffective Dimension of Liminal Space and Art as a Vehicle for Navigation4 The Involvement of the Afffective Dimension and Liminality in Learning Environments5 Transformative Theory6 Troublesome, Tacit, and Ontological Knowledge and the Liminal State7 Visual Art as Insight into the Experience of the Liminal State8 Boundedness and Boundary Objects9 Discursive Element and Visual Art: Linguistic and Nonlinguistic Knowledge and Self-Dialogue10 Conclusion4 Jayden: A Split Self1 Introduction2 Jayden3 Jayden’s Artwork and the Liminal Space4 Jayden’s Art Portfolio5 Aline: “I’m Just Hoping I Can Stop Surviving and Start Living”1 Introduction2 Aline’s History, Artwork, and Finding of Voice3 Aline and the Liminal State4 Institution and Healing6 Rene: A Conversation with My Subconscious1 Introduction2 Rene’s Portfolio3 Rene and the Navigation of the Liminal Space and Threshold Crossing4 Semiotic Dialogue: Communication, Expression, and Voice7 Cade: “Because I Don’t Care What You Think”1 Introduction2 Identity and Self3 Crisis and Troublesome Knowledge4 Cade: “Because I Feel Like the Voice Is Defijinitely a Big Part of Myself and Who I Am”5 Cade’s Art Portfolio6 Cade’s Liminal Experience and Discursive Elements8 Discussion and Conclusion1 Introduction2 Visual Art and the Complex Threshold Concept of Self and Voice3 Visual Art Navigating the Afffective Dimension and the Stuck Place4 Visual Art as Semiotic Dialogue5 Pedagogy Informed by Semiotic Theory6 Engaging with Liminality and Psychological Safety7 Implications for Curriculum and Learning in the Visual Art Classroom8 Assessment of Learning in the Art Environment9 Implications for Education Policy and Learning Environments10 Consideration for Future Research and Recommendation for Art EducationIndex