Harvard Educational Review
  1. Spring 2013 Issue »

    Simple Minds

    JOHN KELLEHER
    When our daughter was born, it seemed a forgone conclusion that she would be an artist of some sort. Her mother and I, both formally trained in the arts, would inevitably guide her down an artistic path with no return. When she was born, I was teaching art and art history to college students. It was decided that I would pause my teaching career and stay at home full time with her until she reached school age. In effect, I would be her teacher.

    Although she is a free spirit like her parents, she is much different than either of us ever expected. As she grew up, it became more and more interesting to see how her mind developed, what was interesting to her, and, more than anything, what she created. In my mind, what makes a great artist usually involves a great deal of technical ability and commitment to a complex idea. While these are not the qualities of a toddler, I was continually amazed by what our daughter was able to convey with the simplest of strokes of a crayon. One day, when I asked her why she had not drawn the face on her hybrid robot-frog Dusty, she casually answered, “Because that is the back of his head.” I pondered on that idea for a while and realized that I would never do such a thing. I would delete a photo of the back of someone’s head and would never draw a subject from behind. Why not? And so, this is how it goes with the two of us, the college professor being schooled by the preschooler.

    This is an excerpt from Expanding Our Vision for the Arts in Education.

    Click here to access this article.

    Order the Spring 2013 special issue.

    John Kelleher is an artist, craftsman, and former professor of art and art history. His work, which has been exhibited in Houston, St. Louis, and Charleston, focuses on the balance between traditional craftsmanship and contemporary issues in culture and philosophy. As a stay-at-home father, he is currently focusing his time on his daughter. He lives in Cambridge, MA, with his wife, Monica Garza, an arts educator, and his daughter, Mireya.
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    Spring 2013 Issue

    Abstracts

    Foreword: Exploding Parameters and an Expanded Embrace
    A Proposal for the Arts in Education in the Twenty-First Century
    STEVE SEIDEL
    Editors’ Introduction
    Expanding Our Vision for the Arts in Education
    Edward P. Clapp and Laura A. Edwards
    Expanding Our “Frames” of Mind for Education and the Arts
    JENNIFER S. GROFF
    Expanding Our Vision of Museum Education and Perception
    An Analysis of Three Case Studies of Independent Blind Arts Learners
    SIMON HAYHOE
    Universal Design for Learning and the Arts
    Don Glass, Anne Meyer, and David H. Rose
    Graphica
    Comics Arts-Based Educational Research
    STEPHANIE JONES AND JAMES F. WOGLOM
    Why the Arts Don’t Do Anything
    Toward a New Vision for Cultural Production in Education
    RUBEN A. GAZTAMBIDE-FERNANDEZ
    Afterword: The Turning of the Leaves
    Expanding Our Vision for the Arts in Education
    MAXINE GREENE

    Book Notes

    The Learner-Directed Classroom
    Diane B. Jaquith and Nan E. Hathaway (Editors)

    Critical Aesthetic Pedagogy
    Yolanda Medina

    Hip Hop Genius
    Sam Seidel

    Design and Thinking
    Mu-Ming Tsai (Director)

    Changing Lives
    Tricia Tunstall

    Art Education Beyond the Classroom
    Alice Wexler (Editor)