Harvard Educational Review
  1. Spring 2013 Issue »

    Guerrilla Art Action

    Taking It to the Street with Teenage Students

    STEVEN CIAMPAGLIA
    In this essay, author Steven Ciampaglia reflects on the creation of a guerilla art course he and a colleague designed to engage students in the process of creating contemporary art relevant to them outside the traditional classroom setting. He examines how reflecting on his teaching practices led him to rethink the key objectives and design features of the course. Ciampaglia chronicles his experiences working with students as they wrestled with the various challenges involved in conceptualizing and executing a collaborative guerilla art project. He reflects on the ways in which his own assumptions and teaching practices interacted with the interests and efforts of the students to produce a successful and replicable teaching model.

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    Steven Ciampaglia is an assistant professor of art education at Northern Illinois University. He holds an EdD in curriculum and instruction with a specialization in art education from Northern Illinois University, an MA in art education from the School of the Art Institute of Chicago, and a BFA in film/photo/electronic visualization from the University of Illinois at Chicago. Ciampaglia’s research focuses on the intersection of art, media, technology, and culture. He supervised and facilitated the Barrio Art Project, an art education partnership between Cal State Sacramento’s Department of Art and the Washington Neighborhood Center, a community center that serves the Mexican American population of Sacramento’s Alkali Flats neighborhood. He also partnered with the Stockyard Institute, a community art center serving Chicago’s Back of the Yards and Austin neighborhoods, on various community media art projects. He worked for several years as a teaching media artist at Marwen, a community art center in Chicago that provides arts programming to underserved Chicago primary and secondary students. Ciampaglia is the codirector and cofounder of the Plug-In Studio (www.PlugInStudio.net), a nonprofit organization that provides art and tech instruction for underserved children and adolescents in the Chicago area.
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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)