Abstract
Engaging in the recent tradition of disciplinary and instructional self-critique by art historians teaching at the college level, this teaching practice reflection pursues the question of how an art history survey class can benefit from activities grounded in theoretical texts. In the format of scholarly personal narrative (SPN), a personal background and justification for incorporating critical theory-based lessons into the introductory art history curriculum, including narrative descriptions of four curricular areas and an example museum project, are detailed. The article paints a personal picture as well as extols the general benefits, based on the author’s perspective and experiences, of incorporating critical theory and critical pedagogical theory into art history courses. As SPN, the article focuses on personal teaching experiences and reflections organized in a scholarly structure, and demonstrates the possibilities of this method of scholarship on teaching and learning in art history.
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Recommended Citation
Elizondo, Kristina. 2020. "Art History, Art Museums, and Power: A Critical Art History Curriculum." Art History Pedagogy & Practice 5, (1). https://academicworks.cuny.edu/ahpp/vol5/iss1/4
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Art Education Commons, Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Theory and Criticism Commons