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Exhibiting Student Art: The Essential Guide for Teachers


reviewed by Therese Quinn & Lisa Hochtritt September 25, 2006

coverTitle: Exhibiting Student Art: The Essential Guide for Teachers
Author(s): David Burton
Publisher: Teachers College Press, New York
ISBN: 080774672X, Pages: 162, Year: 2006
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Ella Baker Elementary School (names and identifying details have been changed) is solidly planted in a midwestern neighborhood; it sits amid arching trees, neatly ordered yards, and flower boxes bordering small brick bungalows. When you open the doors of the old building, the presence of a specific caring community is visible inside the school as well. The architecture is standard big city factory-model, but other elements tell a different story. One hallway is painted the red, black, and green of the flag of black liberation and pride; another is lined with exhortations to “Stay in School!” and “Respect Yourself!” Other walls are covered with images. The wall to the left is filled with large wood cut prints of black children playing; just to the right, floor-to-ceiling, are pastel drawings of African and African American women wearing a bright array of wraps, dresses and scarves. Each of these walls hosts large... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: September 25, 2006
http://www.tcrecord.org ID Number: 12733, Date Accessed: 10/24/2017 3:45:40 AM

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About the Author
  • Therese Quinn
    School of the Art Institute of Chicago
    E-mail Author
    THERESE M. QUINN is an Assistant Professor of Art Education at the School of the Art Institute of Chicago, where she directs the undergraduate teacher education program. She writes about access in the arts and education and has most recently published in The Journal of Social Theory in Art Education, the Journal of Museum Education, and Chicago AREA.
  • Lisa Hochtritt
    School of the Art Institute of Chicago
    E-mail Author
    LISA HOCHTRITT is an Assistant Professor of Art Education at the School of the Art Institute of Chicago, where she directs the graduate program in teacher education. Her research interests focus on the interrelationships between youth and popular cultures, lived experiences, and art education and she has most recently published in the Electronic Magazine of Multicultural Education.
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