Arts-Based Approaches to Mass Atrocity Education
In this chapter, Dr. Cary Lane, faculty coordinator of the 2014–2015 NEH/KHC Colloquium Series, “Testimony Across the Disciplines: Cultural and Artistic Responses to Genocide,” reviews the pedagogical theories that led him, and other colleagues, to practice mass atrocity education through an arts lens. He explores foundational ideas in higher education; provides examples of arts-based/creative educational approaches to the study of genocide; and summarizes several large-scale, student-centered, arts-based, interdisciplinary pedagogy projects that integrated campus cultural resources for the purposes of genocide education. Dr. Lane demonstrates how creative approaches encourage understanding, synthesis, and response to genocide-related content; how art practice can—and should—be used as a research platform for topics of mass violence; and how campus cultural centers provide pivotal resources for researching and presenting arts-based deliverables.
- Anderson, Lorin W., David R. Krathwohl, and Benjamin Samuel Bloom. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston: Allyn & Bacon.Google Scholar
- Bishop, Marlon, and Tatiana Fernandez. 2017. 80 Years On, Dominicans and Haitians Revisit Painful Memories of Parsley Massacre. Nation Public Radio. https://www.npr.org/sections/parallels/2017/10/07/555871670/80-years-on-dominicans-and-haitians-revisit-painful-memories-of-parsley-massacre. Accessed 11 Mar 2018.
- Carey, S.J. 2012. From the Editor. Peer Review, 14 (3): 3. doi: 1243370533. Accessed 20 April 2017.Google Scholar
- Damasio, A.R., and Stuart Sutherland. 1994. Descartes’ Error: Emotion, Reason and the Human Brain. Nature 372, no. 6503: 287–287. New York: Putnam.Google Scholar
- Dewey, John. 1997. Experience and Education. New York: Touchstone. Original work published in 1938 by Kappa Delta Pi.Google Scholar
- Elkins, James, ed. 2009. Visual Literacy. New York: Routledge.Google Scholar
- Freeman, Julie Dawn. 2006. Teaching the Holocaust: The Use of Graphic Imagery. International Journal of Learning, Vol. 12, No. 8, ISSN 14479494.Google Scholar
- Gardner, Howard. 1983. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.Google Scholar
- ———. 1999. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books.Google Scholar
- Gorzycki, Meg. 2017. Student-Centered Teaching. The Center for Teaching and Faculty Development, San Francisco State University. https://ctfd.sfsu.edu/content/student-centered-teaching. Accessed 2 May 2017.
- Howell, J.S. 2011. What Influences Students’ Need for Remediation in College? Evidence from California. Journal of Higher Education 82 (3): 292–318.Google Scholar
- Illeris, Knud. 2002. Three Dimensions of Learning. Roskilde, Denmark: Roskilde University.Google Scholar
- International Association of Genocide Scholars. 2017. Arts & Culture. http://www.genocidescholars.org/resources/arts-culture. Accessed 20 April 2017.
- Jacobs, Tom. 2012. Arts Involvement Narrows Students’ Achievement Gap. A New NEA Study Finds Disadvantaged Students Do Better Academically If They Are Intensely Involved in the Arts. Pacific Standard. 2012. https://psmag.com/education/arts-involvement-narrows-student-achievement-gap-40745. Accessed 22 April 2017.
- Jarvis, Peter. 1995. Adult and Continuing Education: Theory and Practice. New York: Routledge/Psychology Press.Google Scholar
- ———. 2011. Adult Learning in the Social Context. Vol. 78. New York: Routledge.Google Scholar
- Johnson, Kelli Lyon. 2003. Both Sides of the Massacre: Collective Memory and Narrative on Hispaniola. Mosaic: A Journal for the Interdisciplinary Study of Literature 36 (2): 74–91.Google Scholar
- Juslin, Patrik N., and John Sloboda. 2011. Handbook of Music and Emotion: Theory, Research, Applications. Oxford: Oxford University Press.Google Scholar
- Knowles, Malcolm S. 1980. The Modern Practice of Adult Education: From Pedagogy to Andragogy. New York: Cambridge Books.Google Scholar
- Kuh, George D. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Association of American Colleges and Universities.Google Scholar
- McNair, Tia Brown, and Susan Albertine. 2012. Seeking High-Quality, High-Impact Learning: The Imperative of Faculty Development and Curricular Intentionality. Peer Review 14 (3): 4.Google Scholar
- Mezirow, Jack. 1991. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.Google Scholar
- National Conference of State Legislatures. 2017. Improving College Completion: Reforming Remedial Education. http://www.ncsl.org/issues-research/educ/improving-college-completion-reforming-remedial.aspx. Accessed 29 April 2017.
- Newell, William H., and Raymond C. Miller. 1983. The Case for Interdisciplinary Studies: Response to Professor Benson’s Five Arguments. Issues in Interdisciplinary Studies.Google Scholar
- Reinhart, David. 2012. Teaching with High Impact within a Splintered Culture. Peer Review 14 (3): 22.Google Scholar
- Sinatra, Richard. 1983. Brain Research Sheds Light on Language Learning. Educational Leadership 40 (8): 9–12.Google Scholar
- Stokes, Suzanne. 2002. Visual Literacy in Teaching and Learning: A Literature Perspective. Electronic Journal for the Integration of Technology in Education 1 (1): 10–19.Google Scholar
- Sullivan, Graeme. 2015. Art Practice as Research: Inquiry in the Visual Arts. Thousand Oaks, CA: Sage Publications.Google Scholar
- Wlodkowski, Raymond J. 2008. Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. 3rd ed. San Francisco: Jossey-Bass.Google Scholar