Who does mark-making belong to?
Category: Pedagogies
Forget Me Not: How We Remember and Teach Painful Pasts
Students at Washington and Lee University reflect on the school’s history of enslavement
Affecting Images: A Guided Self-Reflection Document for a Trauma-Informed Art History Classroom
Trauma-Informed Pedagogy: A Self-Reflection Guide for Instructors Building Inclusive Classrooms
These Violent Delights: Teaching Images of Sexual Violence in Italian Baroque Art History
The latest installment of the “Hard Lessons” series looks at teaching through a trauma-aware lens
Art History Beyond Objects
The last in a series on post-pandemic pedagogy.
Teaching the Practices of Art History in the Age of Abundance
The second in a series on post-pandemic pedagogy
Confronting the Discipline’s Past and Imagining Alternate Futures: Realizing Future-Facing Art Histories through a Graduate-Level Methods Seminar
The first in a series on post-pandemic pedagogy
Toward a Reparative Pedagogy: Art as Trigger, Art as Repair
Hard Lessons on Trauma, Teaching, and Art History
A Syllabus on Transgender and Nonbinary Methods for Art and Art History
Recent texts in trans studies
Holding Space: A Roundtable Conversation on Trauma and Teaching in the Museum
Four museum educators on creating safe spaces for communities
A Conversation with Mays Imad: Trauma-Informed Pedagogy and the Art History Classroom
The neuroscience of teaching in a time of crisis
More Than 100 Stories: Sharing Learning through Creative Evaluation
What happens when an arts bureaucracy steps away from “data-driven” evaluation of its program? Writer Sarah Butler recounts her collaboration with visual artist Nicole Mollett on a unique commission from Arts Council England