ANNOTATED BIBLIOGRAPHY

1. Albertson, R. (2011). Art and Identity: The High School Artist. The University of Iowa. ProQuest Dissertations and Theses,74. Retrieved from: http://ir.uiowa.edu/cgi/viewcontent.cgi?article=2748&context=etd Rebekah Albertson is a 2011 graduate (Master of Arts in Art) from the University of Iowa. This article is a thesis in which the student focused on her own identity and that of high school aged art students who are female. Albertson examines identity in which she often crosses and connects with other types of contemporary issues in art such as social and cultural geography. She explains how the identity of the artist is very reliant on the relationships developed between instructor and student as well as the physical and emotional space created in the art room. Even though this is a dissertation written by a student, it would benefit those interested in art, art education, gender studies, and psychology. The text is lengthy, but is easy to read as it facilitates expressive imagery. I found this article to be valuable because the utilization of data has been used to sustain the authors argument in an intriguing way. I think it is useful and meaningful when authors include interviews as a means to support their writing. I enjoyed reading the individual stories of students and the ways in which their identity was shaped by teacher-student connections.

2. Atkinson, D. (2002). Art in Education: Identity and Practice. Kluwer Academic Publishers. Dennis Atkinson is a Professor of Art and Design Education at Goldsmiths University of London. He is the Director of the Research Centre for The Arts and Learning in the Department of Educational Studies. He was the Principal Editor of The International Journal of Art and Design Education from 2002-2009 and has published regularly in academic journals since 1991. The purpose of this book is to discuss issues that educators may have while working the field of art education. Atkinson explores the important role of teachers as they begin to work with individual students who explore and represent experiences through art in diverse ways. Atkinson shares many of the same viewpoints as philosopher/theorist, Michel Foucault. The article investigates the ways educators interpret and give meaning to art work in biased ways and how that can in turn hinder the development of identity. Art educators and psychologists are the target audience for this book. Though this is a challenging read as it addresses many complex theories and pedagogical practices, the information is very useful. I think this will be a great book for me to explore as I study how the use of semiotic practices can aid in a students search for identity.

3. Cardarelli, S. (2012). Art and Identity: Visual Culture, Politics and Religion in the Middle Ages and the Renaissance. Cambridge Scholars Publishing. Retrieved from: http://lib.myilibrary.com.lp.hscl.ufl.edu?ID=358104 Sandra Cardarelli is an Art Historian who graduated with a PhD (Dottorato di Ricerca) in the History of Art from the University of Aberdeen funded by the Arts and Humanities Research Council. She has gone on to serve as both a researcher and lecturer within the Department of History of Art at the University of Aberdeen in Scotland. In Art and Identity: Visual Culture, Politics and Religion in the Middle Ages and the Renaissance she examines cultural, national and/or local identity in the visual arts during the Middle Ages and the Renaissance. Cardarelli investigates how commissions of the past have influenced rituals and practices which declare the benefit and aims of high society. She looks at how artistic identity is defined by customs and traditions. This article is aimed towards those interested in art, art history, gender studies, and cultural relevance. The text was somewhat difficult for me to read due to its lengthiness, flowery language, and the subject nature. However, I had many insights as I read into chapter eight as I began to think about gender inequality during the 1500s. I believe this book will be useful as I explore identity in reference to portraiture.

4. David, E., & McCaughan, E. (2007). Editors' introduction: Art, Identity, and Social Justice. Social Justice, 34(1), 1-4. Retrieved from http://search.proquest.com/docview/231913927?accountid=10920 Emmanuel David is an assistant professor in the Women and Gender Studies Program and the Co-Director of the LGBT Studies Certificate Program. Edward J. McCaughan is Associate Professor in the Department of Sociology at San Francisco State University. The goal of the article was to unveil the complex relationship between art and social change. The authors address identity and diversity within challenged relationships of power and discrimination. Themes converge as contributing authors focus on topics of race, class, gender, and sexual inequality. The authors center in on the ways collaboration within the community can help promote activism and awareness through the use of the arts. This article is aimed towards mature audiences that are interested in art, activism, and multiculturalism. The text was easy to read/follow and brought up some interesting concepts that triggered my curiosity. I would use this article to explore identity and further my research into how different cultures/groups have been artistically represented in the past and present.

5. Herzog, M. (1992). Art and Identity: Elizabeth Catlett. School Arts. 92(4), 23. Retrieved from: http://go.galegroup.com.lp.hscl.ufl.edu/ps/i.do?id=GALE|A12982207&v=2.1&u=gain40 375&it=r&p=AONE&sw=w Melanie Herzog earned her Ph.D. through the Department of Art History at the University of Wisconsin-Madison, Madison, WI. She is currently a Professor of Art History Chair at Edgewood College in Madison, WI. In Art and Identity: Elizabeth Catlett, Herzog examines how identity and culture intersect as we produce artistic meaning. The article was featured in School Arts magazine which is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts. The essay is focused on the ways in which art criticism and interpretation play a part in discovering identity. The magazine article is aimed towards those interested in art, art education, and art history. The text is easy to read and would be a great resource for those who are looking for lessons that relate to individualism. I would use this article in the future because it has great information about the artist Elizabeth Catlett who used self-expressionism to embrace her heritage and empower others. The author included great information in which she writes about Catletts style, and biography. She also adds in some classroom activities/ideas influenced by the works of Elizabeth Catlett.

6. Herzog, M. (1994). Art as Expression: Kathe Kollwitz. The Free Library. Retrieved from: http://www.thefreelibrary.com/Art as expression: Kathe Kollwitz.-a014846786 Melanie Herzog earned her Ph.D. through the Department of Art History at the University of Wisconsin-Madison, Madison, WI. She is currently a Professor of Art History Chair at Edgewood College in Madison, WI. In Art as Expression: Kathe Kollwitz, Herzog examines the ways social and political events shape an artists identity. She discusses the ways Kollwitz used representational symbols, icons and forms so that her audience would readily understand her recognizable imagery. The article was featured in School Arts magazine which is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts. The essay is focused on the ways in which art criticism and interpretation play a part in discovering identity. The magazine article is aimed towards those interested in art, art education, and art history. The text is easy to read and would be a great resource for those who are looking for lessons that relate to individualism. I would use this article in the future because it has great information about the artist Kathe Kollwitz who used self-expressionism to reflect the hardships of her life. The author included great information in which she writes about Kollwitzs style, and biography. She also adds in some classroom activities/ideas for both elementary and secondary levels influenced by the German Expressionist.

7. Kreamer, C. (2001). Body Art: Marks of Identity. African Arts, 34(1), 83-85. Retrieved from: http://www.jstor.org.lp.hscl.ufl.edu/stable/pdfplus/3337738.pdf?acceptTC=true& Christine Mullen Kreamer began her Smithsonian career in the late 1980s, working as the content coordinator for the National Museum of Natural Historys African Voices exhibition. In April 2000, she joined the curatorial staff at the National Museum of African Art, where she now serves as deputy director and chief curator. A graduate of Indiana University, with PhD in African Art History and minors in anthropology and African studies, Kreamer is an expert on both traditional and contemporary African art. Body Art: Marks of Identity is an exhibition review of African Art which was displayed at the American Museum of Natural History. Kreamer investigates gender roles, social status, and storytelling that may be depicted in body decoration. The authors exploration is similar to the one she wrote after her visit to the Museum for African Art in New York which was focused on hair in African art and culture. The authors standpoint is that our identity is revealed in how we present ourselves to the world. This article is aimed towards those interested in art, art history, and cultural relevance. The review is wellsuited for many levels of readers as it seems to have been designed for educational purposes in mind. I will be able to use this article to help broaden my students viewpoints on identity within the high school setting.

8. Roland, C. (2005). Identity in the Artroom. The Free Library. Retrieved from: http://www.thefreelibrary.com/Identity in the artroom.-a0135932155 Craig Roland is currently an Associate Professor of Art Education at the University of Florida in Gainesville, Florida. He has made many contributions to the field of Art Education through his research and publications. Identity in the Artroom was written in hopes that students may learn more about portraits and the lifestyles and identities of the subjects within them. Rolands essay contains many web links which provide teachers with relevant technological resources for the classroom. The article was featured in School Arts magazine which is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts. Roland centers in on how our lives shape our personal identities and our perceptions of others. The essay is easily interpreted and very straightforward. It is aimed at art teachers of any grade level. The lessons provided within the magazine would be adjustable to suit students of all ages. I would use this article as a supplementary guide to reinforce the topic of identity as it has many meaningful websites listed within it.

9. Thomas, S. (2005). Teaching Art through Identity. Yale-New Haven Teachers Institute. Retrieved from http://www.yale.edu/ynhti/curriculum/units/2005/2/05.02.04.x.html Sara E. Thomas is an art teacher at High School in the Community in New Haven, Connecticut. She has been a Yale-New Haven Teachers Institute Fellow for each of her five years in teaching, a New Haven Institute seminar Coordinator for one year, and an institute representative for her school for three years. The main purpose of her text is to address the individual differences of her students through the use of a unit plan based on identity. It is her hope that through artwork, the people in her classroom will begin to express their true selves. Thomas works with identity in which she often crosses and connects with other types of contemporary issues in art such as multiculturalism. Incorporating both formalism and expressive theory, she creates activities that allow students to question stereotypes. Her text was created for educational use (The Yale-New Haven Teachers Institute is an educational partnership between Yale University and the New Haven Public Schools designed to strengthen teaching and learning in local schools and, by example, in schools across the country). The instructional lesson plans created by Thomas are descriptive, easy to follow, and thoughtful. Her lessons are unique and provide objective and assessment strategies in which a teacher could better monitor student mastery. I would definitely utilize the information within Teaching Art through Identity as a supplement to a unit plan based on identity.

10. Zullo, J. (2011). UCSD art collective: Articulating Identity through Art and Activism. University of California, San Diego. ProQuest Dissertations and Theses, 116. Retrieved from: http://search.proquest.com.lp.hscl.ufl.edu/docview/879552693/previewPDF?accountid=1 0920 Justin Zullo is a 2011 Master of Arts in Music graduate from the University of California. In this article, Zullo investigates the complex relationship between art, activism, and identity using data collected from his Participatory Action Research in Art Collective (a group of socially conscious UCSD student-artists). Zullo addresses many of the same issues as Paulo Freire (Brazilian educator and critical theorist) in which he focuses on the pedagogy of the oppressed. In Articulating Identity through Art and Activism, the author explains how bringing awareness to social injustice can help students reform their communities. He discusses how art gave a voice to minority groups as their college campus in San Diego, California faced issues of racial segregation. The text is an easy read and it is full of passion as the author speaks from personal experiences. Even though this is a dissertation written by a student, it would benefit those interested in art, activism, and multiculturalism. I find the essay useful because it examines how personal liberation can be linked to the practice of reflection and action.