The FSU Department of Art Education would like to congratulate Art Education Assistant Professor Dr. Rachel Fendler and Art Education Alumna Dr. Jennifer Hamrock for authoring “Feeling Free? Learning and Unlearning in the Enabling Constraints of an Art Education Summer Program” in a recent issue of Art Education.
The abstract for the article provides a brief introduction:
What are the boundaries of art education? And what can we we stand to subtract from it, while still allowing it to remain recognizable? These questions guided the authors’ reflection as we—an assistant professor and a doctoral candidate in the eld of art education— developed a community art program in Tallahassee, Florida. This program, Artcation, took place during June and July 2016, offering three-hour sessions twice a week to a total of 15 youth, ranging in age from 6 to 13 years old. The program revolved around a word that was deceptively complex: free. Both expansive and limiting, we negotiated with this term while building our program.
In “Feeling Free? Learning and Unlearning in the Enabling Constraints of an Art Education Summer Program,” Dr. Fendler and Dr. Hamrock discuss their involvement with a community space, The Plant, their affiliation including offering programs free of charge and working without a budget during development and implementation. In the article, the authors explore the word “free” as a paradox at the heart of their art education program at The Plant by referring to three theories: a curriculum in abundance, critical examination of pedagogical paradoxes, and the notion of enabling constraints. Dr. Fendler and Dr. Hamrock’s article aims to develop a more nuanced awareness of the possibilities and challenges of free art education, which will inform future practices.
Consider learning more and reading the full article.
Congratulations, Dr. Rachel Fendler and Dr. Jennifer Hamrock, for this exceptional achievement!