National Art Education Association

What a Difference a Year Can MakeAuthor(s): Pat VilleneuveSource: Art Education, Vol. 55, No. 5, A New Start (Sep., 2002), p. 4Published by: National Art Education AssociationStable URL: http://www.jstor.org/stable/3193949 .

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What a Liliferenee

A Year Can Make L ETSTAKE A MOMENTTO REMEMBER

September 2001. It started like many other Septembers... The school year had begun in the United States, marked by all its usual

trappings: fresh supplies, high energy, perhaps some new shoes or clothing, and all the promise and excitement a new year can bring. Then came September 11lth, and commentator after commen- tator told us life would never be the same again. For some, unfortunately, this is true, and our hearts go out to those whose lives were changed forever.

But what about the rest of us? Remember the days and weeks after the terrorist attacks on New York and Washington, DC? For many, they were a jumble of emotions. It was a time of introspection and resolutions: If we can just get through this, we promise to change so many things... It was a difficult time, but many of us have slowly returned to the lives we led before 9/11. As the new school year begins, I ask that we remember those promises we made one year ago. I ask that we consider how we can make our schools and our communities better places to live and lean.

This issue ofArt Education begins with an article by Christopher Adejumo, "Five Ways to Improve the Teaching and Understanding of Art in the Schools." He advocates: * talking about the nature and content of art with

students; * promoting the transfer of implicit knowledge

through decentralized instruction; * exposing students to experts as role models in the

visual arts; * facilitating direct observation of artists and their

works in society; * seeking the support of art professionals and

organizations through partnerships.

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The five other articles relate to these points. Michael Prater offers modifications to a frequently used educational-criticism strategy, and Eliza Pitri takes a socioconstructivist look at project learning. J. Ulbricht discusses how his students have studied community members who participate in or support the arts. Minuette Floyd describes a program that introduced middle-school children to collecting and works of art by African-American artists. Pamela Taylor highlights the Empty Bowls project, encouraging arts educators to become involved in service-learning.

Yes, one year can make a difference, especially in the lives of our students. What will we do for them this year?

PatVilleneuve Editor

Pat Villeneuve holds a dual appointment at the University ofKansas. She is curator ofeducation at the Spencer Museum ofArt and associate professor of visual art education and art museum education in the Department ofDesign. Direct comments about the journal to patv@ku.edu.

The discussion continues... See the Letter to the Editor, and the Call for Papers on Visual Culture on page 52.

ART EDUCATION / SEPTEMBER 2002

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