Christen Sperry García – författare

Responding to an absence of Latine and Chicane artist and teaching resources, Art Borderlands in Theory, Practice, and Teaching shows how artists and educators can use borderlands, in-between geographical, emotional, cultural, and conceptual spaces, in three ways: theory, art practice, and teaching.

Throughout this teaching-oriented text, the authors draw from borderlands theories and apply them to visual art and teaching. This volume centers art making and teaching practices based on borderlands lived experiences that are not commonly taught in higher education. Making productive the rupture and fragmentation that occurs in borderlands spaces, this text explores ways in which artists rebuild and become whole again through the process of making art. Using hands-on approaches, the authors model how to use borderlands theories in the classroom by employing arts-based and teaching methodologies. This includes access to Latine and Chicane centered digital information, interactive classroom activities, artist resources, and beyond the classroom learning experiences.

Art Borderlands in Theory, Practice, and Teaching offers artists, students, and educators art making and teaching approaches that are centered on Latine and Chicane theories and concepts.

Responding to an absence of Latine and Chicane artist and teaching resources, Art Borderlands in Theory, Practice, and Teaching shows how artists and educators can use borderlands, in-between geographical, emotional, cultural, and conceptual spaces, in three ways: theory, art practice, and teaching.

Throughout this teaching-oriented text, the authors draw from borderlands theories and apply them to visual art and teaching. This volume centers art making and teaching practices based on borderlands lived experiences that are not commonly taught in higher education. Making productive the rupture and fragmentation that occurs in borderlands spaces, this text explores ways in which artists rebuild and become whole again through the process of making art. Using hands-on approaches, the authors model how to use borderlands theories in the classroom by employing arts-based and teaching methodologies. This includes access to Latine and Chicane centered digital information, interactive classroom activities, artist resources, and beyond the classroom learning experiences.

Art Borderlands in Theory, Practice, and Teaching offers artists, students, and educators art making and teaching approaches that are centered on Latine and Chicane theories and concepts.