Elizabeth Sutton – författare

This volume explores the ways in which practicing K–12 art educators can engage with students to develop democratic habits. The contributors present case studies based on action research conducted in their own classrooms as part of their master's in arts education. The text is divided into three sections that correspond to habits the author-teachers cultivated in their classroom: choice, voice, and caring for community. Each author presents real-world examples for development of not only art skills, but also ways of being and interacting that allow humans to contribute meaningfully to the world. Readers will hear from art educators who strive to teach their students ownership and empowerment through problem-solving, independence, and responsibility. This timely book shows how art education is a bastion of freedom in public education, where students and teachers can think and act collaboratively and critically.Book Features:Offers examples of transformative teaching that give students voice, choice, and opportunities to care for community.Provides theory as well as replicable models teachers can use.Addresses the difficulty of balancing student and teacher needs within the politically embattled field of education.Shares the voices of art educators in Midwest classrooms ranging from elementary to high school, rural to urban communities.Contributors: Elizabeth Bloomberg, Jeffery Rufus Byrd, Ashley Cardamone, Kathryn Christensen, Michelle Cox, Jodi Fenton, Samantha Goss, Maddison Maddock, Wendy Miller, Sandra Nyberg, Lauren Roush, Elizabeth Sutton, and Heather Walker.

This volume explores the ways in which practicing K–12 art educators can engage with students to develop democratic habits. The contributors present case studies based on action research conducted in their own classrooms as part of their master's in arts education. The text is divided into three sections that correspond to habits the author-teachers cultivated in their classroom: choice, voice, and caring for community. Each author presents real-world examples for development of not only art skills, but also ways of being and interacting that allow humans to contribute meaningfully to the world. Readers will hear from art educators who strive to teach their students ownership and empowerment through problem-solving, independence, and responsibility. This timely book shows how art education is a bastion of freedom in public education, where students and teachers can think and act collaboratively and critically.Book Features:Offers examples of transformative teaching that give students voice, choice, and opportunities to care for community.Provides theory as well as replicable models teachers can use.Addresses the difficulty of balancing student and teacher needs within the politically embattled field of education.Shares the voices of art educators in Midwest classrooms ranging from elementary to high school, rural to urban communities.Contributors: Elizabeth Bloomberg, Jeffery Rufus Byrd, Ashley Cardamone, Kathryn Christensen, Michelle Cox, Jodi Fenton, Samantha Goss, Maddison Maddock, Wendy Miller, Sandra Nyberg, Lauren Roush, Elizabeth Sutton, and Heather Walker.

Elizabeth Sutton, using a phenomenological approach, investigates how animals in art invite viewers to contemplate human relationships to the natural world. Using Rembrandt van Rijn’s etching of The Presentation in the Temple (c. 1640), Joseph Beuys’s social sculpture I Like America and America Likes Me (1974), archaic rock paintings at Horseshoe Canyon, Canyonlands National Park, and examples from contemporary art, this book demonstrates how artists across time and cultures employed animals to draw attention to the sensory experience of the composition and reflect upon the shared sensory awareness of the world.

This essay collection features innovative scholarship on women artists and patrons in the Netherlands 1500-1700. Covering painting, printmaking, and patronage, authors highlight the contributions of women art makers in the Netherlands, showing that women were prominent as creators in their own time and deserve to be recognized as such today. This collection: 1) It contributes research on individual early modern Netherlandish women artists and patrons and names women artists, patrons, and those who-including themselves-promoted and praised their work in their own time. It thereby provides a foundation for future art historians and scholars. 2) It features emerging scholars' research and provides a historiographical corrective with a contemporary perspective on the state of a feminist Netherlandish art history. 3) The topic is timely-feminist issues are experiencing a resurgence of interest in the academy and among a more general readership because of #metoo and the political realities of the US and Europe.

Elizabeth Sutton, using a phenomenological approach, investigates how animals in art invite viewers to contemplate human relationships to the natural world. Using Rembrandt van Rijn’s etching of The Presentation in the Temple (c. 1640), Joseph Beuys’s social sculpture I Like America and America Likes Me (1974), archaic rock paintings at Horseshoe Canyon, Canyonlands National Park, and examples from contemporary art, this book demonstrates how artists across time and cultures employed animals to draw attention to the sensory experience of the composition and reflect upon the shared sensory awareness of the world.