Abstract:
ABSTRACT
A POSTMODERN CURRICULUM IN SECONDARY VISUAL ART
EDUCATION: BEET JUICE, LACE, AND TOMAHAWKS
by
© Lorinda Mae Stevens 2010
Master of Arts in Education
Curriculum and Instruction Option
California State University, Chico
Spring 2010
Postmodern theory is, at best, ambiguous and at its worst, contentious and
nihilistic. Regardless of these characteristics, it has rocketed to the forefront of critical
theory in art, education, politics, anthropology and the social sciences. When peeling
back the layers of description and conjecture, found is substantial and essential aspects
that deserve immediate attention. This project discusses postmodernism, a number of
indisputable postmodern components, and their significance in creating a democratic,
21st century education. It focuses upon several major assertions that postmodern theory
promotes: the power of mini-narratives and “others,” including feminism; cultural inclusion;
the interpretation of reality and truths; the fragmentation of time and space; an
evaluation of power/knowledge connections; and in the arts- representation, ambiguity
ix
and double-coding. Ultimately, postmodernism promotes freedom of discourse shared
through a variety of communal mediums. Imbuing these elements of postmodernism into
art pedagogy, and education in general, would advance an education worthy of 21st century
concerns. This project paper is followed by twelve units as may be implemented in a
secondary visual arts curriculum. The units vary in theme, theory and media, but all
clearly address the significance and immediacy of postmodernism. Finally, recommendations
are made with which to further the realization of postmodern theory into visual art
curriculums.
