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In the beginning

In the beginning. Judy Chicago did not set out to be an educator. She became an educator in response to the lack of educational opportunities for female art students.

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In the beginning

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  1. In the beginning • Judy Chicago did not set out to be an educator. • She became an educator in response to the lack of educational opportunities for female art students I am an Artist! I make art from a woman’s perspective. The content of women’s lives is relevant subject matter for the fine arts.

  2. The Fresno Days • 1969-70 Started the First Feminist Art Program at California State University - Fresno • All female classes • Consciousness raising and collaborative art making Boxing Ring Ad, Announcement in Artforum for Jack Glenn Gallery, 1971. Photo by Jerry McMillan

  3. Cal ArtsCalifornia Institute of the Arts1971-1974 • 1971 – Moved the Feminist Art Program to California Arts…… and expanded the course offerings. • Began new Feminist Art Program in their own space – A collaboration with Miriam Schapiro (2 years of team teaching) Women�s Building photo from Brochure, 1972, designed by Sheila de Bretteville.

  4. Womanhouse The Sheet Closetby Sandra Orgel from Womanhouse. 1st ever explicitly female-centered installation Judy Chicago and Miriam Schapiro in front of  Womanhouse Susan Frazier, Vicki Hodgetts, Robin Weltsch, Nurturant Kitchen

  5. From Educator to Artist to Educator • Chicago left the Feminist Art Program in good hands with Miriam Schapiro in 1974 to return to making her own art. • She re-entered academia in 1999 and conducted 6 different residencies with her husband (Donald Woodman) • Her desire to enter the world of k12 art education was instigated by reading a published lesson review a teacher created based on her Dinner Party installation which she viewed as misrepresenting the educational intention of the artwork.

  6. Influence from • After meeting and reading the work of Marilyn Stewart Chicago’s intuition about designing curriculum was validated and her understanding was expanded. • This led to another collaborative project. • Creating the Dinner Party Curriculum

  7. The Dinner PartyFrom an artwork to a curriculum “My abiding goal for The Dinner Party was to educate future generations about women's rich heritage and their important contributions to Western civilization.”

  8. Educating Through Point and Click Through the Flower was developed by Judy Chicago in 1978 as a non-profit Feminist art organization. Its mission is to educate the public about the importance of art and its power in re-introducing exposure to women's achievements.

  9. Teaching The Missed History

  10. Dinner Party Curriculum is Available on-line

  11. Chicago’s LegacyA Content-Based Pedagogy • Rooted in Feminist Principles • Establish the content first – THEN determine the vehicle and means of expression.

  12. References • Chicago, J., & Schapiro, M. (1971). A feminist art program. Art Journal, 31(1), pp. 48-49. Retrieved from http://www.jstor.org/stable/775636 • Chicago, J., & Woodman, D. (n.d.). How to use the dinner party curriculum project. Retrieved from http://judychicago.arted.psu.edu/dpcp/howto.php • Chicago, J., & Woodman, D. (n.d.). The dinner party curriculum project. Retrieved from http://judychicago.arted.psu.edu/dpcp/intro.php • Garber, E. (1992). Feminism, aesthetics, and art education. Studies in Art Education, 33(4), pp. 210-225. Retrieved from http://www.jstor.org/stable/1320667 • Garber, E. (2003). Teaching about gender issues in the art education classroom: Myra sadker day. Studies in Art Education, 45(1), pp. 56-72. Retrieved from http://www.jstor.org/stable/1321108 • Harper, P. (1985). The first feminist art program: A view from the 1980s. Signs, 10(4, Communities of Women), pp. 762-781. Retrieved from http://www.jstor.org/stable/3174313 • Jones, A. (Ed.). (1996). Sexual politics: Judy Chicago's Dinner party in feminist art history. Los Angeles: UCLA at the Armand Hammer Museum of Art and Cultural Center in association with University of California Press, Berkeley. • Judy Chicago, Educator. (n.d.). Retrieved from http://judychicago.com/educator/ • Keifer-Boyd, K. (2007). From content to form: Judy chicago's pedagogy with reflections by judy chicago doi:10.2307/25475816 • Keifer-Boyd, K. (n.d.). Participatory art pedagogy informed by feminist principles: History. Retrieved from http://throughtheflower.org/pedagogy/ • Lather, P. (1991). Getting smart: Feminist research and pedagogy within the postmodern. New York: Routledge. • LewAllenGalleries. (2008). Illustrated time line: Judy Chicago. Retrieved from http://lewallencontemporary.com/judychicago/timeline • Natinal women's history project: 2008 honorees. (2008). Retrieved from http://www.nwhp.org/whm/schapiro_bio.php • Sandell, R. (1979). Feminist art education: An analysis of the women's art movement as an educational force. Studies in Art Education, 20(2), pp. 18-28. Retrieved from http://www.jstor.org/stable/1319538 • Schapiro, M. (1972). The education of women as artists: Project womanhouse. Art Journal, 31(3), pp. 268-270. Retrieved from http://www.jstor.org/stable/775513 • WHOA, GIRL. (2011). [Web log message]. Retrieved from http://whoagirl.tumblr.com/page/5 • Women's history month: 2008 honorees. (2008). Retrieved from http://www.nwhp.org/whm/chicago_bio.php • Youdelman, N. (2011). Feminist art program. Retrieved from http://www.nancyyoudelman.com/index.php/portfolios/2011-07-09-02-05-54

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