Belenky
As a greater sense of communication is developed between student and teacher, the idea of who a teacher is as a person is altered in the eye of the student. Before discussion is the norm, “our teachers appear to us first as gods” (Belenky, 1997, p. 216). This is because, as students, we know no better than to trust blindly that whatever our teacher tells us is true. But as students (and teachers) grow to learn how to discuss lessons in class, the perception of the teacher changes from god to human. It is important to think out loud with students in an atmosphere where no one will feel uncomfortable speaking their mind. This theory of teaching is referred to as ‘problem-posing’ because “the object of knowledge is not the private property of the teacher” (p. 219). Instead, knowledge is shared and discussed as a whole for better interpretation and understanding by both the student and the teacher. It is the teacher’s job to “focus not on their own knowledge… but on the students’ knowledge” (p. 218).
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Guerrilla Girls
I believe that featuring women in history is incredibly important for today’s generations and those to come. But I also believe it is important for people to know how history has been taught and viewed thus far also. Being aware that horrible spots of history have occurred, like the oppression of women for the majority written history, is important when re-learning that history. If we can pinpoint why women were left out of history books, it may help us better understand their place in history in general. This chapter was fantastic at exposing Women artists of the Renaissance period. The Guerrilla Girls (1998) say it best, “A few masters and their masterpieces come to represent an entire era” (p. 29). Why is this? I genuinely believe, putting feminist concerns aside for the moment, that eras have come to be defined by just a handful of specific artists for the sake of time management in lower level educational systems. The ‘main’ artists of each era are practically beaten into our memories because there has been no other effective way to teach large amounts of students art and art history in a time effective manner. Do I believe that learning about the prescribed ‘ masters’ of art is important? Absolutely. But I also believe that learning about as many artists from every time period is also important because it gives a more complete picture of history and how that history has influenced our lives today. This Bedside Companion is witty and informative without being overbearing or annoying. All of the little profiles on women Renaissance artists were intriguing and concise and helped broaden our general knowledge of Renaissance art and artistry. Yet, I wish there was more detail on the actual art these women produced. There are a handful of pictures featuring some artwork by Sofonisba Anguissola, Elisabetta Sirani, Lavina Fontana, Maria Robusti, and Artemisia Gentileschi. Even so, I would like to see more artwork examples if there are any and more description on the process of these artists’ subject matter, mediums, and process of creating the artworks. My favorite part of this chapter was the profile on Artemisia Gentileschi towards the end. The fact that she, in the fifteenth century, “was able to set up her own atelier, learned to read, and was the first female member admitted to the Academia del Disgend” (p. 37) is incredible. Her piece Judith Slaying Holofernes is especially groundbreaking because it depicts a woman, Judith, directly looking at the man she is killing, “accomplishing her mission, and unafraid to face carnage and death” (p. 37). What a strong woman! It is refreshing to know that women did have a place in history, especially art history when the field is so dominated by men.
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Feminist Pedagogy
Changing the perspective with which students view their teachers, and vice versa, is a vital aspect in changing the future of educational systems. While changing these perceptions is of the utmost importance, we must also take into account the content of the information that is being presented. In an effort to bridge gaps between differences in students and the world around them, Sandell (1999) states we must, “ make curriculum content relevant to the experiences and interests of all students, employ language that makes academic content user friendly to all students, and utilize diverse strategies to fill in important academic gaps” (p. 3) Committing to this might seem difficult, but it is the only logical continuation of improving educational system setup. Altering the future of academic education is an important issue that needs to be addressed as soon as possible. For the benefit of everybody involved, “We need to be aware of the time, energy, and quality of attention we give to the students in our classroom” (Sandell, 1999, p. 4).
Sarah Kedzior 