Intersections and Independence: 14th Annual Multiple Perspectives on Access, Inclusion, and Disability Conference
Questioning the Art of Education: Anxiety, Autism, and Depression Answer Back. Wendy L. Chrisman, Ph.D., Faculty, Columbus College of Art & Design; Panel Participants: Marissa Martin - Columbus College of Art & Design (Student); Alexis Brunk - Columbus College of Art & Design (Student); Rachel Kalaycio - Columbus College of Art & Design (Student).
When education and curriculum reformist Earl C. Kelley stated mid-twentieth century that, "We have not succeeded in answering all our problems - indeed we sometimes feel we have not completely answered any of them. The answers we have found have only served to raise a whole set of new questions," he actually was much closer to legitimate, sustainable answers than he may have known. As an early proponent of human-centered education who argued for action-oriented results, Kelley, like his predecessor John Dewey, valued experiential learning before it became de rigueur. Hailed as "Giants in Democratic Education," Kelley and Dewey argued for the necessity of privileging personal experience as both a locus of, and destination for, the process of learning. Over half a century later, educators continue to build on this theory by bridging identity politics into classroom applications.
This panel will explore how situating disability as a locus for research and creation opens up the possibility of self-education and growth in a non-disability related course. From Columbus College of Art and Design's Writing and the Arts class, first-year students will showcase their research and subsequent artwork: Alexis Brunk explores her work in "Know Your Anxieties;" Marissa Martin focuses on her vision of the "Integration of Education and Art Education;" Rachel Kalaycio discusses her depictions of "What Not to Say to People with Clinical Depression;" with course instructor Wendy L. Chrisman moderating the discussion.
Intersections and Independence: 13th Annual Multiple Perspectives on Access, Inclusion, and Disability Conference
Art School Confidential: When Rhetoric Meets Tourette’s, Autism, and Bipolar Disorder
Wendy L. Chrisman, Ph.D. – Faculty – Columbus College of Art & Design
Skylar Bridges – Columbus College of Art & Design (student)
Jean Paul Senior – Columbus College of Art & Design (student)
Kyle Boganwright – Columbus College of Art & Design (student)
This panel presentation explores the creative synergy that occurs in an academic environment when art and rhetoric connect, and disability and disorder are not only accommodated, but privileged.
Teaching at a small, private art and design college affords certain privileges, such as tailoring a writing course to best accommodate particular imaginations and skills. With these privileges, however, come certain frictions that require creative solutions. Writing courses in and of themselves are not necessarily privileged in general academics, and perhaps even less in such specialized schools. Opportunities for teaching about disability are even less likely to emerge. Yet an art school writing course frameworked by civic rhetoric can be a conduit for visualizing and representing disability, and in particular, invisible disabilities.
In this panel presentation, three students will share the work they have created in their “Writing and the Arts” course, with the instructor facilitating discussion about the structure of, and rationale for, the course. Skylar Bridges focuses on Tourette syndrome, Jean Paul Senior explores autism, and Kyle Boganwright reflects on bipolar disorder. Their presentations trouble the categorical labels and reductive language descriptive of their disabilities, address the stigma and misconceptions they have encountered, and discuss the rhetorical strategies they employed to create successful academic experiences.