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Ami Kantawala

Professional Background

Educational Background

Ed.D. in Art & Art Education, Teachers College, Columbia University, New York. Title of Dissertation: Re-Framing the Past: Re-Making Invisible Histories of Nineteenth Century Pedagogies of Drawing and Re-membering Art Educators in Colonial India (2007)   

Ed.M. in Art & Art Education, Teachers College, Columbia University, New York.
Title of Thesis: Colonial Connections Postcolonial Disconnections: Towards a Reconciliation of Indian Art Education (2003)

B.F.A (Metal Craft) Sir.J.J.School of Art, Bombay, India. (1997)

B.F.A (Painting) Sir.J.J.School of Art, Bombay, India. (1994)

Scholarly Interests

Historical research methods, colonial art education, teaching of drawing.

Selected Publications

Kantawala, A.; Hochtritt,L.;Rolling, J.;Serig, D.; Staikids, K. (2009). “Establishing Collaboration Endeavors Across Generations: The Mentor and the Apprentice”. Visual Arts Research Journal

custom course list

September 2007-present

Adjunct Assistant Professor of Art and Art Education and Manager of Graduate Requirements
  • Teaching Historical Foundations of Art Education, Research Methods
  • Masters students advisement includes supervision of master’s thesis and general advisement
  • Management of doctoral requirements which include working with the Institutional Review Board Applications, Office of Doctoral Studies, research and data management strategies including conducting library research


publications

A&HA 4085: Historical foundations of art education

An introduction to major historical events and underlying beliefs, values, and practices that have influenced contemporary art and art education programs at all levels of instruction in the U.S. as well as internationally. Special fee: $75.

A&HA 4281: Field observations in art education

Required of M.A. students or art teacher certification majors. To be taken concurrently with A&HA 4080, Artistic development of children, and A&HA 4088, Artistic development: Adolescence to adulthood. Involves observations in schools of various types; videotaping of contrasting teaching styles and curricular approaches; analysis of perceptual, artistic, and societal assumptions implicit within programs observed.