Olga Hubard
Associate Professor of Art Education and Associate Professor of Art Education
212-678-8221
Personal Website
Office Hours: By Appointment
Office Location: Macy 444D
Expertise
- Arts in Education
- Elementary Education
- High School
Olga Hubard
Professional Background
Educational Background
EdD, Teachers College, Columbia University. New York.
MA in Art Education, Teachers College, Columbia University. New York.
MFA in Fine Arts, School of Visual Art. New York.
BA (licenciatura) in Art History, Universidad Iberoamericana, Mexico City.
Scholarly Interests
The interaction of young people with artworks; the relationship of aesthetic theory and teaching practice; the place of the visual arts in the curriculum.
Selected Publications
Hubard, O. (2011). Rethinking critical thinking and its role in art museum education. Journal of Aesthetic Education, 45(3).
Hubard, O. (2011). Illustrating Interpretive Inquiry: A Reflection for Art Museum Education. Curator: The Museum Journal, 54(2), 165-179.
Hubard, O. (2011). Being across homes. Teachers College Record, 113(6), 8.
Hubard, O. (2010) Three modes of dialogue about works of art. Art Education, 63(3), 40-45.
Hubard, O. (2008). The Act of Looking: Wolfgang Iser's Literary Theory and Meaning Making in the Visual Arts. International Journal of Art and Design Education, 27(2).
Hubard, O. (2007). Complete engagement: Embodied response in art museum education. Art Education, (60)6.
Hubard, O. (2007). Negotiating personal and cultural significance: A theoretical framework for art museum education. Curator: The Museum Journal, 50(4).
Hubard, O. (2007) Originals and reproductions: The influence of presentation format in adolescent responses to art images. Studies in Art Education, 49(3).
principal publications
*Hubard, O. (2011). Rethinking critical thinking and its role in art museum education. Journal of Aesthetic Education, 45(3).
*Hubard, O. (2011). Illustrating Interpretive Inquiry: A Reflection for Art Museum Education. Curator: The Museum Journal, 54(2), 165-179.
*Hubard, O. (2011). Being across homes. Teachers College Record, 113(6), 8.
Hubard, O. (2011). “Curriculum: Why should art be accessible to everyone?” in Art within reach: From the WPA to the present, http://cmany.org/wpa/curriculum.phtp. [Excerpt in Trudeau, P. (Ed.). Art within reach: From the WPA to the present. New York: Children’s Museum of the Arts, 122-125.]
*Hubard, O. (2010) Three modes of dialogue about works of art. Art Education, 63(3), 40-45.
* Hubard, O. (2008). The Act of Looking: Wolfgang Iser's Literary Theory and Meaning Making in the Visual Arts. International Journal of Art and Design Education, 27(2).
Hubard, O. (2007). (Ed.) Museum interactions: Personal responses & educational perspectives. New York: Program in Art and Art Education, Teachers College Columbia University.
*Hubard, O. (2007). Complete engagement: Embodied response in art museum education. Art Education, (60)6.
*Hubard, O. (2007). Negotiating personal and cultural significance: A theoretical framework for art museum education. Curator: The Museum Journal, 50(4).
Hubard, O. (2007). Why is that art? A review essay. International Journal of Education & the Arts, 8(Review 4).
*Hubard, O. (2007). Productive information: Contextual knowledge in art museum education. Art Education 60(5).
*Hubard, O. (2007) Originals and reproductions: The influence of presentation format in adolescent responses to art images. Studies in Art Education, 49(3).
Hubard, O. (2006, Fall). Activities in the art museum. NAEA Advisory.
*Hubard, O. (2006). “We've already done that one”: Adolescents' responses to repeated engagements with the same artwork. International Journal of Art and Design Education, 25(2).
Hubard, O. (2005). The human dimensions of aesthetic experience: An adolescent conversation with the art of Isamu Noguchi. In Art Education Dissertation Monographs, Vol. 1. New York: Program in Art and Art Education, Teachers College Columbia University.
*Peer reviewed
A&HA 4063: Introduction to painting
Development of fundamental painting skills and understandings within the quest for individual expression and style. Oils, acrylics, collage, and watercolor employed. Special fee: $100. Noncredit fee: $600 plus special fee.
A&HA 4079: Exploring cultural diversity: Implications for arts education
This course explores a host of issues related to cultural diversity and examines their impact on the practices of art and art education. Teachers reflect about curriculum content, pedagogical approaches and human relations in the diverse art room.
A&HA 4086: Current issues and practices in art and art education
An analysis of current philosophies, theories, and practices in art and art education at all levels of instruction. Programs in public schools, higher education, museum education, and other non-traditional settings are examined, along with advocacy initiatives and policy issues appropriate to the various issues discussed. Special fee: $30.
A&HA 4090: Museum education issues I: Culture of art museums
An examination of the challenges facing art museums in the twentieth century, with a focus on changing interpretations of objects and how museums respond to public need. Special fee: $25.
A&HA 4202: Fieldwork in art education
Permission of instructor required. Professional activities in the field under faculty supervision.
A&HA 4702: Supervised teaching in art education: Secondary
Prerequisites: A&HA 4080, A&HA 4081, A&HA 4087, and A&HA 4088. M.A. candidates should plan to take student teaching in their last semester of coursework towards their degree. For majors only. A variety of supervised teaching experiences (7-12), supplemented by conferences, evaluation, and seminars. The student completes 200 hours in schools observing, assisting, teaching, and evaluating. Required of those seeking state certification in art in New York State and other states. Special fee: $15.
A&HA 4722: Supervised student teaching in art education: Elementary
Prerequisites: A&HA 4080, A&HA 4081, A&HA 4087, and A&HA 4088. M.A. candidates should plan to take student teaching in their last semesters as final coursework towards their degrees. For majors only. A variety of supervised teaching experiences (K-6) supplemented by conferences, evaluation, and seminars. The student completes 200 hours in an elementary school observing, assisting, teaching, and evaluating. Required of those seeking state certification in New York State and other states. Special fee: $15.
A&HA 4902: Research and independent study in art education
Permission of instructor required. Professional activities in the field under faculty supervision.
A&HA 5202: Fieldwork in art education
Permission of instructor required. Professional activities in the field under faculty supervision.
A&HA 5902: Research and independent study in art education
Permission of instructor required. Professional activities in the field under faculty supervision.
A&HA 5922: Master's seminar in art education
Corequisite A&HA 6202. Permission of instructor required. Required for all M.A. and Ed.M. students. Guided independent work in research, culminating in the development of a masters proposal. Special fee: $30.
A&HA 6202: Fieldwork in the art education
Permission of instructor required. Professional activities in the field under faculty supervision.
A&HA 6482: Internship in the teaching of college and museum programs
Permission of instructor required. Guided experiences in the teaching of the arts in departments of metropolitan area colleges. Sections: (1) Teaching art programs: college, (2) Teaching art programs: museum.
A&HA 6580: Problems in art and education
Specific problems of art and art education examined. Different topics each semester. Permission of instructor required. Special fee: $15.
A&HA 6904: Studio work in art and education: Painting
Permission of instructor required. Enrollment limited. For advanced independent study. Noncredit for majors only. Special fee: $100.
A&HA 6972: Research and independent study in art education
Permission of instructor required. Research and independent study under the direction of a faculty member.
Documents & Papers
Download: CV June 11 [PDF]
Centers and Projects
Website: http://www.tc.edu/a%26h/ArtEd/center.asp
The Heritage School, now in its tenth year of life, is a partnership between Teachers College and the New York City Board of Education. Conceived by Professor Judith M. Burton, Director of the Art and Art Education Program, in 1996, the School has as its mandate education in the arts and culture at the core of the curriculum.
The Heritage School is set in a land-marked building on Lexington Avenue in East Harlem. It is presently a public comprehensive high school grades 9-12 soon to become a secondary school grades 7-12. All young people in the school take art, music, dance and drama, along with their academic subjects as part of their program of study. An important feature of the School is its openness to learning in cultural institutions as part of it curricula provisions. To this end, all youngsters follow a program of visits to museums, galleries, theaters, libraries, and concert halls, which frame interdisciplinary learning across subject boundaries.
The School follows an extended day curriculum, engaging youngsters in an extraordinary array of offerings including: extra tutorials in subjects like mathematics and Regents preparation; it also offers opportunities to learn karate, Japanese, mural painting, sports, and undertake community internships. The School has a thriving computer center, and scholarships are offered for students to attend studio courses at Teachers College in photography, drawing and ceramics.
An important feature of the School is its work with the artists of the Tailler Boriqua, who share the building. The artists are frequent visitors to the classrooms; working with students on the creation of murals, books, and computer generated imagery. The artists also run an exhibition series of artwork from South America in their Gallery in the School building. Like the artists, the community parents are also deeply involved in the school, organizing debates, musical evenings, and conversations about how best to support youngsters through their final years in public school.
The faculty and students of The Art and Art Education Program are deeply involved in the School in an array of capacities as professional development consultants, administrators, teachers, visiting artists, interns, and student teachers.
