Hubard Orvananos, Olga M. (omh4) | Teachers College Columbia University

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Hubard Orvananos, Olga
Associate Professor of Art Education
Arts & Humanities
212-678-8221

Office:
444D Macy

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).

 

*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

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