Research

Books:

Lowenfeld, V. and Burton,J.M., (due spring 2003). Creative and Mental Growth. 3rd.,Edition Revised. New York: Prentice Hall

Burton, J.M., (Ed.). Conversations in Art: The dialectic of Teaching and Learning. Discussion with Various Publishers.

Burton: J.M., (1999). The Ziegfeld Collection: International Artworks of Adolescents from the 1950s. A Celebration. New York: Teachers College Columbia University.

Burton, J.M. (1999). A Guide to Teaching and Learning in the Visual Arts. Unpublished Manuscript, Teachers College Columbia University New York.

Burton, J.M., London, P., and Lederman, A.(1988) (Eds.). Beyond DBAE: The Case for Multiple Visions of Art Education. New York:University Council on Art Education.

Chapters:

Burton, J.M., (2001). Doctoral Programs at Teachers College. In James Hutchins, (Ed.). In Their Own Words: The Development of Doctoral Study in Art Education. Reston, VA: National Art Education Association.

Burton, J.M., (2000). Edwin Ziegfeld: A Humanistic Legacy. In, Sylvia Corwin (Ed.). The Legends of Twentieth Century Art Education, An Historical Review. Reston, VA: National Art Education Association.

Burton, J.M., Horowitz, R., and Abeles, H., (1999). Learning in and Through the Arts: Curriculum Implications. In. Ted Fisk (Edi.). Champions of Change. Washington, DC: Arts Education Partnership.

Burton, J.M., (1996). Natural Allies: Children, Teachers and Artists. In, Jane Remer (Ed.).

Beyond Enrichment. N.Y: American Council on the Arts, Publication.

Burton, J.M., (1994). Art Education and the Plight of the Culture. In Al Hurwitz and Otfried Scholtz (Edis.).Art Education in the United States of America Berlin, Germany: Hochschule Der Kuenste,.

Burton, J.M., (1993). Emerging Americans: The Painter Speaks. Introductory Chapter. In, Joan Jeffri (Ed.). The Painter Speaks, Westport, Connecticut: Greenwood Publishing Group, Inc.

Burton, J.M.,(1993). Trends and Issues in Visual Arts Education Curriculum. In,Visual Arts Teacher Resource Handbook. New York: Kraus International Publications.

Burton, J.M., (1988). Aesthetics in Art Education. In, Judith M. Burton, Peter London, and Arlene Lederman (Edis.). Beyond DBAE: The Case for Multiple Visions of Art Education. New York: University Council on the Arts.

Papers/Articles:

Burton, J.M., (2000). The Configuration of Meaning: Learner Centered Art Education Revisited. Studies in Art Education, 41 (4).

Burton, J.M. Horowitz, R., and Abeles, H.,(2000).Learning in and Through the Arts: The Question of Transfer. Studies in Art Education, 41 (3).

Burton, J.M., (1999.) Materials and the Embodiment of Meaning. In, Jo-Anna Moore (Ed.). Crafts and Education, Haystack. Deer Isle, ME: Haystack Mountain School of Craft.

Burton, J.M., (1996). Briefing Paper on Student Learning in and Through the Arts. In, Edith Zimmerman, (Ed.). Briefing Papers: Creating a Visual Arts Research Agenda Towards the 21^st Century. Reston, Virginia: National Society for Education Through Art.

Burton, J.M., (1995). The Arts in Infancy: Celebrating Artistry in the Child.
In, Al Hurwitz (Ed.). The Arts in Infancy. Baltimore, Maryland: Maryland College of the Arts Press.

Burton, J.M., (1994). The Arts in School Reform: Other Conversations. Teachers College Record, Vol. 95, No. 4.

Burton, J.M., (1992). Art Education and the Plight of the Culture: A Status Report. Art Education, Spring.

Burton, J.M., (1991. Some Basic Considerations About "Basic Art". Art Education, July.

Burton, J.M., (1990). Marino Marini: A Personal Response. IL Tremisse Pistoise, 15, N. 2-3.

Burton, J.M., (1990). The Aesthetic Presence of Truth: A Response to Rudolph Arnheim. New Ideas in Psychology, Fall.

Burton, J.M. Putting It All Together: Clay in Secondary Education. Studio Potter, Vol. 16, No. 2, June 1988.

Burton, J.M. ,(1986). Once More With Feeling: The Discipline of Art/The Art of Discipline. In Thomas Ewans (Ed.). Discipline and Art Education. Providence, RI: Rhode Island School of Design, 1986.

Burton, J.M., (1981). Developing Minds: With Three Dimensions in View. School ArtsVol. 80, No.5, January.

Burton, J.M., (1980). Developing Minds: Representing Experience From Imagination and Observation. School Arts, Vol. 80, No. 4, December.

Burton, J.M., (1980). Developing Minds: Visual Events. School Arts, Vol. 80, No. 3, November.

Burton, J.M., (1980). Developing Minds: The First Visual Symbols. School Arts, Vol. 80, No. 2, October.

Burton, J.M. (1980) Developing Minds: Beginning of Artistic Language. School Arts, Vol. 80, No. 1, September.

Maintaining a studio practice has threaded in and out of my teaching, writing and research these past years, apparently idiosyncratic, yet on reflection, not so!. I was originally trained as a painter and had the good fortune to study with Maurice deSausmerez, one of the most eminent painting teachers working in Great Britain in the 1960s. From him I acquired a great respect for the hand, the physical gesture, the mark, and the dynamics of its presence on a surface. As I now reflect on things, this, perhaps, is not surprising, as drawing has been at the center of my art practice since I was a child. For me drawing was and still is a private place, another world, in which to follow where my imagination leads. I think I have always drawn, and still do. For sometime now my drawings have taken the form of what one might call elaborate doodles, activations of surfaces: lines pushing, pulling and floating behind and in front of the flat paper. My drawings begin and go where they will, and only slowly do the lines come into relationships that hint at meanings, little messages that are multiply layered, each building on the other. I think these kinds of drawings call upon what I have termed ‘Sensory Logic’ in my more theoretical writings. They also refer to my abiding interest in the many and different ways in which we can explore the representation of the third dimension on the flat surface.

My sense is that the activity of the hand and body in consort with material provides part of the loop we call artistic intelligence, perhaps intelligence itself. We know that knowledge at its profoundest originates in and remains rooted to our bodily and emotional sensibilities. My fear is that as technology moves us further and further from actions on and with materials, and as we acquire more and more information, we will at the same time denude knowledge of its human meaning. Technology provides us with fantastic new tools, it is now up to us in arts education to use them with imagination to enrich what is central to all the arts—their humanness; the possibility they offer us all to stretch across time, space, and cultural differences and meet each other in human enterprise and community.

Judith Burton is Professor and Director of Art and Art Education, Columbia University Teachers College. Before that she was Chair of Art Education of Boston University and taught at the Massachusetts College of Art.  She received her Ed. D. from Harvard University in 1980. Her research focuses on the artistic-aesthetic development of children and adolescents and the implications this has for teaching and learning.  In 1995 co-founded the Center for Research in Arts Education at Teachers College, and in 1996, she founded the Heritage School a comprehensive high school featuring the arts, located in Harlem, NYC.  She is author of numerous articles and chapters and currently has three books in process of publication: She received the Manuel Barkan Award for excellence in research writing, and the Lowenfeld Award for lifetime achievement in art education from NAEA. Dr, Burton is a Fellow of the Royal Society for the Arts in Great Britain, a Distinguished Fellow of the NAEA, and serves as Distinguished Visiting Professor at the Central Academy of Fine Arts Beijing, China. She is also a Trustee of the Maryland Institute College of Art, Baltimore, MD.

My research interests of late center on a number of factors contributing to the artistic development of children, adolescents and young adults in college. Studies have included examination of such questions as: how teachers ''read'' and respond to children''s art works, how children and adolescents themselves respond aesthetically to paintings, how children’s artistic thinking extend to other disciplines and the role of professional artists in stimulating learning in the arts. In essence, my research interests relate to gaining deeper insight into the emergence and continuous development of visual symbolic capacities, and the factors that both promote and inhibit this journey. I am concerned to know more about how acts of artistry shape individual’s relationships with the world, the relationship between artistic thinking and aesthetic responding, and the mediating role played by the culture.


Recent Projects:

Investigation of the relationship of learning in and through the arts to other subject disciplines in K-12 schools.   

Investigation of the sources of image making in the art-making practices of early adolescents (funded).

Investigation of the role of professional artists working in schools.

Investigation of the aesthetic responses of children, adolescents and adults to mature works of art: fine and material culture.

October 2010. Special Recognition Art Education Award for Outstanding Service and Leadership. From NYCATA/UFT.

March 2010. Recipient of the 2010 Edwin Ziegfeld Award for contribution to international art education.  National Art Education Association.

 December 2006. Special citation from the University Council for Art Education, NY, for significant contribution to art education.

                 

December 2006. Special citation from the New York State Art Teachers Association, for                   leadership in art education.

                

December 2006. Special citation from the New York Public Schools, for contribution

to art education in the City schools.

 

March 2004. Elected Distinguished Fellow, National Art Education Association.

 March 2001. The Lowenfeld Award, For Distinguished Contribution to the Field of Art Education Throughout the Years. Presented by the National Art Education Association.

March 2001. The Manuel Barkan Award, For Distinguished Research and Writing in Art Education. Presented by the National Art Education Association.

Spring 1995. Elected Fellow of The Royal Society of Arts (FRSA), London, England.

June 1993. Charles Robertson Memorial Award for 'Significant Contribution to Art Education in Both Theory and Practice.' The School Art League, New York.

1989.  Art Educator of the Year, Eastern Region National Art Education Association.