2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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Sheyda Ardalan

Professional Background

Educational Background

Ed.D., Art Education, Teachers College, Columbia University, New York, NY. (2009)  

 

M.A. in Art Education, Teachers College, Columbia University, New York, NY. (1994)

 

B.F.A. in Illustration and Painting, Pratt Institute, Brooklyn, NY. (1980)           

 

International Baccalaureate Diploma, Tehran International School, Tehran, Iran. (1976)    

 

Certifications

States of Connecticut, New York, and New Mexico; Visual Arts K-12 (042); State of Connecticut BEST Mentor

Scholarly Interests

Mentorship and apprenticeship practices in traditional arts; technology and art education; fine art painting; teacher training.

Selected Publications

2011               Children and their Art. Michael Day & Al Hurwitz; Interview by Michael Day

2010               Creativity Magazine. Interview, Tehran, Iran

2007               Museum Interactions. The Practices of Investigation Series, Teachers College

2006               Mokarrameh Ghanbari and Darikandeh Village of Art. Teachers College Art Education Publications Series

 

Web Presence

Personal Website: http://sheydaardalan.com

http://www.greenwichschools.org/page.cfm?p=124          

http://mokarramehartworkshops.blogspot.com/

http://sheydaresearch06.blogspot.com/

http://sheydaresearch07.blogspot.com/

http://sheydaresearch08.blogspot.com/

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 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.