Penn State’s Art Education faculty and alumni have long contributed to the outstanding national reputation of the University’s Art Education program. This year the National Art Education Association (NAEA) recognized the contributions of three Penn Staters by inducting them into its 2013 Class of Distinguished Fellows. The honorees were Karen Keifer-Boyd, professor of art education and women’s studies; B. Stephen Carpenter II (’89 M.Ed., ’96 Ph.D. Art Education), professor of art education; and alumnus John Howell White (’94 Ph.D. Art Education), professor of art education and chair of the Department of Art Education and Crafts at Kutztown University.
Distinguished Fellows of the National Art Education Association are members who are recognized for their service to the association and the profession. They have demonstrated a profile of accomplishments that extend across several criteria, including receiving national awards for exemplary teaching, research, and scholarship; serving as chair on national or regional committees; and publishing extensively.
Keifer-Boyd is past president of the NAEA Women’s Caucus. She serves on the NAEA Higher Education Research Steering Committee; on the Council for Policy Studies; and as a past coordinator of the Caucus on Social Theory. She is co-founder and co-editor of Visual Culture & Gender, a cutting-edge online journal, and has served as a reviewer for 15 editorial and review boards. She has been honored with leadership and teaching awards, including two Fulbright Awards (2006 in Finland and 2012 in Austria) and 2013 Edwin Ziegfeld Award. Her writings on feminist pedagogy, visual culture, cyberNet activism art pedagogy, action research, and identity are in more than 45 peer-reviewed research publications, and translated into several languages. She co-authored InCITE, InSIGHT, InSITE (NAEA, 2008), Engaging Visual Culture (Davis, 2007), co-edited Real-World Readings in Art Education: Things Your Professors Never Told You (Falmer, 2000) and served as editor of the Journal of Social Theory in Art Education and guest editor for Visual Arts Research.
Carpenter, professor-in-charge of Penn State’s Art Education program, has authored numerous journal articles and book chapters on art education, visual culture, and curriculum theory. He is co-author of Interdisciplinary Approaches to Teaching Art in High School (2006); co-editor of Curriculum for a Progressive, Provocative, Poetic, and Public Pedagogy (2006); past editor of Art Education (2004-2006); past co-editor of the Journal of Curriculum and Pedagogy (2010-2012); and director of reservoir studio, a social action collective. Through a combination of solo and group exhibitions, his ceramics, mixed-media assemblages, installations, and performance artworks address social issues and call into question historical, cultural, and political constructs.
saWhite has been elected four times by the faculty to serve as the chair of the Department of Art Education and Crafts, Kutztown, and currently serves as chair of the NAEA’s Research Commission. He has provided service to the field as director of NAEA’s Higher Education Division, chair of the Council for Policy Studies in Art Education, member of NAEA’s Research Commission Task Force, and member of the editorial board for Studies in Art Education. White was named the 2012 National Higher Education Art Educator of the Year, and the 2009 Pennsylvania Higher Education Art Educator of the Year. White’s areas of research include histories and philosophies of art education. His work has been published in Studies in Art Education, The Journal of Art Education, The Handbook of Research and Policy in Art Education, Visual Arts Research, International Journal of Education and the Arts, Translations, and School Arts Magazine. He maintains an active painting practice that informs his upcoming Davis Studio Series textbook for secondary students, Experience Painting.
When asked why Penn State’s Art Education program receives so many national accolades, Carpenter answers, “Penn State Art Education has typically been a place where traditional approaches to research in art education are welcome, but it is also known as a place where art education research is reinvented. Our program has produced numerous graduates at both the undergraduate and graduate levels who have reinvented art education, pushed its conventional boundaries, and whose contributions have strengthened the field for decades.”