FATE panel, 2005 CAA, Atlanta, Georgia, Chair: Brian Curtis, Associate Professor, University of Miami (FL)

Radical changes in art curricula are either being proposed or have already been implemented in a substantial number of college level art programs across the country. The impetus for these changes lies in higher education’s preoccupation with computer technology and contemporary critical theory. Even though the popularity of computers and the academic influence of contemporary critical theory are to a large extent unrelated phenomena, these two relatively recent arrivals to higher education are teaming up to fundamentally alter the intellectual climate in our schools, programs, and classrooms.

Digital technology and the myriad of philosophical approaches that cluster under the banner of contemporary critical theory are not simply introducing new data or new media into the traditional educational model; they are introducing radically new pedagogical paradigms that demand that we totally redefine our roles both as artists and as educators.

Critical theory buzzwords swarm in the classrooms and digital work stations are multiplying faster than increases in tuition. But at what price do we embrace these paradigms? Is there something of value being lost in the mad scramble to position ourselves on the “cutting edge” of technology and academic fashion?

The goal of this panel will be to promote a lively discussion on the pedagogical soundness of current trends in curricula reform. Submissions from all philosophical positions are encouraged.

PANEL MEMBERS:

Steve Sherman, Moore College of Art,

Darby Bannard, Head of Painting, University of Miami,

Julia Marsh, School of the Art Institute of Chicago,