Karen Mcgarry

The College for Creative Studies, Fine Arts, Faculty Member

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Karen McGarry, PhD, MFA, wrote her dissertation on "Making Reflection Real," using arts-based reflection to enhance reflective dispositions with preservice art education teachers. She has worked as an artist educator in elementary, secondary, and higher education capacities in Michigan, Ohio, and California. In addition to keeping a studio practice for visual artmaking informed by arts-based research practices, McGarry is an Associate Professor of Art Education at the Center for Creative Studies in Detroit, MI. She employs arts-based research practices through ongoing development of her A-R-T-identity: Artist-Researcher-Teacher. Service-learning and social justice practices ground her teacher education work, emphasizing equity, diversity, inclusion, and belonging. These focus elements center her work mentoring and preparing students to become arts professionals as they build their own informed A-R-T-identities.

Multitextual Reflection Website: https://www.karenmcgarry.com/
Artist Educator website: https://www.kmcgarted.com/

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Mariya Ivancheva

University of Strathclyde, Glasgow

Katherine Butler Schofield

King's College London

Samia Hurst

Université de Genève

Eric S . Kim (UBC)

University of British Columbia

David Seamon

Kansas State University

Egil Bakka

Norwegian University of Science and Technology

Martin O'Neill

University of York

CARLO Mignone

Università Del Salento

Javier Marín-López

Universidad de Jaén

Maja Vasiljevic

University of Belgrade

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Papers by Karen Mcgarry

Place as Identity/Identity in Place

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Elliot Eisner: Proponent of Surprise (1933–2014)

Springer eBooks, 2022

Elliot Eisner was a painter and an educator who thought across and through disciplines of art and... more Elliot Eisner was a painter and an educator who thought across and through disciplines of art and education. As an educational thinker, Eisner learned from theorists who would ultimately guide his intellect and foster his appreciation for how the arts impacted learning. His own connoisseurship, sense of critique, and belief in experiential learning produced expressive outcomes in the students he nurtured, who would later carry on his legacy. The attention he paid to curriculum led him toward crafting a program of study that embraced artful practices for teachers unskilled in the arts. The intent, he wrote, was to help teachers inform their students of how the arts might enrich and inform lived experiences. In his thinking, the arts possessed a unique interpretability revealed in the process of artmaking. His contention held that artistic methods enveloped the potential to awaken pluralistic approaches to teaching and learning, stretching the boundaries

A White Palette Gathering

Storytelling, a tenet of Critical Race Theory, offers a distinct approach for researchers engagin... more Storytelling, a tenet of Critical Race Theory, offers a distinct approach for researchers engaging in narrative inquiry. This article models a fiction as research approach for creating a literature synthesis as a pedagogical strategy for teacher educators and pre-service teachers. The white palette refers to a painting palette, a blank slate or canvas, often considered neutral ground. Whiteness, however, is not neutral and this one-act conversation centers on examining whiteness as it impacts my role as a white teacher educator. The production, players, and script developed out of salient literature inclusive of Critical Race Theory, Art Education, and Critical Whiteness Studies. I am both author and a participant in this story. In this capacity, I disclose the impacts of the literature on my white teacher educator identity and reveal how I created arts-based data artifacts to evidence the overall story.

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Supporting the Arts as Disciplines of Learning. A Book Review of The Role of the Arts in Learning: Cultivating Landscapes of Democracy

Democracy education, 2020

Learning through and in partnership with the arts may contribute to an expansion of educative exp... more Learning through and in partnership with the arts may contribute to an expansion of educative experiences beyond what can be measured through standardized assessment procedures, for example. The arts offer opportunities to gain experiences in no right answer environments— sites for inquiry learning, across discipline boundaries. In The Role of the Arts in Learning: Cultivating Landscapes of Democracy, editors Hanes and Weisman (2018) nurture a space for potential democratic learning inclusive of the arts. By harnessing the historical, pragmatic philosophes of John Dewey (1934) and Maxine Greene (1978), this book seeks to counter the political backdrop of neoliberal interference into educational systems. As an artist educator and researcher, I welcome the scholarship this book contributes toward expanding the dialogue around artsinclusive learning. Within artsbased research and practice, the role of the arts in learning has long been a focal point supportive of Dewey and Greene philo...

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Multitextual Literacy in Educational Settings: Contextual Analysis and the Dab

Art/Research International: A Transdisciplinary Journal, 2019

Literacy is more directly linked to language arts than the visual arts even though both disciplin... more Literacy is more directly linked to language arts than the visual arts even though both disciplines demand a high level of proficiency knowledge. This article examines how Feldman’s (1970) art criticism model, applied in visual arts and aesthetics, and Fairclough’s (2015) critical discourse analysis (CDA), used predominantly in literacy research, imbricate to reveal a multitextual literacy approach to gesture as an extension of utterance. Transdisciplinary textual analysis, supported by Bakhtin’s theories on addressivity and social language construction (1986), critique both cultural appropriation and media literacy. Gesture, as an extension of utterance, transpired from witnessing a random gestural act, blurring textual boundaries in a decoding process to suggest multiliterate awareness in learning ecologies. Art criticism reflection and CDA reveal methods for examining communication processes within cultural contexts and, as a result, suggest integration into educational settings ...

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Making Partnerships With STEAM

Art Education, 2018

John Maeda had me at “Hello.” When the former president of the Rhode Island School of Design spok... more John Maeda had me at “Hello.” When the former president of the Rhode Island School of Design spoke at the 2012 National Art Education Association (NAEA) Convention in New York, his words supported my own ideas about teaching and learning based on STEAM (science, technology, engineering, art and math). Specifi cally, I view STEAM as an exciting prospect for including arts into core curricula, yet am uncertain about its implementation. On the one hand, STEAM appears an essential path forward, while on the other hand, there seems to be little guidance assuring that STEAM moves on an advancing path.

Reflexivity as a Process for Coming Into Knowing

LEARNing Landscapes, 2019

Acting reflexively implies a “self-critical and self-conscious stance” (Glass, 2015, p. 555) of r... more Acting reflexively implies a “self-critical and self-conscious stance” (Glass, 2015, p. 555) of recognizing myself within a research process as an intentional participant-practitioner of generating knowledge. This article attempts to reveal visual evidence across a landscape of textual references and material implementations as a process of the what and how of knowing. My aim is to affirm the intentionality of my reflexive praxis as a way of knowing and becoming through committed intertextual inquiry and discovery.

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Place as Identity/Identity in Place

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Elliot Eisner: Proponent of Surprise (1933–2014)

Springer eBooks, 2022