Jessica Hamlin is a Clinical Professor in the Art+Education program at NYU. Her work explores the intersections between contemporary art, critical pedagogy, and public education. Before joining the faculty at NYU she served as the Director of Education for Art21 initiating the Art21 Educators professional learning community and Creative Chemistries - a platform for timely exchange between artists, educators, policy makers, academics and community based educators. She has also served as the Director of the Saturday Art School at Pratt University, the Education Coordinator and Gallery Educator for the non-profit artist space Art in General, and consulted with a range of non-profit organizations and school districts on curriculum design, strategic planning, and professional development. An advocate for a radical reimagining of art+education and teacher practice inspired by urgent social issues, relevant historical connections, and contemporary practices enacted by socially engaged and activist artists, Jessica works with K-12 classroom teachers to position schools and classrooms as sites for creative and critical exchange and community building. Jessica co-authored the book, Art as History, History as Art: Contemporary Art in the History Classroom (Routledge, 2009), has published articles in School Arts and Art Education magazines as well as the ART21 Magazine. She has also published chapters in several exhibition catalogues and books.
Selected Publications
Hamlin, J., Restler, V. (2021). ‘Picturing Whiteness: Working With Images to Visualize and Resist White Supremacy in Educational Spaces’ in Art Education.
Hamlin, J., Gibbons, C., Lambrou, A., (2021). 'Portraits Across the Distance: Connecting and Collaborating through Film and Photography in a Pandemic Art Education' in Art Education.
Hamlin, J., Fusaro, J. (2018). ‘Contemporary Strategies for Creative and Critical Teaching in the 21st Century’ in Art Education.
Hamlin, J., Hetland, L. (2018). ‘A Ship with Two Prows: Evaluating Professional Development for Contemporary Art Educators.’ Invited chapter for edited book: Rajan, R. Arts Evaluation and Assessment: Measuring Impact in Schools and Communities. Palgrave Press: New York.
Hamlin, J. (2018). ‘The education we need works like an artist.’ in Back to the Sandbox: Art and Radical Pedagogy. Western Washington University and MIT Press: Cambridge, MA.
Desai, D., Hamlin, J. (2017) ‘Sites of Learning: Artists and Educators as Change Agents’ in Art & Design Education in Times of Change. University of Applied Arts Vienna, Vienna, Austria: De Gruyter.
Hamlin, J. (2017) ‘At the intersection of education, art, and activism: the case for creative chemistries’ in Visual Inquiry: Learning and Teaching Art. Volume 6, Number 2, June 2017, pp. 179-189
Hamlin, J. (2017) ‘Education and Neoliberalism’ in e-flux Conversations
Hamlin, J. (2017) ‘The Making and Teaching of Art as a Social Act’ in The NYSATA News, Volume 45, No. 4, pp. 20-22
Hamlin, J., Fusaro, J. (July 2015). ‘Generating Creative Chemistries’. ART21 Magazine.
Graham, M., Hamlin, J. (2013). ‘Teaching With Art21 and Contemporary Artists: Mark Bradford and the Use of Improvisation, Layering, and Text.’ Art Education, Vol. 67 Issue 4, p47-53.
Desai, D., Mattson, R. Hamlin, J. (2010). History as Art, Art as History: Contemporary Art and Social Studies Education. New York: Routledge Press.