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Jessica Hamlin

Clinical Assistant Professor of Art + Education

Art and Art Professions

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.

Programs

Art + Education

Join our community of artists, educators, and activists in the historic Lower East Side and Greenwich Village⁠ – epicenter of social activism, radical education, and cutting-edge art in New York City!

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Courses

Race, Education and the Politics of Visual Representation

This course addresses philosophical. historical, socio-politcal contexts of multiculturalism in the United States, with an emphasis on relationship to critical pedagogy and contemporary art practices. Current ideas about representation and identity will be considered specifically in relation to a critique of mainstream notions of multiculturalism and art. Topics may include the history of race in the United States, the role of ethnicity and class in shaping identity, and feminism and multiculturalism. The course of addresses pedagogy and curriculum in a variety of educational settings, including schools, museums, and alternative spaces.
Course #
ARTED-GE 2015
Units
3 - 4
Department
Art and Art Professions