Jessica Hamlin (she/her) is a teacher, learner, and artist. She currently serves as co-director and clinical assistant professor in the NYU Art+Education program which has a focus on contemporary art, social justice education, and critical multiculturalism. She has facilitated education programs and creative projects in nonprofit, museum, city government, community and school spaces exploring art as a space for interdisciplinary inquiry and collaboration. Her interests include civic participation and artistic activism, restorative justice, anti-racism and institutional whiteness, ecology and sustainability.
Before coming to NYU, Jessica served as the Director of Education for Art21 where she developed educational curriculum, professional learning communities, global outreach programs, and platforms for exchange between artists, educators, policy makers, and academics. Jessica co-authored the book, Art as History, History as Art: Contemporary Art in the History Classroom (Routledge, 2009), has published articles in Art Education Journal, School Arts magazine and Visual Inquiry, has authored chapters in several books and journals, and is currently working on a collaborative book project titled, ‘Notatoolkit: Disrupting Whiteness in Educational Spaces.’
Courses:
Race, Education and the Politics of Visual Representation (ARTED-GE 2015)
Social Justice Education and Contemporary Art: Elementary Teaching (ARTED-GE 2271)
Critical Pedagogy, Artists and the Public Sphere (ARTED-GE 2070)
Research in Art+Education (ARTED-GE 2299)
Final Project in Art+Education (ARTED-GE 2301)
Elementary Student Teaching in Visual Art seminar (ARTED-GE 2901)
Fieldwork supervisor for Elementary and Secondary student teaching
Selected Publications
Hamlin, J. (2022). Performing whiteness, performing goodness: A case for a practice of discomfort. Art Education, 75(4), 57-58.
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.