Chair and Associate Professor, Art Education
“Art teaching and art authoritative are carefully related. As a teacher, the achievement of your class is a anatomy of art; you actualize a amplitude area bodies accumulate to footfall alfresco the norms of behaviour that they’re conditioned into. And isn’t that what acceptable art does back you airing into a museum? It gives you an befalling for your framing of the apple to be reshaped…
Art Apprenticeship is activity to crave art educators who accept the challenges of teaching and learning in a ability that is redefining our assumptions of what ability is. Ability is no best aloof article that you canyon on to a student, because they now accept a accessory that can fit in their abridged which has admission to a huge bulk of advice anytime and anywhere they want.
New technologies – the internet, amusing media – are about-face accord and learning. Teaching no best resides aloof in the teacher, but additionally in the opportunities that agents set up for teaching to happen: teaching through media, associate teaching…So teaching and acquirements is beneath about transmitting information, and added about creating a amplitude for new means of knowing. Art educators charge to accept how to advantage all of those dynamics in the classroom.”
Juan Carlos Castro (PhD, University of British Columbia ’10, MAT Maryland Institute College of Art ’00, BFA – Photography, ‘99) is Undergraduate Program Advisor and Associate Professor in the Department of Art Apprenticeship at Concordia University in Montreal, Quebec, Canada. His assay focuses on the dynamics and qualities of knowing, acquirements and teaching art through amusing and adaptable media as accepted through complication thinking, arrangement theory, and advancement studies. His accepted assay examines how adaptable media accompanying with beheld aesthetic assembly networks ability in burghal environments to actualize educational and borough assurance with adolescence and boyish adults. He is currently Principle Investigator for the Amusing Sciences and Humanities Council Insight adjourned project; MonCoin: Investigating adaptable acquirements networks to advance educational assurance with at-risk adolescence (2015-2018) and the Fonds de recherche Société et culture, Établissement de Nouveaux professeurs-chercheurs project; L’enseignement des arts visuels et médiatiques en contexte d’apprentissage adaptable cascade le renforcement de l’engagement amusing et de la action scolaire des adolescents (2015-2018).
Prior to abutting the adroitness at Concordia University, Juan accomplished at the University of Illinois, University of British Columbia, Johns Hopkins University, Maryland Institute College of Art, and the Burren College of Art. Juan was a National Board Certified Abecedary (2004-2014) and accomplished at Towson Aerial Academy in Maryland. As a aerial academy teacher, Castro’s teaching and class was awarded a Coca-Cola Foundation Distinguished Abecedary in the Arts from the National Foundation for the Advancement in the Arts and alert awarded with a U.S. Presidential Scholars Abecedary Recognition Award (2003, 2005). In 2013, he was awarded the Manuel Barkan Memorial Award from the National Art Apprenticeship Association. Juan is Chair of the National Art Apprenticeship Association Assay Commission (2018-2020) and Media Editor for Studies in Art Apprenticeship (2017-2019). He is additionally co-editor of the books entitled: Educational, Psychological, and Behavioral Considerations in Niche Online Communities (2014) and Adolescence practices in agenda arts and new media: Acquirements in academic and breezy settings (2015). He is editor of the accessible title: Adaptable media in and alfresco of the art classroom: Attending to identity, spatiality, movement and achievement (2019).
Castro, J.C., Emme, M. & Castro, A.P. (2018). Material acquirements and elementary art education. In K. Grauer, R. Irwin & M. Emme (Eds.), stARTing with… (4th ed., pp. 212-219). Victoria, B.C.: Canadian Society for Apprenticeship through Art.
Castro, A.P. & Castro, J.C. (2018). Authoritative acceptation with anniversary crafts. In K. Grauer, R. Irwin & M. Emme (Eds.), stARTing with… (4th ed., pp. 142-149). Victoria, B.C.: Canadian Society for Apprenticeship through Art.
Castro, J.C., Akbari, E., Moreno, L., Pariser, D., Forget, B., Lalonde, M., & Ledo, M. (2017). The missions of MonCoin: A class for adaptable media and borough assurance in the beheld art classroom. IMAG, 5, 77-91.
Hafeli, M., Castro, J.C., Marshall, J., & Grodoski, C. (2017). Cultivating agenda assay through agenda ecosystems. Beheld Arts Research, 43(1), 1-7.
Karpati, A, Freedman, K., Castro, J.C., Kallio-Tavin, M., Heijnen, E., (2017). Collaboration in beheld ability acquirements communities: Towards a synergy of alone and aggregate aesthetic practice. The International Journal of Art & Architecture Education. 36(2), 164-175.
Castro, J.C. & Castro, A.P. (2017, Summer). Connecting aesthetic convenance with teaching. SchoolArts Magazine, 116(10), 8,42.
Akbari, E., Castro, J.C., Lalonde, M., Moreno, L. & Pariser, D. (2016). “This accustomed us to see what others were thinking”: Class for Peer-Initiated Acquirements in Art. Art Education. 69(5), 20-25.
Castro, J.C. & Funk, C. (2016). Visualizing art apprenticeship in the 21st century: Mapping the capacity of art educators through the NAEA convention, about 2000-2015. Beheld Inquiry, 5(2), 175-187.
Lalonde, M. & Castro, J.C. (2016, May). Citoyens de demain : une étude d’impact des initiatives communautaires dédiées à l’apprentissage des arts médiatiques sur les populations canadiennes de jeunes marginalisés en milieux urbains. Proceedings of the Actes du colloque sur la recherche en enseignement des arts visuels, Montreal, Quebec 2014.
Blair, L., Castro, J.C., & Pariser, D. (2016, May). Transforming the apprentice teaching acquaintance through on-line association support. Proceedings of the Actes du colloque sur la recherche en enseignement des arts visuels, Montreal, Quebec 2014.
Castro, J.C., Lalonde, M., & Pariser, D. (2016). Understanding the im/mobilities of agreeable at-risk adolescence through art and adaptable media. Studies in Art Education. 57(3), 238-251.
Oliveira, F.A. & Castro, J.C. (2016). Cena e Computadores: fricções para uma pedagogia do teatro expandido. Informática na Educação: teoria e prática, Porto Alegre.19(1), 129-138.
Pariser, D., Castro, J.C., Lalonde, M., (2016). Investigating at-risk adolescence visually analytical their communities through mobilities, aesthetics and borough engagement. International Journal of Apprenticeship Through Art. 12(2), 211-225
Lalonde, M., Castro, J.C., Pariser, D. (2016) Character tableaux: Multimodal contextual constructions of boyish identity. Beheld Art Research. 42(1), 38-55.
Castro, J.C. (2015). Les altitude d’utilisation qu’acceptons-nous vraiment au juste? Vision, 80(Décembre). 25-27.
Funk, C. & Castro, J.C. (2015). Visualizing discourse: Authoritative acceptation from data. Beheld Inquiry. 4(2), 123-132.
Lalonde, M., & Castro, J.C., (2015). Amplifying adolescence cultural practices by agreeable and developing able character through amusing media. In J. Black, J.C. Castro, C. Lin (Eds.), Adolescence practices in agenda arts and new media: Acquirements in academic and breezy settings (25 pages). New York, NY: Palgrave Macmillan.
Black, J., Castro, J.C., Lin, C. (2015). Adolescence practices in agenda arts and new media: Acquirements in academic and breezy settings. New York, NY: Palgrave Macmillan.
Castro, J.C. (2014) Genealogies, Family Resemblances, and Ideations: Art Education’s Place of Possibility in the 21st Century. Beheld Art Research. 40(2), 14-24.
Castro, J.C. & Grauer, K. (2014). Participatory methodologies and new media apprenticeship research. In K. Miraglia & C. Smilan (Eds.), Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Apprenticeship Assay (pp. 147-153). Reston, VA: National Art Apprenticeship Association.
Lalonde, M., & Castro, J.C. (2014). Leçon du communautaire: l’enseignement des arts médiatiques à la Maison Kekpart. Revue Vision. (77), 20-25.
Barney, D.T., & Castro, J.C. (2014). Shopplacing. Beheld Art Research. 40(1), 3-5.
Castro, J.C. (2014). Constructing, Performing, and Perceiving Identity(ies) in the Place of Online Art Education. The Journal of Ability Assay in Art Education. 31(1), 31-53.
Castro, J.C. (2014). The cipher we apprentice with. In Venkatesh, V., Wallin, J., Castro, J.C., Lewis, J.E. Educational, Psychological, and Behavioral Considerations in Niche Online Communities (402-409). IGI Global. Hershey, PA.
Venkatesh, V., Wallin, J., Castro, J.C., Lewis, J.E. (2014). Educational, Psychological, and Behavioral Considerations in Niche Online Communities. Hershey, PA: IGI Global.
Castro, J.C. (2013). Teaching Art in a Networked World. Trends, The Journal of The Texas Art Apprenticeship Association. 87-92.
Castro, J.C., & Barney, D.T. (2012) Playing the Spiral Jetty. Journal for Aesthetic Research. 2(1) http://www.researchcatalogue.net/view/2387/2388/12/0
Castro, J.C. (2012). Cerebration complexly in art classrooms. In L. Campbell & S. Simmons (Eds.), The Heart of Art Education: Essays on Holistic Human Development and Integration (p. 88-95). Reston, VA: National Art Apprenticeship Association.
Castro, J.C. (2012). Acquirements and teaching art through amusing media. Studies in Art Education. 52(2), 153-170.
Grauer, K., Castro, J.C., & Lin, C. (2012). Encounters with difference: Community-based new media programs and practices. Studies in Art Education. 52(2), 139-152.
Castro, J.C. (2012). Shaping a new social: Harrell Fletcher and The Problem of Possible Redemption. in T. Quinn, J. Ploof & L. Hochtritt (Eds.), Art and Amusing Justice Education: Ability as Commons (pp. 101-103). Routledge/Taylor and Francis Group.
Lin, C-C., Grauer, K. & Castro, J. C. (2011). “There is annihilation abroad to do but accomplish films:” Burghal adolescence accord at a blur and television school. International Journal of Apprenticeship & the Arts, 12(SI 1.8). http://www.ijea.org/v12si1/
Castro, J.C, Delacruz, E., Danker, S., Fuglestad, T., Roland, C. & Stokrocki, M. (2011). DIY Able Development: Screenshots of Art Educators’ Creation and Utilization of Online Personal Acquirements Networks (PLNs) as a 21st Century Anatomy of Self-Initiated, Non-Hierarchical, Individually-Designed Accord in Communities of Practice. Canadian Art Teacher. 9 (2), 24-37.
Lin, C.C., Castro, J.C., Sinner, A. & Grauer, K. (2011). Toward a Dialogue amid New Media Arts Programs in and out of Schools. Canadian Art Teacher. 9 (2), 38-53.
Castro, A. P., & Castro, J. C. (2011). Authoritative acceptation with anniversary crafts. In K. Grauer, R. Irwin & M. Emme (Eds.), stARTing with… (3rd ed., pp. 134-141). Thunder Bay, Ontario: Canadian Society for Apprenticeship through Art.
Castro, J.C. (2010). Attending to the dynamics of decentralized agenda networks. The Journal of Class and Pedagogy. 7(2), 22-24. http://dx.doi.org/10.1080/15505170.2010.10471330
Darts, D., Castro, J. C., Sinner, A., & Grauer, K. (2010). New media arts education: How community-based programs can adapt teaching and acquirements in the age of web 2.0. In R. Sweeny (Ed.), Inter/Actions/Inter/Sections: Art Apprenticeship in a Agenda Beheld Ability (pp. 80-89). Reston, VA: National Art Apprenticeship Association
Castro, J.C. & Grauer, K. (2010). Structuring autonomous places of learning: The Gulf Island Blur and Television School. Art Education. 63 (5), 14-21.
M.A.Cann, Stacey E. (2012) The Character of the Curator and Educator: A phenomenological assay of the curation of Postcards From Home. Masters thesis, Concordia University.
Lalonde, Martin (2013) Éducation artistique et technologie de la mobilité : des moyens d’engagement civique et académique cascade les jeunes à risque. Masters thesis, Concordia University.
Carlisi, Tina (2013) École libre: Visualising a Amusing Pedagogic Movement. Masters thesis, Concordia University.
Milliken, Christopher (2013) In Search of Reciprocity Across a Standards Based Assessment Reform Arrangement in Maine. Masters thesis, Concordia University.
Akbari, Ehsan (2014) Soundscape Compositions for Art Classrooms. Masters thesis, Concordia University.
Viens, Marie-Pier (2016) Voyage humanitaire scolaire et enseignement des arts : La photographie comme outil d’intégration et d’échange culturel.Masters thesis, Concordia University.Moreno Bustamante, Lina María (2016) Talking About Images; Possible Conversations in Art Education. Masters thesis, Concordia University.Lee, Somi (2016) Advantages and Limitations of Mentoring Students Online in Building their Art University Entrance Portfolios. Masters thesis, Concordia University.
Moore, Allison Cicero (2016) Heirloom Jewelry: An Actant of History and Identity. Masters thesis, Concordia University.
Forget, Bettina (2017) Converging Art and Science: Considering the Altitude in which Women and Girls access STEM Subjects. Masters thesis, Concordia University.
Bórquez Schwarzbeck, Marcela (2018) Investigating the Relationship amid Achievement and Acceptation in Art Apprenticeship Settings. Masters thesis, Concordia University.Ph.D.
McMaster, Scott R. (2016) Crowdsourcing Global Culture: Beheld Representation in the Age of Information. PhD thesis, Concordia University. Salvador Edmundo Valdovinos Rodríguez (2016). A allusive abstraction of research-for-design: Teaching and acquirements in two undergraduate clear architecture programs in Canada and Mexico. PhD thesis, Concordia University.
Freire, Manuelle (2017) What is new in new media art education? A analytical address assay of the mythologies of media art apprenticeship at the university. PhD thesis, Concordia University. Co-supervised with Dr. Lorrie Blair
Gillespie, Jethro (2018) Rethinking and Remaking a Aerial Academy Art Foundations Curriculum. PhD thesis, Concordia University.
Lalonde, Martin (2018) Approche des médias sociaux mobiles basés sur l’image en éducation artistique : une étude sur les affects adolescents et sur la complexité des systèmes d’apprentissage. PhD thesis, Concordia University.
ARTE 220: Foundations in Art Education
ARTE 354: Time-Based Media
ARTE 498: Special Topics in Inter-related Media and Technologies. Topics included: New and Amusing Media in Art Education, New Technologies in Art Education, art technology education.
ARTE 424: Seminar, Art Apprenticeship in the Secondary Academy II
ARTE 425: Practicum in the Secondary Academy II
ARTE 607-9, 806-7: Topics in Studio Inquiry. Topics included: Amusing Convenance and Pedagogy, Praxis: Connecting approach and art, Pedagogy of Process.
ARTE 660, 850: Special Topics in Art Education. Topics included: Theories of Teaching and Acquirements in Art Apprenticeship and Theories of Complexity, Networks, and Spatiality in Art Acquirements
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