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Directory:Virginia Commonwealth University
- VCU Faculty Homepage 
- Dr. Pamela G. Taylor head of the Art Education department, recently published "Interdisciplinary Approaches to Teaching Art in High School" through the National Art Education Association .
Dr. Pamela G. Taylor earned her Ph.D. in Art Education from the Pennsylvania State University.
- Dr. David Burton  wrote Exhibiting Student Art that was published in 2005 by Teachers College Press. 
He received his Ph.D. in Art Education from the Pennsylvania State University.
- Dr. Melanie Buffington has published articles, reviews, and chapters in several publications in the field including the Journal of Cultural Research in Art Education .
Dr. Melanie L. Buffington, Assistant Professor of Art Education, earned her Ph.D. and M.A. at The Ohio State University and her B.S. at The Pennsylvania State University.
- Dr. Min Cho recently co-authored the premiere arts-based service-learning handbook for K-12 teachers.
Dr. Min Cho holds a bachelor's degree in Art History from Tufts University, a master's degree in Arts Administration and a doctorate in Art Education from The Florida State University. Cho's current work entails visual art teacher evaluations with service learning, curriculum integration, and teacher professional development. She recently co-authored the premiere arts-based service-learning handbook for K-12 teachers "My Art..My World" 
- Dr. Nancy Lampert Dr. Nancy Lampert holds a bachelor of fine arts degree in Painting and Drawing from San Francisco State University, a master's degree in Art Education from VCU, and a doctorate in Education from The College of William & Mary.
- Prof. Sam BanksMr. Banks holds a B.S. in Art Education from Virginia State University and an MAE from VCU.
- Prof. Donna Greenis a 1997 graduate of Beaver College. While at Beaver, she earned a B.F.A. with certification in Art Education and graduated from Columbia University in 2004 with a M.A.E.
- Prof. Ginna Cullen
Ms. Cullen holds a bachelor's degree from Mary Washington College and a Master of Interdisciplinary Studies degree from VCU.
- Ms. Sarah Branigan
Sarah Branigan earned her Bachelors of Fine Arts degree in 2001 from the University of North Carolina at Chapel Hill with an emphasis in painting and drawing. In 2005, she earned her Masters in Art Education from the University of Georgia.
Areas of Emphasis
- Technology - the department embraces uses of technology in art education including hypertext, Second Life, and Web 2.0 technologies. Within Technology in Art Education ARTE670, a graduate course, students created podcasts for the Virginia Museum of Fine Arts  exhibit Rule Brittania .
An example from this special exhibit is the Portrait of Queen Henrietta Maria with Sir Jeffrey Hudson. File:Henriettamaria.jpg
- Research -Not only does the art education faculty follow a consistent research agenda, but also the program emphasizes scholarship at both the undergraduate and graduate levels. Graduate students are encouraged to apply for travel grants to attend conferences, present original papers or mount exhibits. Undergraduate students are now eligible for the newly established undergraduate research grants  sponsored by the School of the Arts.
- Curriculum - The program emphasizes a multi-cultural 12and interdisciplinary approach to curriculum. Students within the department are encouraged to use Tinderbox  to explore and develop unit plans and curricula and interdisciplinary approach to curriculum. In 2006, Dr. Pamela G. Taylor published "Interdisciplinary Approaches to Teaching Art in High School" with Steve Carpenter, Billie Sessions and Christine Ballangee-Morris. Within the department, professors stress the Big Idea concept as described by Sydney Walker  in Teaching Meaning in Art Making (2001).
- Visual Culture - The department believes visual culture is an important part of art education and is integral to teaching students how interpret contemporary media.
- Service-Learning - service-learning is an integral part of VCU art education for both ungraduate and graduate students.
There are literally hundreds of definitions of service-learning.
- Service learning, diversity, and learning-communities are among today's most prominent higher education innovations. VCU, including the faculty, students, and staff, proudly integrates these concepts with community partners in this living-learning program.
- VCU has a whole program of studies of service, living, and excursions designed to give a complex and varied experience of the culture while making learning immediate and relevant and therefore more meaningful.
- Through the combination of classroom theory and practical experience students acquire a broad knowledge of the forces that shape the culture. Students develop an intimate understanding of its people, customs, and traditions as well as deep insight into the complex social issues and realities of the society.
Even within our department there are differences in understandings of what service-learning entails. There are, however, certain characteristics that are inherent to best practice in service-learning.
- There must be an expressed need.
- Pre-Service students must participate in reflection activities to make connections between what they learn in their classroom and what they learn in the community .
- There must be a mutual benefit.
Many of the courses at VCU include a service-learning component. Typically, the Foundations in Art Education course as well as the Art for the Exceptional Student require a minimum of 10 hours of service-learning per semester.
Some of the schools that have worked with VCU Art Education Service-Learners are: Chandler Middle School 
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