Alice Pennisi is Associate Professor and Chair of Buffalo State’s Art Education Department. Alice earned her doctorate in art education at Teachers College, Columbia University, along with an Ed. M in art education, and an M.A. in Curriculum & Teaching, specializing in early adolescence. She has been an Art, Language Arts, Science, and Social Studies teacher, and Arts Integration Specialist in New York City, where she co-founded New Design High School. Her research interests include teacher research as personal professional development and reengagement of secondary students through art curricula centered on social theory and teacher-student curriculum negotiation. Her artwork often centers on using portraiture as a means to investigate human rights issues. She is a past-coordinator of the NAEA Issues Group Caucus of Social Theory in Art Education. In 2016 she received the Eastern Region Higher Ed Art Educators Award from the National Art Education Association.
Alice is Chair & Associate Professor of Art Education at Buffalo State University
Laura Reeder works to blur boundaries between artistic and teaching practices. She is concerned with problems of education that limit access to learning for so many people. She guides new generations of artists and teachers to see themselves as activists who can change schooling and exclusive artistic worlds through critical and humanistic teaching. At MassArt, Laura supervises graduate and undergraduate artist teachers as they teach K-12 learners from the Boston metropolitan area in the historic Saturday Studios programs. She mentors artists who see their practices as meaningful to learning in community, gallery, and school settings. She collaborates with high school students and faculty in the Artward Bound program for urban youth. Laura holds a PhD from Syracuse University, an MFA from Boston University, and a BFA from Syracuse University. Her publications and artistic work address pedagogy and praxis by examining social injustices, critical communities of practice, and human connectivity in contemporary society. She is currently working on a book titled: The opposite of aesthetic: Creative resistance to anesthetized systems of schooling as part of a series: “Imagination and Praxis: Criticality and Creativity in Education and Educational Research”. She is curriculum coordinator in a second four-year U.S. Department of Education Arts Education Model Development and Dissemination study of teacher and learner creativity with Eastern Suffolk BOCES and Instructional Resources Coordinator with Art Education: The Journal of the National Art Education Association.
Laura is Chair & Associate Professor of Art Education at Massachusetts College of Art & Design.
David Rufo (’16 Ph.D., Syracuse University) is an artist, educator, and independent scholar whose work involves creativity in education, democratic learning environments, and student agency and empowerment. He has been a general elementary classroom teacher in both private and public school settings and an instructor at Syracuse University. His dissertation examined the self-initiated creativity of children in a general classroom setting, featuring an exploration of pedagogy in which students were encouraged to share the development of conceptual, curricular, and physical aspects of the learning environment. His articles have appeared in The Journal of Social Theory in Art Education, Art Education, Teaching Artist Journal, Journal of Visual Inquiry, the STEAM Journal, and Power and Education. David Rufo is also the Editorial Assistant for the journal Art Education.
David is Director of The Portal Learning Project, Editorial Assistant at Art Education Journal and Instructor of Art Education at Syracuse University.
Meet our Keynote Speaker
Mary Ann Stankiewicz is a Professor of Art Education at the Pennsylvania State University, received her BFA and MFA degrees from Syracuse University, then completed her PhD at The Ohio State University. The National Endowment for the Humanities, the Spencer Foundation, and the Oregon Center for the Humanities, among others, have funded her research on art education history and policy. Developing Visual Arts Education in the United States: Massachusetts Normal Art School and the Normalization of Creativity, was published in June 2016 by Palgrave Macmillan. Her earlier monograph, Roots of Art Education Practice (2001), has been translated into Korean. She coordinated art education programs at the University of Maine at Orono and California State University, Long Beach; was a program officer at the J. Paul Getty Trust’s Center for Education in the Arts; and Assistant Vice President for Academic Affairs at the Ringling School of Art and Design. She edited NAEA’s journal Art Education and is currently Senior Editor of Studies in Art Education. Stankiewicz was president of the National Art Education Association (2003-05), serving six years on the NAEA Board of Directors. An NAEA Distinguished Fellow, past-president of NAEA’s Women’s Caucus, and recipient of the June King McFee award, she was NAEA’s 2014 National Art Educator. She is a member of the Council for Policy Studies in Art Education. Stankiewicz has frequently collaborated with Paul Bolin (UT Austin) and Ami Kantawala (TC) on projects advancing historical research in art education. They are co-authoring a book of essays, Stepping Stones in Art Education History. Her new project is a post-World-War-II history of American art education with the working title, “Practicing Art Education at the End of Art, 1945-2005.”