Kevin Jenkins

5.13 Art-Integration through Interactive Digital Narratives (Paper)

Kevin Jenkins – Texas State University, USA

Abstract:

The purpose of this presentation is to introduce art educators to the potential of the free online TimelineJS program as a tool for enhancing student engagement and understanding of creating digital visual narratives. Attendees can expect to gain a deeper understanding of how TimelineJS can be integrated into art education curricula and its impact on student learning. The anticipated outcome is that participants will be inspired to explore the possibilities of TimelineJS and feel confident in incorporating it into their own teaching practice. This presentation will be organized into three main sections. First, an overview of TimelineJS will be provided, highlighting its features and capabilities. Real-life examples will then be showcased to demonstrate how art education students have successfully utilized TimelineJS to create interactive timelines that bring visual narratives to life. Through these examples, participants will witness the potential of TimelineJS in engaging students and facilitating their exploration of various artistic, social, historical, and cultural contexts. Finally, a discussion on integrating TimelineJS effectively into art education will be held, sharing tips and strategies to ensure successful implementation. Using TimelineJS in art education is highly relevant and aligns with current trends in visual arts education. By leveraging technology and multimedia, educators can create dynamic learning experiences that resonate with students’ digital literacy and engage their curiosity. TimelineJS offers a unique way to present visual narratives, enabling students to interact with the content and develop a deeper understanding of artistic concepts and cultural significance.

10.24 Allies & Accomplices: Educator Support for Trans and Nonbinary People (Workshop)

Kevin Jenkins – Texas State University, USA

Abstract:

This session aims to transform art educators from passive supporters to active advocates for trans and nonbinary (TNB) individuals. Participants will gain a comprehensive understanding of TNB experiences within the LGBTQ+ spectrum, recognizing the intersections of sex, gender identity, gender expression, and attraction. The session will highlight the rights and privileges often denied to TNB communities across various domains, including social, interpersonal, political, and legal spheres. By defining and differentiating between allyship and accompliceship and exploring the transition from passive ally to active accomplice, educators will learn practical steps to become effective accomplices. Emphasis will be placed on self-directed education, listening to trans voices, amplifying their messages, and integrating trans and nonbinary artists into curricula. Additionally, strategies for creating safe spaces and advocating for policy changes will be discussed. This session highlights LGBTQ+ issues in art education, ensuring teaching practices reflect the diverse identities and needs of students, faculty, staff, and community members. Participants will leave with strategies to rethink cis/heteronormative conceptions of gender identity and expression, become responsible allies, and engage in ethical and relational accompliceships. The presenter is a trans community member and scholar specializing in trans theory and will situate himself at the onset to clarify his perspectives and limitations.