Gender equality in art education is a subject that became increasingly important to me in the process of my graduate studies. Using narrative (Clandinin & Connelly, 1990), arts-based (Barone & Eisner, 1997), and historical research methods (Stankiewicz, 1982-1997), this capstone researched new ways to look at art education history, and how to improve on breaking down hierarchical gender barriers in curriculum. This research is demonstrated through lesson plans that introduce female artists as part of mainstream art education curriculum, showcasing past female artists such as Augusta Savage, Caterina Van Hemessen, and others that should be taught alongside their male counterparts during their respective time periods.

This curriculum, with a focus on female artists, is vital to art education, yet it was not reflected in my personal learning experience, and I found it lacking in my investigation. My research is supported by scholars such as Elizabeth Garber (1992), Mira Schor (1999), and Barbara Elrich White (1974), who support my ideas about gender equality, and make references to works from female art activists that have paved the way for women in the art world today. The culminating project of this research is a curriculum that celebrates gender equality in the art education classroom, with lessons that are publicly available for teachers to reference or use at their own liberty

© Mary Whiteman