University of Oregon

Arts and Administration Program

Doug Blandy

Professional Summary

I am currently the Senior Vice Provost for Academic Affairs at the University of Oregon and former Associate Dean of Academic Affairs for the School of Architecture and Allied Arts, former Program Director in the Arts and Administration Program, and former Director of the Center for Community Arts and Cultural Policy at the University of Oregon. As director of the Center, I inaugurated the on-line advisory CultureWork. In addition, I teach and advise students at both the graduate and undergraduate level who have an interest in arts administration and community arts. My research attends to community arts, civil society, program accessibility, and art education. I provide service to professional organizations internationally, nationally, regionally, and locally.

Education

  • Ph.D. 1983 in Art Education, Ohio State University
  • M. A. 1979 in Art Education, Ohio State University
  • B.S. 1974 in Art Education, Ohio University

Academic and Administrative Appointments

2012 - present: Senior Vice Provost for Academic Affairs

  • 1998 - 2012: Director, Arts and Administration Program, School of Architecture and Allied Arts, University of Oregon
  • 1997 - 2011: Director, Center for Community Arts and Cultural Policy, formerly known as the Institute for Community Arts Studies, University of Oregon
  • 1993 - 2012: Arts & Administration Program, AAA, University of Oregon
  • 1987 - 1993: Department of Art Education, School of Architecture and Allied Arts, University of Oregon
  • 1983 - 1987: Chairperson, Division of Art Education/Art Therapy, School of Art, Bowling Green State University

Publications, Lectures and Professional Services

My research has been published in Studies in Art Education, Art Education, the Journal of Multicultural and Cross-Cultural Research in Art Education, and the Visual Sociology Review, among other journals. My research has also been published in scholarly books. I have co-edited four books published by academic presses. Juried and invited lectures have been given at numerous international, national, and regional conventions, symposia, and universities. Professional service has included leadership positions within the Cultural Policy Network of the Center for Arts and Culture, the United States Society for Education through Art, Caucus on Social Theory in Art Education, and the Public Policy and Arts Administration affiliate of the National Art Education Association.

Research and Teaching Interests

My research and teaching focuses on providing art experiences in community-based settings that meet the needs of all participants. Research and teaching has also concentrated on the relationships between art, education, community, and place. My research and teaching is informed by the belief that arts and cultural settings have been, and continue to be, among those informal and formal enclaves in which people assemble, work, and act together for a variety of social, political, cultural, economic, aesthetic, and educational purposes. The arts are a catalyst for dialogue about individual and group identity; local, national, and international concerns; and ultimately the pursuit of democracy.

Consulting

Consultant work has been provided to universities, community arts centers, professional associations, and publishers. Consultant work has focused on program accessibility, curriculum development, editorial work, and professional development.

Publications

Books

  • Matter Matters, (proposal accepted). co-ediited with P. Bolin, Reston, VA: National Art Education Association.
  • Art and Cultural Programming from a Leisure Perspective, (2008). co-edited with Gaylene Carpenter, Chicago, IL: Human Kinetics.
  • Histories of Community-Based Art Education, (2001). co-edited with P. Bolin and K.G. Congdon, Reston, VA: National Art Education Association.
  • Remembering Others: Making Invisible Histories of Art Education Visible, (2000). co-edited with P. Bolin and K.G. Congdon, Reston, VA: National Art Education Association.
  • Pluralistic Approaches to Art Criticism, (1991). co-edited with K.G. Congdon, Bowling Green, Ohio: Bowling Green State University Popular Press.
  • Art in a Democracy, (1987). co-edited with K.G. Congdon, New York: Teachers College Press.

Chapters in Books (selected from 10)

  • Blandy, D. & Congdon, K. G. (accepted). The making of Chinavine: Partnering across countries. In A. Arnold, E. Delacruz, A. Kuo, & M. Parsons (Eds.). Globalization, art, and education.
  • Blandy, D. & Congdon, K. G. (2003). Administering the culture of everyday life: Imagining the future of arts sector administration. In D. Pankratz & V. Morris. (Eds.), The arts in a new millennium. New York: Praeger.
  • Blandy, D. (1999). Universal design in art education: Principles, resources, and pedagogical implications. In J. K. Guilfoil & A. R. Sandler (Eds.), Built Environment Education in Art Education . Reston, VA: National Art Education Association.
  • Blandy, D. (1999). A disability aesthetic, inclusion, and art education. In A. Nyman and A. Jenkins (Eds.), Issues and approaches to art students with special needs , Reston, VA: National Art Education Association.
  • Blandy, D. (1996). Gender reconstruction, disability images, and art education. In G. Collins and R. Sandell (Eds.), Gender issues in art education: Content, contexts, and strategies . Reston, VA: National Art Education Association.
  • Blandy, D. (1987). Art, social action and the preparation of democratic citizens. In D. Blandy and K.G. Congdon (Eds.) Art in a democracy . New York: Teachers College Press.

Journal Articles and Miscellaneous Published Papers (selected from 42)

  • Blandy, D. (2005). (co-authored with K. G. Congdon). Zines, diy, and critical pedagogy. Telemedium, 52(1&2), 59-63.
  • Blandy, D. (2005). (co-authored with K. G. Congdon). What? Clotheslines and popbeads aren’t kitsch anymore?: Teaching about kitsch. Studies in Art Education, 46(3), 197-210.
  • Blandy, D., Bolin, P, Congdon, K. G., & Hicks, L. (2005). Earthly delights and transitional experience: Critical encounters with tourist art in art education. Journal of Cultural Research in Art Education.
  • Blandy, D. & Congdon, K. G. (2004). A theoretical structure for educational partnerships and curatorial practices. Visual Arts Research: Special Issue Commemorating Our 30th Anniversary. 29(57), 89-95.
  • Blandy, D. (2004). Folklife, material culture, education, and civil society. Visual Arts Research. 29(1), 3-8.
  • Blandy, D. & Bolin, P. (2003). Beyond visual culture: Seven statements of support for material culture studies in art education. Studies in Art Education, 44(3), 246-263.
  • Blandy, D. & Congdon, K. G. (2001). Approaching the real and the fake: Living life within the fifth world. Studies in Art Education, 42(3), 266-278.
  • Blandy, D. & Cowan, D. (1997). iMAGINE! YELLOWSTONE: Art education and the reinhabitation of place. Art Education, 50(6), 40-46.
  • Blandy, D. & Hoffman, E. (1993). Towards an art education of place. Studies in Art Education. 35(1), 22-23.
  • Blandy, D. & Congdon, K. G. (1993). A theoretical structure for educational partnerships and curatorial practices. Visual Arts Research, 19(2), 61-67.
  • Blandy, D. (1993). Community-based lifelong learning in art for adults with mental retardation: A support model. Studies in Art Education, 34(3), 167-175.
  • Blandy, D. (1991). Conceptions of disability: Toward a socio-political orientation for art education. Studies in Art Education, 32 (3), 131-144.