Contributor Notes, 11.1

Guest Editor

Devin Jo is a Ph.D. candidate in Art Education and was the graduate instructor of record for ARED 2110S (Investigating Critical and Contemporary Issues in Art Education) in Fall 2023. Her research interests encompass art appreciation for higher education, artful inquiry, international (graduate) student studies, and Asian feminism studies, especially art-based learning to integrate and expand various knowledge.

Guest Reviewers

Saja Yim is a 2nd year Ph.D. student in Art Education, Instructor of Record for Art Appreciation, and a former Writing Intensive Program Teaching Assistant. She is currently researching the illustrations in children’s picturebooks as a form of visual literacy in art education, with a focus on racial identity formation and queer family representations.

Lauren Copelan is an art educator and visual artist from rural Northeast Georgia, working in both secondary and post-secondary contexts. Coming from a long line of traditional and craft artists, Copelan has been actively making art for 15+ years, working in a variety of mediums. Her visual work primarily features observational subject matter, personal identity, and the exploration of familial craft art. Copelan holds a B.A. in Studio Art from the University of North Georgia with a concentration in Film Photography and Darkroom Production, as well as a M.A.T. in Art Education from Piedmont College. Copelan is a third-year doctoral student at the University of Georgia, working towards a Ph.D in Art Education. She currently serves as a graduate teaching assistant, supervising student teachers and instructing undergraduate courses.

Student Writers

Emma Castleberry is a current first-year student at the University of Georgia with an art education intended major and a minor in music. She is from Watkinsville, Georgia.

Nancy Suarez-Gonzalez hails from a Mexican family of five, where she is the only girl among two brothers. Born and raised in Athens, GA, she graduated from Cedar Shoals High School in May 2022. From a young age, Nancy discovered her love for creating art as a means of self-expression, a valuable outlet for her naturally timid disposition. She is currently a First-Generation student at the University of Georgia, pursuing a Bachelor’s degree in Art Education. Nancy credits her former high school art teacher, Ms. D’huyvetter, for inspiring her chosen path. While art education wasn’t her initial career choice, Nancy is now proud to declare her passion for her profession. Looking ahead, one of her goals is to attend graduate school to earn a Master’s degree in Art Education and fulfill her dream of becoming an art educator.

Frances Carson is a student at the University of Georgia studying Art Education from Marietta, Georgia​. Throughout their education, they had incredible art teachers who inspired them to create, learn, and teach others. Fall semester of 2023, they took ARED 2110S: a class in which students formed groups to teach at Double Helix, a local STEAM school for 4 th -8 th graders. In October of 2023, they began working at a local paint and sip business, Artini’s, to gain more teaching experience. Their teaching philosophy consists of prioritizing the artistic process, creating a safe, relaxed, and empowering environment, and establishing high expectations for students. They also strive to find ways to make art more accessible in schools while also teaching a variety of disciplines/mediums of art.

Gabriella Vallejo is currently a third-year transfer student to the school of Lamar Dodd at the University of Georgia, majoring in the art education program.

Maggie Upchurch is from Pine Mountain, Georgia, and is a person who values family, religion, and determination. Throughout her life, she has actively engaged in community-based service, agriculture, and the arts. Despite facing adversity in her senior year of high school upon experiencing a traumatic brain injury and skull fracture, Maggie’s determination remained unwavering. Against medical advice, she pursued higher education six months later, driven by her desire to share her story and advocate for others. Over time, Maggie has enrolled in various learning institutions, gaining valuable experiences that have shaped her approach to navigating her disability. Through these experiences, she has accessed numerous opportunities to develop a greater understanding of disability-related issues. Maggie’s overarching goal is to raise awareness for underrepresented disabilities in society, a mission that defines her identity and purpose.