Faculty Profile

Manisha Sharma

Title
Chair
Department
Art Education
College
College of Visual Arts and Design

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, Ohio State University, 2012. 
Major: Art Education
Dissertation Title: Indian art education & teacher identity as Deleuzo-Guattarian assemblage: Narratives in a postcolonial globalization context
MA, The School of the Art Institute of Chicago, 2003. 
Major: Art Education
Dissertation Title: Reclaiming social agency through art education: The role of popular iconography and of the book form as text in contemporary India
BFA, College of Art, Delhi, 1998. 
Major: Applied Art
Dissertation Title: Rusana: Brand design & advertising campaign
Certificate, Triveni Kala Sangam, 1998. 
Major: Photography





          

        
                

          
Current Scheduled Teaching*


          
ART 5900.729, Special Problems, Spring 2023 Syllabus
ARTE 4795.001, Topics in Art Education, Spring 2023 Syllabus


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    ART 5900.729, Special Problems, Fall 2022 
                    

                    ARTE 5773.001, Curriculum Theory in Art Education, Spring 2022 Syllabus SPOT
                    

                    ARTE 5787.001, Introduction to Research in Art Education, Fall 2021 Syllabus SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Book Chapter
Sharma, M., Shin, R., Lim, M., Lee, O., Han, S.  (2023). Desi/Pardesi/Videshi: International (Re)locations in a Time of Nationalism. Counternarratives from Asian American Art Educators: Identities, Pedagogies, and Practice Beyond The Western Paradigm. 45-53.  New York, NY: Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781003222293/counternarratives-asian-american-art-educators-ryan-shin-maria-lim-oksun-lee-sandrine-han
Sharma, M., Knochel, A. D., Sahara, O.  (2023). Patriotism and Nationalism: Sounds of Dissent and Resistance in Contemporary India. Global Media Arts Education  Mapping Global Perspectives of Media Arts in Education. 61-77.  Camden: Palgrave MacMillan: Palgrave Studies in Educational Futures (PSEF). 
Sharma, M., Wilson, G., Boyd, J., Kraehe, A.  (2022). The Water and the Bridge: Dilemmas of In-betweenness. A Love Letter to This Bridge Called My Back. 118–122.  Tucson, AZ: University of Arizona Press. 
Sharma, M., Kiefer-Boyd, K., Hoeptner-Polling, L., Klein, S., Knight, W., Miles, A.  (2021). Halla bol! Visual(izing) responses to violence against women in contemporary India. National Art Education Association Women's Caucus Lobby Activism: Feminism(s)+ art education. 199-208.  Alexandria, VA: NAEA Press. 
Garber, E., Hochtritt, L., Sharma, M.  (2018). Introduction: Makers, Crafters, Educators: Working for Cultural Change. Makers, Crafters, Educators. 1--13. Routledge. 
Sharma, M.  (2017). Activating Art Education Learning by Mapping Community Cultures. Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement. 170--184. IGI Global. 
Sharma, M.  (2011). Navjot Altaf: What public, whose art?. Art as Social Justice: Culture as Commons. 1, 116--118. Routledge. 
Book Review
Sharma, M.  (2021). Review of Community-Based Art Education Across the Lifespan: Finding Common Ground. Studies in Art Education. 62(1), 96-99. 
Journal Article
Sharma, M.  (2022). Jittered Orthodoxies. Visual Inquiry: Learning and Teaching Art. 10(2), 217-19.  Ubana, Illinois: University of Illinois Press. https://doi.org/10.1386/vi_00047_1
Sharma, M., Coats, C.  (2021). Editorial: (En)countering (Un)certainty: Shifting Orientations through Imagination and Disruption. Journal of Social Theory in Art Education. 41, 2-6. https://scholarscompass.vcu.edu/jstae/vol41/iss1/1/
Sharma, M., Thatte, A.  (2021). Exploring Craft Traditions of India: Heritage Crafts as a Curricular Gateway for Interdisciplinary Learning. Art Education Journal. 
Sharma, M., Thatte, A.  (2021). Exploring Craft Traditions of India: Heritage Crafts as a Curricular Gateway for Interdisciplinary Learning. Art Education Journal. 74(3), 43--47. Taylor \& Francis. 
Sharma, M.  (2021). Review of Community-Based Art Education Across the Lifespan: Finding Common Ground. Studies in Art Education. 62(1), 96--99. Routledge. 
Sharma, M.  (2020). Guest Column for Caucus of Social Theory in Art Education. NAEA News. 62(4), . 
Sharma, M., Sutters, J. P. (2020). Travels, Encounters and Relationship Building in International Art Education. 
Sharma, M.  (2019). A Metaphorical Conundrum. 
Sharma, M.  (2019). Guest Column for Community Art Caucus. NAEA News. 61(2), . 
Black, R., Garber, E., Neff, Y. E., Sharma, M.  (2016). A quest for sacred knowledge: Mentorship to partnership. Other. 5(3), 273--290. Intellect. 
Sharma, M.  (2016). Disney and the Ethnic Other: A Semiotic Analysis of American Identity. Other. 477, 95--107. Peter Lang AG. 
Sharma, M.  (2016). Identities of art education in contemporary India: Reality, Rhizome and Assemblage. Other. 19(1), . 
Sharma, M.  (2016). Identities of art education in contemporary India: Reality, Rhizome and Assemblage Identidades da Arte Educa\cc\~ao na \'India Contempor\^anea: Realidade, Rizoma e Assembrage. 
Sharma, M.  (2015). Mythical Beings and Becoming: Emerging Identities of Art Educators in India. Other. 32, . 
Sharma, M.  (2014). Undisciplined Space. Other. 111--126. Rowman \& Littlefield Lanham, MD. 
Alexander, A., Sharma, M.  (2013). (Pre) determined Occupations: The Post-Colonial Hybridizing of Identity and Art Forms in Third World Spaces. Journal of Social Theory in Art Education. 33(1), 86--104. 
M.A Thesis
Sharma, M.  (2002). Reclaiming Social Agency Through Art Education: The Role of Popular Iconography and of the Book Form as Text in Contemporary India. School of the Art Institute of Chicago. 
Newsletter
Sharma, M.  (2022). Valuing service as labor. NAEA News. (Number 5), .  VA: NAEA. https://www.arteducators.org/community/articles/1039-caucus-for-social-theory-in-art-education-cstae-column-winter-2022?UserId=aa29a7ce-9bc5-4317-9484-a23d7b2af4dc&sso=905c7bc5-fc67-4a8e-80fb-d4deada2c1e4
Other
Garber, E., Hochtritt, L., Sharma, M.  (2018). Makers, crafters, educators: Working for cultural change. Routledge. 
Ph.D. Thesis
Sharma, M.  (2012). Indian art education and teacher identity as Deleuzo-Guattarian assemblage: Narratives in a postcolonial globalization context. The Ohio State University. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Grant - Teaching   
Sharma, M., "Inclusion and Diversity Curriculum Development Grant," Sponsored by University of Arizona, State, $1500 Funded. (2020).
Sharma, M., "Faculty Professional Development Endowment," Sponsored by University of Arizona, State, $5000 Funded. (2018).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
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    • The course content was
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    • The instructor’s contribution to the course was
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    • The instructor’s effectiveness in teaching the subject matter was
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  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
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    • The intellectual challenge presented was
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    • The amount of effort you put into this course was
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    • The amount of effort to succeed in this course was
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    • Your involvement in course (doing assignments, attending classes, etc.) was
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