Kimberley D'Adamo is a multi-disciplinary artist whose work explores school re-form. Her practice, which bridges art, research, curriculum and pedagogy, offers new approaches to re-thinking teaching and learning in America. Her newest body of work, On Campus Intervention: Dr. D's Practical Tools for Quick & Easy School Re-Form, spans sculpture, painting, installation, emerging media and performance. Through these, she upacks and makes visible her personal experiences in schools as both a student and educator, offering contemporary art as a toolbox for transforming schools as liberatory places of learning and culture creation.
D'Adamo earned her doctorate from the University of Nebraska–Lincoln, with an arts-based research dissertation titled Currere as Contemporary Art: Creative Research Tools for Teacher Self-Reflection, which was nominated for the Elliot Eisner Doctoral Research Award in 2024. Currently, D’Adamo teaches interdisciplinary art methods to pre-service teachers in the College of Education and Human Sciences at UNL. She also serves as Co-Principal Investigator of the Teaching with Emerging Media Arts Program, a $1.9 million Department of Education-funded research initiative focused on integrating art, metacognition, emerging technologies, and culturally relevant pedagogies into teachers’ classroom practice.
D'Adamo earned her doctorate from the University of Nebraska–Lincoln, with an arts-based research dissertation titled Currere as Contemporary Art: Creative Research Tools for Teacher Self-Reflection, which was nominated for the Elliot Eisner Doctoral Research Award in 2024. Currently, D’Adamo teaches interdisciplinary art methods to pre-service teachers in the College of Education and Human Sciences at UNL. She also serves as Co-Principal Investigator of the Teaching with Emerging Media Arts Program, a $1.9 million Department of Education-funded research initiative focused on integrating art, metacognition, emerging technologies, and culturally relevant pedagogies into teachers’ classroom practice.
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