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- Volume 11, Issue 2, 2015
International Journal of Education Through Art - Volume 11, Issue 2, 2015
Volume 11, Issue 2, 2015
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Employing mindfulness via art in education
More LessAbstractVisual art is often misunderstood and under-applied in a venue where it has the potential to help humans the most: the general elementary classroom. Teacher training programmes that mandate an art class can help propel art’s offering by exposing future teachers to the increasing role mindfulness via art can play in school regarding cognitive, social and emotional well-being. This article cites ways and means to incorporate mindful art experiences into the classroom to help enhance both teaching and learning.
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A cross-cultural collaboration exploring art literacy, creativity and social transformation in China
Authors: Jonathan Silverman and Yi XiaomingAbstractTwo art educators, from the United States and China, reflect on their collaboration to plan, implement and assess a cross-cultural experience. They developed a ten-day residency for art education students at Nanjing Normal University in China. The pedagogy presented emphasized the interplay between skill development and personal expression, product and process, and social-directed knowledge and social transformation. Through analysing student critiques, reflective discussions and survey responses the authors framed five categories critical for planning cross-cultural exchanges and broadening the scope of art education: Sensing others’ cultural orientation, Building community, Scaffolding art literacy, Minding the gap between technique and creativity, and Reflecting on identity and visual culture. In a global society, culturally responsive art educators benefit when collaborating to help their students gain new perspectives on cultural assumptions, analyse common concepts such as aesthetics, visual literacy and critique, and reflect on the interdependence of teaching, creating art and social responsibility.
来自美国和中国的两位艺术教育者反思和评价了他们合作研究的计划、实施以及跨文化的体验。他们在中国南京师范大学开展了十天面向艺术教育专业学生的教学。整个教学强调技能发展和个人表达、结果与过程、社会导向的知识与社会变革之间的相互作用。通过分析学生的评论、反思性讨论以及对调查问题的回答,作者提出了五个开展跨文化交流和扩展艺术教育视野的关键性问题,即体验他国文化;建立共同体;构架艺术素养;关注技能和创造力之间的落差;反思身份意识和视觉文化。在一个全球化的社会,当合作有助于学生获得看待文化假设的新视角,分析诸如审美、视觉素养等共同的概念,评论和反思教学、艺术创作和社会责任之间的相互依存关系时,那么具有文化应对意识的艺术教育者将能从中获益。
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Altermodern art education: Theory and practice
Authors: Marike Hoekstra and Talita GroenendijkAbstractArt education in schools today needs to include the development of its direct relation to contemporary art, global developments and the lives of young people. Notions on contemporary art, migration and globalization, put forward by Nicolas Bourriaud in The Radicant and the Tate Triennial, are connected with relevant developments in art education. Key parameters following from theory are intercultural, process-oriented and student-based. The empirical study consists of a design research program to investigate the possibilities of Altermodern Art Education, having six trained art teachers implement the central design parameters in eight-week projects with 14 to 17 year olds.
De centrale gedachte voor dit onderzoek is dat beeldend kunstonderwijs (onvoldoende) aansluit bij ontwikkelingen in hedendaagse kunst, bij maatschappelijke processen zoals globalisering en bij de leefwereld van jongeren. Theorievorming over hedendaagse kunst, globalisering en migratie, zoals die door Nicholas Bourriaud naar voren zijn gebracht in zijn essay The Radicant en de tentoonstelling The Altermodern, worden verbonden met relevante ontwikkelingen in kunstonderwijs. De belangrijkste ontwerpprincipes die daaruit voortkomen zijn intercultureel, procesgericht en leerling gestuurd.
Om deze ideeën te ontwikkelen en toepasbaar te maken in het onderwijs is een ontwikkelonderzoek opgezet, waarin verschillende docenten de ontwerpprincipes vertalen naar concrete lessen beeldende vorming. De resultaten van de acht weken durende projecten voor leerlingen van 14-17 jaar moeten worden gezien als een eerste onderzoek naar de mogelijkheden van altermoderne kunsteducatie.
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An artist-in-residence: Teaching with a sense of urgency
More LessAbstractThis case study demonstrates the value of a ‘sense of urgency’ within the context of artist-in-residence programmes in K-12 public schools. Although the notion of a sense of urgency is often referred to within the context of business, this study reveals ways that this concept can be applied to an educational situation as well. In this article, a case study is presented in which an artist-in-residence created an environment where students in an Advanced Placement sculpture class set goals maintained constant vigilance, took risks and learnt to evaluate their own skills. This article indicates that using a sense of urgency as a pedagogical style can bring an additional learning benefit to students.
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Creating art-based approaches in working life development: The shift from success to significance
Authors: Mirja Hiltunen and Pälvi RantalaAbstractThe aim of this article is to analyse and identify the structure of activities occurring during a series of art workshops conducted in one particular work-based community, with a view to exploring links between modern working life and the fields of art and art education. The researchers took part in the workshops as participant observers. The research showed that art-oriented activities can make different organizational cultures more visible and open to further development. Participants can apply the experience gained in art workshops to their own work practice, using it to strengthen group coherence, to express ideas better and to become more emotionally engaged in their jobs. It can foster mental strength and faith in a personal way of working, and encourage people to try things that they have not tried before.
Artikkelissa tavoitteemme on tunnistaa ja analysoida taidelähtöisen toiminnan prosessia eräässä työyhteisössä toteutetussa työpajasarjassa. Artikkeli osallistuu ajankohtaiseen keskusteluun työelämän ja taiteen sekä taidekasvatuksen suhteesta. Artikkelin kirjoittajat olivat mukana työpajoissa tutkijoina ja osallistuvina havainnoijina. Tutkimus osoitti, että taidelähtöinen toiminta voi tuoda organisaatiokulttuuria näkyväksi ja avoimeksi keskustelulle. Osallistujat voivat käyttää taidetoiminnassa kertyneitä kokemuksia ja osaamista omassa työssään. Taidetoiminta voi esimerkiksi vahvistaa työyhteisön yhteishenkeä ja parantaa ilmapiiriä, auttaa tuomaan omia ideoita esiin, ja auttaa sitoutumaan työhön paremmin. Se voi antaa luottamusta omaan tapaan tehdä työtä, ja rohkaista kokeilemaan asioita joita ei aiemmin ole ajatellut osaavansa. Taidetoiminta voi havahduttaa työyhteisöä siirtämään painopistettä ulkoisen menestyksen tavoittelun sijasta työn sisällölliseen merkityksellistämiseen.
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Photography, critical pedagogy and ‘Difficult Knowledge’
More LessAbstractThis article reports on a study of students’ reactions, perceptions and attitudes towards photographs that convey difficult knowledge to which they were exposed in an academic course. Difficult knowledge in this context refers to photographs that address disturbing topics such as violence, suffering and pain, extreme sexuality and gender identity. Research results indicate that while most of the students’ initial responses to such photographs displayed both attraction and repulsion, the photographs were also perceived as having great potential for promoting critical educational discourse. In addition, the results reveal that the sensitive use of photographs containing difficult knowledge is highly significant for an effective discussion in educational contexts.
מאמר זה מתאר מחקר על תגובות, תפיסות ועמדות של סטודנטים כלפי תצלומים המכילים ידע קשה, שאליהם נחשפו במסגרת קורס אקדמי. ידע קשה בהקשר זה מתייחס לתצלומים העוסקים בנושאים כמו אלימות, סבל וכאב, מיניות קיצונית וזהות מגדרית. תוצאות המחקר מצביעות כי בעוד שרוב התגובות הראשוניות של הסטודנטים לתצלומים כאלה התאפיינו הן במשיכה והן בדחייה, התצלומים אף נתפסו באותו זמן כבעלי פוטנציאל רב לקידום שיח חינוכי ביקורתי. בנוסף לכך, התוצאות מראות כי שימוש רגיש בתצלומים המכילים ידע קשה הינו חיוני לשם קיומו של דיון חינוכי אפקטיבי.
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Zema and Peter Haworth: A double-jointed biography from the history of art education
More LessAbstractIn this double-jointed biography, the author narrates the tandem tale of two parallel lives that directly contributed to the art community in Toronto, Canada, for generations. Each of these two great Canadians dedicated over 30 years to the instruction of visual art education at Central Technical School (CTS) and their lasting legacy has produced some of Canada’s most celebrated artists. Zema (Bobs) Haworth and Peter Haworth immigrated to Canada from England in the early 1920s and developed into successful artists, advocates, educators and socialites whose lives were inextricably intertwined with the larger institutional history of the Art Department at CTS. Tracing Zema’s and Peter’s lives through archival research, published memoirs and interviews, photos, and other personal documents, the author explores how this couple embodied the ideal of the artist-teacher and contributed to the visual arts at both the local and national levels.
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The occupation of art museum educator in the time of Occupy Museums
More LessAbstractThis article considers the occupation of art museum educator in the time of Occupy Museums (OM). I maintain these two different forms of occupations – the job of educator as occupation within art museums and OM as an offshoot of the Occupy Wall Street (OWS) protests as occupation – are both related and at odds with one another in the context of the art museum under neo-liberal managerialism. The working lives of art museum educators are morphing into occupations within art institutions that employ populist veiling tactics as cover for labour abuse in fulfilling their missions. OM reveals contradictions inherent to a museum system working hard to normalize such economic injustices, with a particular focus on the workers associated with these institutions. Current trends in art museum education and features of OM are analysed through neo-liberalist and horizontalist ideologies, bringing to light similar anti-hierarchical motivations, aiming for dissimilar ends. The article closes with a call for a return to modified forms of verticality in institutions based on cultures of mutual support instead of capitalism alone.
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Images used in visual arts education textbooks for secondary education: A study in Spain
Authors: Idoia Marcellan BaraZe, Ainhoa Gómez Pintado and Ilargi OlaizAbstractIn this article we report on a study of images in visual arts education textbooks in the Basque Country (Spain). Studying textbooks is important because they are used extensively in Spanish schools. Our initial theory is that student’ lives are rich in images, mainly from media culture, but their textbooks, in contrast, offer more traditional images of art. Our analysis of images in the textbooks identified very different types of artistic images to the media ones. We saw a different use of them; ‘art’ is given a higher priority and is defined by aesthetic and hegemonic historical criteria. We could see a different treatment between artistic images and media culture, which seemed to imply a hierarchical relationship between the two. What seemed to us to be missing were links that might allow students to make meaningful connections between art and media culture images and the students’ life experience.
Este artículo expone un estudio sobre las imágenes presentes en los libros de texto de Educación Plástica y Visual en el País Vasco (España). Estudiar los libros de texto es importante porque son los materiales educativos más usados en las escuelas españolas.
La principal hipótesis es que mientras la vida de los estudiantes es rica en imágenes, principalmente, de la cultura mediática sus libros de texto, por el contrario, ofrecen imágenes tradicionales de arte.
Mediante el análisis de las imágenes de los libros de texto se ha detectado una gran diferencia entre la presencia y el tratamiento de las artísticas y las provenientes de los medios de comunicación masiva; el arte es definido mediante criterios estéticos hegemónicos y tiene una mayor presencia que la cultura mediática, lo que parece implicar una relación jerárquica entre ambos ámbitos.
Se echan de menos, además, relaciones que permitieran a los estudiantes realizar conexiones significativas entre las imágenes artísticas y las mediáticas y la experiencia de los estudiantes.
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Book Reviews
Authors: Fiona Blaikie, Andrea Karpati and King-chung SiuAbstractFrom Child Art to Visual Language of Youth: New Models and Tools for Assessment of Learning and Creation in Art Education, Andrea Karpati and Emil Gaul (eds) (2013) Bristol, United Kingdom: Intellect, 282 pp., ISBN: 9781841506241, h/bk, GBP 45, US$ 64.50
Explorations in Virtual Worlds: New Digital Multi-Media Literacy Investigations for Art Education, Mary Stokrocki (ed.) (2014) Reston, VA: National Art Education Association, 153 pp., ISBN: 9781890160630, p/bk, US$37
Ecologies of Invention, Andy Dong, John Conomos and Brad Buckley (eds) (2013) Sydney, Australia: Sydney University Press, 188 pp., ISBN: 9781743323571, p/bk, A$50.00
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Volumes & issues
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Volume 20 (2024)
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Volume 19 (2023)
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Volume 18 (2022)
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Volume 17 (2021)
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Volume 16 (2020)
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Volume 15 (2019)
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Volume 14 (2018)
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Volume 13 (2017 - 2018)
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Volume 12 (2016)
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Volume 11 (2015)
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Volume 10 (2014)
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Volume 9 (2013)
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Volume 8 (2012)
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Volume 7 (2011)
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Volume 6 (2010)
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Volume 5 (2009)
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Volume 4 (2008)
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Volume 3 (2007 - 2008)
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Volume 2 (2006)
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Volume 1 (2005)