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- Volume 16, Issue 3, 2020
International Journal of Education Through Art - Volume 16, Issue 3, 2020
Volume 16, Issue 3, 2020
- Editorial
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- Articles
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Creative practice for sustainability: A new materialist perspective on artivist production of eco-sensitive knowledges1
Authors: Dorota Golańska and Anna Katarzyna KronenbergSituated within a new materialist paradigm, this article looks at instances of educational nature-creative artivism for sustainability. Connecting art and activism, artivism mobilizes creative means to embrace political or social intervention. Underlining the importance of practices, and employing the concept of creative practice, we point out that a detailed inspection of the processes involved in artistic production sheds a different light on the nature of all knowledge-generating practices, letting us engage more thoroughly with the ‘how-question’ of producing knowledge. Focusing on two geoartistic/geopoetic educational initiatives, we argue that the eco-sensitive creation of artivists may serve as an example of what forms the entanglements of art and activism could take in the context of educational projects aimed at mobilizing thorough reflections of audiences. This may encourage the development of a more resilient environment based on horizontal relations of different forms of matter.
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Creativity through mindfulness: The Arts and Wellbeing in Education (AWE) professional learning programme
More LessThis article uses findings from a case study of an arts/education professional learning programme in Wales to construct a definition of creativity that reflects on and contributes to debates around the concept, and its value within education. The programme Arts and Wellbeing in Education (AWE) focused on supporting school teachers’ well-being through creative practice. The research comprised a participatory methodology that sought to explore the circulating discourse around the key concepts of creativity and well-being in order to identify how the team leading the programme conceptualized the value of creativity, and how this was enacted. The findings point to a notion of creativity that is an inclusive, carnival experience that may improve well-being through mindful approaches to creative practice.
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Experiencing research early: Undergraduate students’ art practice research1
More LessThe purpose of the present study is to show how undergraduate art students developed a three-semester research project using art practice research as methodology during the years 2011–12. They answered individual research questions through their artistic practices, presenting their results within an art exhibition and academic document. The research data shared in this article comprise observations of their research development, artistic diaries, art exhibitions, written research documents and post-project interviews. Findings indicate that such research experience allowed students to generate new knowledge through artistic practice, which often cannot be foreseen as it involves incontrollable material and people that cannot be accessed through other disciplines. It also gave them trans-cognitive research skills helping them to better understand themselves as artists and to develop complex works difficult to create otherwise.
El presente estudio muestra cómo estudiantes de licenciatura en artes visuales desarrollaron un proyecto de investigación a partir de la práctica artística (investigación-creación) durante tres semestres (2011–12). Contestaron una pregunta de investigación específica, presentando sus resultados en una exhibición y en un documento académico. Los datos compartidos en el presente ensayo constan de observaciones hechas durante el desarrollo de su investigación, diarios de artista, exhibiciones, textos académicos redactados, y entrevistas posteriores al proyecto. Los resultados indican que la experiencia de investigar les permitió generar nuevo conocimiento a través de la práctica artística, el cual no puede ser vislumbrado por otras disciplinas ya que involucra materiales y personas incontrolables. La experiencia de investigación también les otorgó habilidades de investigación trans-cognitivas al permitirles entenderse mejor como artistas, y desarrollar trabajos complejos que de otra manera son difíciles de crear.
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Building school community through cross-grade collaborations in art
More LessThis qualitative study examines multiple collaborative art experiences across ages and classrooms during two years at a suburban public school in one of the largest school districts in the United States. Students in two middle-school elective art courses engaged in contemporary art education projects to strengthen visual and verbal communication skills as they partnered with younger peers in primary grades, including the following activities: collaborative earthworks, toy designs and mixed-up animal sculptures. These multi-age socially-constructive art experiences provided students with opportunities to build community across campus while interacting with each other and the artwork co-created. Observations and noted responses via reflection from students indicated positive impact on both communication and collaboration through bidirectional teaching and learning, with students in each age group requesting more opportunities for cross-grade collaborative experiences.
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- Visual Essay
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‘Beanz Meanz Professional Learning’: Beginning a Pedagogical Reflective Sketchbook1
By Emese HallI was attempting to write a traditional text-based article defining what I have come to term a ‘Pedagogical Reflective Sketchbook’. The aim was to consider what insights might be gained from existing research on teachers’ use of reflective sketchbooks – and similarly named books – for their professional learning, leading to my definition of a Pedagogical Reflective Sketchbook. However, I told myself (aloud) ‘I can’t say what I want to say in words’. Although not a totally surprising revelation, it was a call to action. I, therefore, began to develop my own visual musings centred on the analogy of being like a Michelin-starred chef serving baked beans on toast – a pedagogical frustration in my current academic role. In order to better understand a Pedagogical Reflective Sketchbook, it made perfect sense to begin one, in keeping with the spirit of my research intentions. This visual essay explains more…
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- Articles
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Arts in working with youth on sensitive topics: A qualitative systematic review
Authors: Marian Tumanyan and Tuija HuukiThis study examines existing research on the use of arts-based methods in approaching issues sensitive for youth and children. We conducted a qualitative, systematic review of twenty academic publications on this topic from 1997 to 2017. Our results show the use of arts-based methods to (1) recognize and make visible previously invisible experiences, acts, voices and histories; (2) nurture change and transformation in the lives of the youth; and (3) allow exploring the more-than-human, more-than-present and less-than-conscious aspects in the lives of youth and children – aspects that traditional study methods might not readily access. Our findings offer teachers, researchers, practitioners, psychologists and social workers greater awareness of the use of arts-based methods in matters young people find sensitive. This review allows education professionals to achieve a broader view of methods emerging from the arts in addressing the social and psychological issues that young human beings might face.
Artikkelissa tarkastellaan taidelähtöisten tutkimusmenetelmien ja käytänteiden mahdollisuuksia käsiteltäessä herkkätuntoisia aihepiirejä lasten ja nuorten kanssa. Tutkimuksessa toteutettiin laadullinen systemaattinen kirjallisuuskatsaus, johon valikoitui 20 akateemista englanninkielistä julkaisua vuosilta 1997–2017. Katsauksen perusteella taidelähtöiset lähestymistavat voivat olla avuksi tutkimuksessa ja käytännössä (1) tehtäessä näkyväksi lasten ja nuorten elämän hankalasti tunnistettavia sekä heikosti tiedostettuja kokemuksia, käytänteitä, ääniä ja historioita; (2) etsittäessä muutoksen mahdollisuuksia lasten ja nuorten oikeuksia rikkovissa kysymyksissä; ja (3) tutkittaessa lasten ja nuorten elämänpiireihin sisältyviä materiaalisia sekä inhimillisen ja nykyhetken ylittäviä kietoumia. Tutkimus tuottaa uutta tietoa taidelähtöisten menetelmien ja käytänteiden sellaisista ulottuvuuksista, joita perinteisillä puhe- ja tekstilähtöisillä menetelmillä on usein vaikea tavoittaa. Se tarjoaa tutkijoille, kasvattajille ja päättäjille välineitä hyödyntää taidelähtöisiä lähestymistapoja tutkittaessa ja käsiteltäessä lasten ja nuorten kanssa herkkätuntoisia aihepiirejä.
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Of the Akan people: Colour and design education in Ghana
More LessThis article digests some of the general ideas that constitute the concept of colour among the Akan people of Ghana and how their proper understanding and desirable consideration will enhance effective visual communication in the Ghanaian visual arts curriculum. The investigation, which involved a number of conversations with knowledgeable personalities in the teaching and speaking of the Akan language, sought to bring out the perceptions, beliefs and functions of colour among the people. The outcome of the study pointed to how colour resides deeply within the traditional lives of the Akan people, not only as aesthetical experience but also as an ‘object’ of cultural and spiritual signification. The study therefore recommends a proper understanding of and conscious respect to the perceptions and meanings of colour among contemporary Akan designers and design educators to improve the design experience of teachers, learners and practitioners.
Dieser Artikel stellt die grundlegenden Vorstellungen, die das Konzept der Farbe bei dem Akan-Volk von Ghana konstituieren und wie es sinnvoll verstanden werden kann, dar. Auf dieser Basis entfaltet er, wie durch die (erwünschte) Berücksichtigung dieses Bereichs im ghanaischen Kunstlehrplan dieser im Hinblick auf das Thema Visuelle Kommunikation verbessert werden kann. Die Untersuchung, die eine Reihe von Gesprächen mit Experten für Unterricht in der Akan-Sprache beinhaltete, versucht, die Wahrnehmungen dieser Experten, deren Überzeugungen und Vorstellungen bezüglich der Funktionen von Farbe zur Sprache zu bringen. Das Ergebnis der Studie zeigt, wie Farbe tief im traditionellen Leben des Akan-Volkes verankert ist, nicht nur als ästhetische Erfahrung, sondern auch als ‘Objekt’ kultureller und spiritueller Bedeutung. Als Schlussfolgerung empfiehlt die Untersuchung ein angemessenes Verständnis und einen bewussten Umgang mit den Wahrnehmungen und Bedeutungen von Farben unter zeitgenössischen Akan-Designern und Design-Lehrenden, um die Design-Erfahrung von Lehrern, Lernenden und Praktikern zu verbessern.
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Transforming images: A collaborative art exercise to debunk biases
Authors: Hanna Salonen and Olav van den BrekelIn the Netherlands, art academies offering teacher training courses in visual arts and design pay little attention to diverse learners, such as pupils with learning disabilities, in their curricula. To form a picture of the existing perceptions of students concerning persons with intellectual and/or psychological disabilities, this study was set up to map the views of a group of first-year teacher training students of visual arts and design at the Amsterdam University of the Arts. The focus of the study was to see whether student perceptions changed after an active encounter with persons with intellectual and/or psychological disabilities – in this case, a group of visiting artists with learning disabilities. The motivation for this study was influenced by the United Nations Convention on the Rights of Persons with Disabilities. As this mandate was adopted in the Netherlands in 2017, we have been intrigued by the consequences it would have for current educational settings and teacher training courses focusing on the subjects of art and design.
Binnen de reguliere docentenopleidingen in Nederland bestaat nauwelijks aandacht voor anders lerenden, zoals leerlingen met leerbeperkingen. Dit geldt ook voor de docentenopleidingen beeldende kunst en vormgeving. Dit is een gemiste kans omdat kunsteducatie vaak meer ruimte en mogelijkheden biedt in het opdoen van kennis en ervaringen voor anders lerenden, in tegenstelling tot verschillende vakken waar die toegankelijkheid moeilijker is. Kunsteducatie kan bijvoorbeeld een bijdrage leveren aan de verbinding tussen leerlingen met en zonder een beperking, waarbij de mogelijkheid ontstaat van elkaar te leren.
Door het tekenen van het VN verdrag dat de rechten van mensen met een beperking waarborgt, verplicht Nederland zich tot algemeen onderwijs dat inclusief van aard is. Dit heeft consequenties voor het gehele onderwijssysteem, zoals bijvoorbeeld de curricula van de docentenopleidingen. Het doel van dit onderzoek is het bestaande beeld van een aantal studenten over personen met een verstandelijke en of psychische beperking in beeld te brengen, en hoe het beeld ten aanzien van deze personen verandert na een actieve kennismaking tussen deze studenten en kunstenaars met deze beperkingen. Tevens is onderzocht wat zij leren van deze ontmoeting. De eerstejaarsstudenten zijn afkomstig van de Docentenopleiding beeldende kunst en vormgeving van de Breitneracademie, Amsterdamse Hogeschool voor de Kunsten, en de kunstenaars met een verstandelijke en of psychische beperking van het Outsider Art Atelier in Amsterdam.
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Exploring the relationship between making and teaching art
Authors: Elizabeth Garber, Khaffi Beckles, Sangmin Lee, Anjana Madan, Gustav Meuschke and Harrison OrrThe central questions of this study, ‘how does making influence art teaching?’ and ‘how does teaching art influence making?’, were explored through interviews and maker journals. Findings indicate that making inspires teaching in providing inspiration, interest and confidence to teach as well as increased self-acceptance and happiness. Participants who indicated affects of teaching on making cited learning new skills, materials and styles, and that teaching stimulated reflection and encouraged them to make art that is relatable to others. Our conclusions suggest that the roles of maker and teacher are porous, intertwined and complex. Implications for teacher education suggest the importance of exploring and nurturing the interconnections between making and teaching in a reflective, supportive environment.
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- Book Reviews
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Letting Art Teach: Art Education ‘After’ Joseph Beuys, Gert Biesta (2017)
More LessReview of: Letting Art Teach: Art Education ‘After’ Joseph Beuys, Gert Biesta (2017)
Arnhem and Amsterdam: ArtEZ Press, 125 pp.,
ISBN 978-9-49144-437-1, h/bk, £27.00
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Leap into Action: Critical Performative Pedagogies in Art and Design Education, Lee Campbell (2020) (ed.)
More LessReview of: Leap into Action: Critical Performative Pedagogies in Art and Design Education, Lee Campbell (2020) (ed.)
New York: Peter Lang, 290 pp.,
ISBN 978-1-43316-640-2, h/bk, £64.00
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Teaching and Learning in Art Education: Cultivating Students’ Potential from Pre-K through High School, D. Sickler-Voigth (2020)
More LessReview of: Teaching and Learning in Art Education: Cultivating Students’ Potential from Pre-K through High School, D. Sickler-Voigth (2020)
New York and London: Routledge, 438 pp.,
ISBN 978-1-13854-931-9, h/bk, £104.00
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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)