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- Volume 4, Issue 2, 2008
International Journal of Education Through Art - Volume 4, Issue 2, 2008
Volume 4, Issue 2, 2008
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Research at The Margins of Schooling: Biographical Inquiry and Third-Site Pedagogy
By Brent WilsonThe value of art education rests with its power to shape the ways people live their lives in art and visual culture beyond schools and schooling. A logical place to research the effectiveness of art education is to examine peoples' lives when they are outside school and after they have left school. The paper provides theoretical insights about the relative effectiveness of informal and formal pedagogy gained from biographical studies of the beyond-schooling lives of individuals who attended an unusual British secondary modern school during the 1950s and 1960s. Individuals' lives were influenced by a museum-like space, by informal contacts with individual from the art world, and visual cultural experiences at the margins of the art classroom more than they were influenced by the structured art curriculum. Biographical inquiry also provides a useful means for studying children who create their own visual culture based on comic books and other popular media. When researchers study informal contacts between students and teachers, their inquiry is set within a third inquiry site and it is directed to a third pedagogical site which is different from the self-initiated visual culture produced by students (the first pedagogical site) and formal art instruction (the second pedagogical site).
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Getting to know one another through drawing
More LessGreece and Israel are bound to one another through a long history that has brought them together on many occasions (Arnold, 1993) and through their geographical location at the eastern end of the Mediterranean. The perception the countries have of each other does not derive as much from historical ties however, as from images portrayed in the mass media. The goals of one educational programme at the Coumantaros Art Gallery in Sparta, called Getting to Know One Another Through Drawing were: (1) to introduce children to one another at personal and cultural levels through the suggested topics; and (2) to achieve this personal and cultural interchange between children in two countries directly, with as little as possible adult interference. Analysis of the results indicated that this programme reduced the mental distance separating children living in Israel and Greece and enabled them feel closer to one another.
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Radical bricolage: building coherence in the liberal arts using art modelling and language
More LessBecause of the very broad and fragmented nature of undergraduate general education requirements there is a need to help students find unity in diversity. The search for coherence has led my institution, the American University in Paris, to introduce a series of freshmen courses called First Bridge that deliberately pair professors from different disciplines to develop and teach a common course that explores the linkages between their areas of special interest. This article describes my own experience of teaching a First Bridge course called Visual Thinking and Artful Seeing, in which I represented the mathematics and computer science department while my coteacher, a painter, came from the art department. It was our intention to explore how different ways of seeing, the very act of seeing and the art of talking about seeing could help each of us begin to discover the commonalities that lie behind seemingly different disciplines and their methodologies. My part of the bargain requires using Imagine Logo to gain access to different levels of seeing by building computer models to examine a range of visual artefacts and their inherent structures.
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The role of cooperative learning in the introductory stages of art teacher training programmes in Japan
By Toshio NaoeIn this article the outcomes and issues of cooperative learning in teacher training programmes for undergraduate art students are examined. Cooperative learning utilizes human interaction in small groups in pursuit of shared goals. The author designed and delivered two introductory courses at the University of Tsukuba that were added to the teacher training programme as a result of reforms to the Japanese national teacher education system in 2000. The courses, which were informed by principles and methods of cooperative learning, had a positive impact on student engagement and satisfaction. Although the study workload is heavier since these reforms were put into place there has been a steady increase in numbers of art students entering and finishing teacher training.
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Primary-age children's attitudes to art, art making and art education
By Robyn GibsonMany educational researchers stress that there is a critical need for studies that allow children's voices to be heard and acknowledged. Without doubt, children's opinions and unique perspectives on art, their experiences of art making and their attitudes towards art education should be of vital interest for arts education advocacy efforts. To date, very few studies have focused on the meaning and value of art in the lives of young Australians. This paper describes a study that aimed to explore Australian children's understanding of art and the meanings they attached to it and to gauge their attitudes to art making and art education. A total of 103 students across four stages of primary education were interviewed. Their comments reveal that children have rich, perceptive attitudes as to the meaning, value and purpose of art in their lives, insights that go beyond the expectations of many current researchers.
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Escribir el Lugar: collaborative projects in public spaces
Authors: Javier Abad Molina and Alfredo Palacios GarridoEste artculo presenta dos proyectos artsticos llevados a cabo en dos espacios pblicos diferentes: las calles de una ciudad y las paredes exteriores de una escuela infantil. En ambos proyectos se ha intervenido en esos espacios usando la potencialidad visual y comunicativa del lenguaje escrito. La idea central en ambos casos ha sido la de dotar de significacin a un espacio pblico, haciendo visible en el mismo aspectos de la experiencia de los usuarios de ese espacio. Para ello hemos desarrollado un trabajo colaborativo que en el caso de la ciudad ha implicado a nios, ancianos e inmigrantes y en el caso de la escuela infantil a los nios de 34 aos. Los dos proyectos han contribuido a facilitar la identificacin con el lugar y a transformar un paisaje para integrar aspectos de la identidad de sus habitantes.
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Insight from another side: what art education can learn from Aurobindo
By David GallVisual culture theory tends to undermine aesthetic hierarchies by arguing that they do not derive from any intrinsic qualities in artworks and are merely there to sustain social class distinctions. In so doing they create a tension with traditional concepts of art education. At the heart of this tension is postmodern critical thinking, which places ethical concerns at the heart of art evaluation. These ethical concerns contend that it is essential to expose subtle regimes of dominance and to empower students to resist them (although visual culture theory is itself subject to the same lack of hierarchy in its judgements). Aurobindo Ghose proposed that intuition is superior to rational and critical processes. His view was that intuition is the main way in which the deepest self of an individual, group or discipline can be realized and expressed. I argue that art education should draw on Aurobindo's ideas in order to develop a new relationship between the aesthetic and ethical that does not subordinate art to ethics or politics, but seeks to make it a more powerful instrument of spiritual development.
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Book Reviews
Authors: Jin-Shiow Chen and Folkert HaanstraNew Practices, New Pedagogies: A Reader, Malcolm Miles (ed.) (2005) London and New York: Routledge, 256 pp., ISBN 978-0-415-36618-2 (hbk), US$150
Die Welt als Spiel II Kunstpdagogik: Theorie und Praxis knstlerischer Bildung, Carl-Peter Buschkhle (2007) Oberhausen: ATHENA-Verlag, 343 pp., ISBN 978-3-898996-283-4 (pbk), 19,50 Euros
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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)