Visual Inquiry: Most Cited Articles http://intellectdiscover.com/content/journals/viq?TRACK=RSS Please follow the links to view the content. Walking art: Sustaining ourselves as arts educators http://intellectdiscover.com/content/journals/10.1386/vi.3.1.21_1?TRACK=RSS Abstract Through a year-long collaborative practice of walking as art, three artists/researchers/teachers investigated embodied perception in terms of its capacities for self-sustenance. Amidst the rush and routine of busy lives, familiarity with feelings of potential as the nourishment sustaining bodily movement is often forgotten. However, in immersive practices such as walking, conceptual categories are not as significant as the positions and orientations that postures address, and the degrees of potential bodies feel in assuming these postures. Perception derives its sustenance in a social awareness at the level of the body where availabilities for next movement are generated by sensations of a world in movement already underway. The repeated aesthetic experience of practice-generated potential in every bodily repositioning grounds philosophical matters of perception in this study. This article describes our enquiry into the integrating capacities of walking art for feelings of relational aliveness and it includes both poetry and visual art as part of the study. Valerie Triggs, Rita L. Irwin and Carl Leggo Sun Jun 05 16:05:47 UTC 2022Z Discursive underground: Re-transcribing the history of art education using critical multicultural education http://intellectdiscover.com/content/journals/10.1386/vi.2.3.219_1?TRACK=RSS Abstract This article proposes the application of three primary tenets of critical multicultural education to assist art educators in re-conceptualizing myopic histories of art education currently dominating the field. Traditionally, voices of those from non-dominant groups have rested on the outskirts of most American art education historical narratives. Critical multicultural education provides an alternative framework as it examines the subjugation of certain non-dominant cultural knowledge and voices. Critical multicultural education re-directs investigations of power as it relates to culture construction and maintenance, knowledge creation and culture fluidity. The objective of this article is to challenge art educators to re-evaluate firmly established historical ‘truths’, and encourage them to recognize a broader audience of voices in order to articulate the cultural complexity of the history of art education. Joni Boyd Acuff Sun Jun 05 15:48:48 UTC 2022Z Creativity as conversation in the interactive audience culture of YouTube http://intellectdiscover.com/content/journals/10.1386/vi.2.2.115_1?TRACK=RSS Abstract YouTube videos produced by school-aged youth in their own time of their own accord are described, and their implications for art education are considered. The videos are conceived as creative conversations, their productions being the consequence of social networks and self-organizing systems rather than individual psychology. The videos primarily emerge from collaborative interaction between two or more contributors. The phenomenal success of YouTube is noted, including how its interface helps to facilitate conversation. Particular examples of videos are described involving Barbie torture, blending machines and aquatic disasters. Educational implications are drawn, partly by considering what art educators have suggested in the past with regard to former kinds of unsolicited creativity by youth. These include pairing students to create collaboratively, teaching appropriate skills, and going beyond the oftentimes-transgressive subject matter to consider the deeper developmental roles played by unsolicited creativity. The adoption of a mix of pedagogies is advocated. Paul Duncum Sun Jun 05 15:30:11 UTC 2022Z Image and identity: Media literacy for young adult Instagram users http://intellectdiscover.com/content/journals/10.1386/vi.4.3.221_1?TRACK=RSS Abstract This article focuses on the importance of developing young adult media literacy skills in relation to Instagram use. Millions of young adults use image-based communication to connect with others on social networking sites. This form of ubiquitous connection has consequences for young adults' online, offline and parasocial relationships. Social media literacy results from understanding Instagram’s utility, the downfalls of social comparisons made between online relationships and how to better define genuine belongingness as it relates to mediated communication. Melissa J. Newman Sun Jun 05 17:32:49 UTC 2022Z Attention on the edge: Ability to notice as a necessity in learning, teaching and survival http://intellectdiscover.com/content/journals/10.1386/vi.5.1.105_1?TRACK=RSS Abstract This text reveals the process of my growing awareness about how attentiveness relates to learning, teaching and beyond. My research with young children uncovered their extraordinary abilities to be present and engaged in the moment. The children, my young co-researchers as well as my son, constantly challenged my understanding. The newly gained insights shaped my commitment to search for ways to cultivate mindfulness in my students. On the other hand, my experiences in research and teaching motivated explorations in my personal life where my selfawareness was truly put on test. Attentiveness is an embodied ability, nurtured in the arts where personal experiences matter, but often underestimated in school in general. Knowing that my students will be influencing new generations of children in the decades to come, I feel obligated to help them become attentive, responsible and affectionate teachers. Biljana C. Fredriksen Sun Jun 05 17:44:50 UTC 2022Z Artistic activism in dangerous times: Teaching and learning against the grain http://intellectdiscover.com/content/journals/10.1386/vi.6.2.135_2?TRACK=RSS Abstract Dipti Desai Sun Jun 05 18:53:25 UTC 2022Z Transforming education through art-centred integrated learning http://intellectdiscover.com/content/journals/10.1386/vi.3.3.361_1?TRACK=RSS Abstract Art-centred integrated learning is a version of art integration that uses art enquiry processes to promote deep and holistic understanding of concepts and ideas that matter to our students while fostering their abilities to handle complexity and think flexibly, capacities they will need in order to prosper in a complex and uncertain world and become leaders in shaping that world. To meet these needs of their students, the Alameda County Office of Education in Northern California has adopted Integrated Learning, an approach to education that promotes integrative thinking and integrated knowledge through art-centred learning. Because Integrated Learning presents solutions for education across the board, it provides a model that leaders in general education could consider when formulating pedagogy. And since this model draws from contemporary art practices, it provides both education in the arts and a strong rationale that art education leaders can use to argue for a robust presence of the arts in education. Moreover, the Integrated Learning approach delineates a set of principles and practices that are germane to creative leadership and could be integrated into leadership education. Julia Marshall Sun Jun 05 16:31:03 UTC 2022Z Construction of the Blackademic: An arts-based tale of identity in and through academia http://intellectdiscover.com/content/journals/10.1386/vi.7.3.213_1?TRACK=RSS Abstract The act of making a doctoral gown is a response and metaphor to describe the construction, reinforcement and intersections of racial and academic identity within a probationary period of employment in academia known as tenure-track. A collective arts-based autoethnographic project inspired my garment-making to examine three salient racializing moments during my transition from a Ph.D. programme and into the first four years of a tenure-track position. I use concepts of garment construction – marking, pinning, measuring, pressing and stitching – as aesthetic interludes to illuminate and organize moments of intersubjective dialogue, which ultimately lead to an ascribed racialized academic identification. The construction of a Blackademic identity emerges, inspiring the creation of academic regalia. This arts-based project describes a hypervisibility of racial experience within academic spaces and acts as a visual representation of systemic and intersectional factors, which have guided my movements in academia. Gloria J. Wilson Sun Jun 05 20:29:32 UTC 2022Z Stories in stone: Investigating the stories behind the sculptural commemoration of the Confederacy http://intellectdiscover.com/content/journals/10.1386/vi.2.3.299_1?TRACK=RSS Abstract This article explores the time in which the large Robert E. Lee monument was planned and built in Richmond, Virginia. Drawing on archives, the story of this monument relates to remembering this man in ways that build and perpetuate the stories of the Lost Cause movement. This article also explores how competing interests in the local community tried to sway the movement to commemorate him in ways that favoured their various interests. The issue of who owns the past and how it is represented in the present in artistic forms continues to be an issue in Richmond and throughout the world. Because people in communities learn from their environment, it is important for art educators to consider the history of their geographic locations and to think about how this history is a form of education. Melanie L. Buffington Sun Jun 05 15:48:43 UTC 2022Z Hands on: The importance of studio learning in design education http://intellectdiscover.com/content/journals/10.1386/vi.2.2.127_1?TRACK=RSS Abstract Studio learning and teaching in art and design is still a relatively under-explored zone. While a growing body of literature is beginning to explore what kind of learning and teaching occurs in studio, there is less literature available that explicates why studio learning is important. Three elements highlighting the importance of studio in design learning and teaching are at the centre of this article: the development of artistic/design skills and understanding; the internal and external processes and practices of studio; and how studio models future working environments. This argument has been presented in the context of the authors’ experiences in teaching and supporting a university textile design programme, and has drawn from 2009 student data from a study in the same context. This article has framed such experiences and data in the context of contemporary thinking as expressed in the literature on studio. Emma Lynas, Kylie Budge and Claire Beale Sun Jun 05 15:29:18 UTC 2022Z