scholarly journals Post-Internet Art and Pre-Internet Art Education

2021 ◽  
pp. 45-59
Author(s):  
Robert W. Sweeny
Keyword(s):  
Art Education ◽  
Digital Technologies ◽  
Formal Schooling ◽  
Art Educators ◽  
Internet Art

AbstractPost-Internet art represents a challenge to previous artistic concepts that tended to view the utilization of networked digital technologies as either the fulfillment of utopian fantasies of ego destruction, or the dystopian realization of a posthuman nightmare. Post-Internet art oscillates between these two extremes, making use of numerous interrelated networks that are decentralized in nature. Formal schooling is generally centralized, and art education tends to operate in a similar manner within this system, regardless of attempts to substantially change the structure of the field. A comparison of these two different systems might offer art educators opportunities to rethink practices that have been virtually unaffected by decentralization.

Digital Play

2014 ◽  
pp. 193-207
Author(s):  
Jennifer Howell ◽  
Susan McDonald
Keyword(s):  
Good Practice ◽  
Digital Technologies ◽  
Student Learning Outcomes ◽  
Early Years ◽  
Pedagogical Practices ◽  
Formal Schooling ◽  
Framework Technology ◽  
Effective Use ◽  
Early Childhood Settings ◽  
New Framework

This chapter showcases a new framework (Technology and Play Framework) for teachers to consider when planning the use of digital technologies in the Early Years of formal schooling. It also presents the findings from a pilot study conducted with an F-1 (Foundation year and year 1) class in an Australian primary school that demonstrated how this framework could direct the effective use of a specific digital technology in terms of student learning outcomes with particular focus on literacy and numeracy. While play is recognised as an essential component of good practice in early childhood settings, it needs to be reconsidered and aligned to incorporate emerging digital technologies and complementary pedagogical practices in order to support authentic learning.

Arts-Based Action Research in the North

2019 ◽  
Author(s):  
Timo Jokela
Keyword(s):  
Action Research ◽  
Art Education ◽  
Creative Industries ◽  
The Arctic ◽  
Strong Impact ◽  
Art Educators ◽  
Cultural Sustainability ◽  
Education Project ◽  
The North ◽  
Research In Education

The art-based action research (ABAR) method has its roots in action research, particularly in participatory action research (PAR) and action research in education and is clearly linked with international artistic research (AR) and art-based educational research (ABER). The ABAR methodology was developed collaboratively by a group of art educators and researchers at the University of Lapland (UoL) to support the artist-teacher-researcher with skills and professional methods to seek solutions to recognized problems and promote future actions and visions in the changing North and the Arctic. On the one hand, the need for decolonizing cultural sustainable art education research was identified in multidisciplinary collaboration with the UoL’s northern and circumpolar network. On the other hand, the participatory and dialogical approach was initiated by examining the pressures for change within art education stemming from the practices of relational and dialogical contemporary art. ABAR has been developed and completed over the years in doctoral dissertations and art-based research projects on art education at UoL that are often connected to place-specific issues of education for social and cultural sustainability. The multi-phased and long-term Winter Art Education project has played a central role in the development of the ABAR methodology. During the Winter Art Education project, ABAR has been successfully used in reforming formal and informal art education practices, school and adult education, and teacher education in Northern circumstances and settings. Winter art developed through the ABAR method has supported decolonization, revitalization, and cultural sustainability in schools and communities. In addition, the ABAR method and winter art have had a strong impact on regional development and creative industries in the North.

Towards a vital pedagogy: Learning from anti-ableist practice in art education

2020 ◽  
Vol 16 (1) ◽  
pp. 13-27
Author(s):  
Claire Penketh
Keyword(s):  
Young People ◽  
Art Education ◽  
Inclusive Education ◽  
Education For All ◽  
Children And Young People ◽  
Art Educators ◽  
Theory To Practice ◽  
Models Of Disability ◽  
Crip Theory ◽  
The Relationship

Abstract Art education has the potential to promote inclusive education for all children and young people. However, the pervasive discourse of special education, with an emphasis on individual deficit, support and remediation, can dominate our thinking about the relationship between disability and art education. This article reports on an attempt to resist the limitations of such discourses by introducing anti-ableist, crip theory to art educators (n=48). Visual and textual storyboards enabled practitioners to present, reflect and revise projects from a committed anti-ableist position. Modified projects reflected an awareness of the benefits of multi-sensory approaches, the advantages of interdependency and a greater resonance with contemporary arts practice. Acknowledging the challenges of taking theory to practice, the article suggests that anti-ableist theory can promote a vital pedagogy in art education. It concludes that crip theory can provoke practice-based resistance to deficit-based models of disability.

scholarly journals Becoming subjectivities : academic women in art education

2015 ◽  
Author(s):  
◽  
Amber Ward
Keyword(s):  
Art Education ◽  
Visual Analysis ◽  
Academic Research ◽  
Status Quo ◽  
Art Educators ◽  
Related Research ◽  
Written Text ◽  
Women In Art ◽  
The Status ◽  
Unique Study

This article-style dissertation disrupts the status quo of academic research by exploring the subjectivity of women art educators across time. The researcher investigates subjectivity, as an evolution of tensions, without being beholden to tradition by using thinking with theory as a methodology for data and visual analysis. By working within and against the established structures of academe, art educators engage in a process of becoming. The dissertation illuminates processes of becoming while (a) disrupting labels placed upon women postsecondary art educators, (b) discovering the emergence of discourse when revisiting an exhibition, and (c) deconstructing the truths regarding two matriarchs of art education. These studies address equity in pK-20 curricula and programs with implications for producing justice in classrooms, artmaking, and among disciplines. The researcher organizes the dissertation into five chapters. The purpose of the first chapter is to introduce three related research studies, or manuscripts, by contextualizing them in the field of art education. Specifically, she states the problems under investigation, describes relevant scholarship, and presents the research theories and strategies. Each manuscript contains a unique study with complementary figures and/or tables, imbedded within the written text. Chapter Five includes a discussion where she outlines the manuscripts' major discoveries, summarizes the linkages among the three manuscripts, and addresses the ways in which the research has the potential to contribute to the field.

scholarly journals Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale

2017 ◽  
Vol 44 (1) ◽  
pp. 74-84
Author(s):  
Sebastien Fitch
Keyword(s):  
Art Education ◽  
Arts Education ◽  
Social Reconstruction ◽  
Art Educators ◽  
Current Trends

Abstract: In this paper, a case is made for a critical re-examination of current trends in art education which support the adoption of inherently politically motivated curricula. The author examines the historical influence of Postmodernism upon both the fields of art and education, and goes on to argue that the potential for art to serve as a vehicle for ideology has caused many art educators to mistakenly conflate their moral role as teachers with their drive to disseminate their personally held political beliefs.Key words: Arts; Education; Ideology; Morality; Dewey; ActivismRésumé : Cet article établit le bien-fondé d’une révision critique des tendances actuelles dans le domaine de l’éducation artistique qui favorisent l’adoption de programmes à caractère intrinsèquement politiques. L’auteur examine l’influence historique du postmodernisme sur les domaines de l’art et de l’éducation. L’auteur allègue que le rôle potentiel de l’art comme vecteur idéologique a incité plusieurs éducateurs artistiques à y associer à tort un rôle moral dans l’espoir de disséminer leurs propres convictions politiques.Mots-clés : arts ; éducation ; idéologie ; moralité ; Dewey ; activisme

scholarly journals COMPOSITION IN THE LANDSCAPE: ART AND PEDAGOGICAL ASPECT

2021 ◽  
pp. 49-55
Author(s):  
Наталія Дігтяр ◽  
Олександр Тарасенко
Keyword(s):  
Art Education ◽  
Professional Training ◽  
Fine Arts ◽  
Main Idea ◽  
Landscape Composition ◽  
Art Practice ◽  
Art Educators ◽  
Landscape Art ◽  
Pedagogical Aspect ◽  
Characteristic Features

The author emphasizes the importance of studying the landscape as a genre of fine arts by students. The laws and techniques of composition are the basis, the basis of writing works of all genres of painting that is why compositional competencies are the main place in the structure of art education. This is especially true of landscape composition.Creating a landscape involves drawing in the open air, outdoors. The work should start with finding the best location – landscaping locations. It is well known in an art practice that any composition begins with sketches. The same goes for landscape composition. It is emphasized that in the course of future teachers' of fine arts professional training should be acquainted with the basic laws of the construction of landscape composition on the plane, the means of applying the method of golden intersection in landscapes, methods of reaching the depth of space in the image of the surrounding nature in different compositional formats and compositional generalization; step-by-step work from compositional searches to detailing and completion of a complete artistic landscape image. Art educators argue that all the details in the landscape should be well connected and helped to express the overall idea of the composition. To do this, students need to focus on more area characteristic features, select the most typical landscape objects. It is revealed that the landscape is not just a copy of nature from nature, but also the expression of the artist's attitude to nature, the transfer of the artist's own mood, their experiences and emotions. The author emphasizes the importance of studying the соmpositional techniques in the landscape should be applied not formally, but in order to best express the main idea of the artist. The author agrees with the opinion of artist-educators, who argue that students should be given the opportunity to independently set certain compositional tasks and perform them independently in the creation of a landscape.

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