scholarly journals Propositions for an Environmental Arts Pedagogy: A/r/tographic Experimentations with Movement and Materiality

2020 ◽  
pp. 1815-1843
Author(s):  
David Rousell ◽  
Alexandra Lasczik Cutcher ◽  
Peter J. Cook ◽  
Rita L. Irwin
Keyword(s):  
Arts Pedagogy

scholarly journals Potential in Play

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Jamie Sandel
Keyword(s):  
21St Century ◽  
Liberal Arts ◽  
21St Century Education ◽  
Academic Climate ◽  
Arts Pedagogy ◽  
Context Dependent ◽  
Lev Vygotsky ◽  
Improvisation Pedagogy

Liberal arts pedagogy, characterized by its emphasis on adaptability and breadth, thrives on the input of fresh perspectives; arguably, it requires them to maintain its relevance. In this paper, I engage theoretical and applied scholarship on improvisation pedagogy to illustrate how integral improvisational thought is to the spirit of the liberal arts. Considering the liberal arts ‘toolkit’ as, essentially, that of an improviser—a rounded, context-dependent and hybridizing approach that is well-suited to novel and sometimes unforeseeable scenarios—reaffirms the liberal arts’ value in the shifting academic climate of the 21st century, in which such skills are increasingly necessary. In order to explore that potential, I synthesize the foundational works of Lev Vygotsky, Stephen Nachmanovich, and Ed Sarath with newer scholarship on 21st century education.

Designing a sustainable liberal arts pedagogy for the engineers of tomorrow

2015 ◽  
Vol 2015 (4) ◽  
pp. 69
Author(s):  
Maria D. Lombard ◽  
Mark Sidey
Keyword(s):  
Liberal Arts ◽  
Arts Pedagogy

scholarly journals Commentary: Urban Arts Pedagogy at James Lyng High School

2016 ◽  
Vol 9 (2) ◽  
pp. 35-41
Author(s):  
Melissa Proietti
Keyword(s):  
High School ◽  
School Curriculum ◽  
Street Art ◽  
Community Groups ◽  
Youth Worker ◽  
Arts Pedagogy ◽  
Mcgill University ◽  
Urban Arts

Melissa Proietti is a PhD student at McGill University as well as a youth worker and street art coordinator at James Lyng High School in Montreal. In this interview, she describes an urban arts pedagogy project at the school. In its rst year, the students, in collaboration with McGill and various community groups, created a gallery space in the school and held their rst exhibit. Ms Proietti talks about the advantages of incorporating urban arts in the school curriculum and the lessons she learned from working with students on the project.

scholarly journals A Collaborative Disability Studies-based Undergraduate Art Project at Two Universities

2015 ◽  
Vol 35 (2) ◽  
Author(s):  
John Derby ◽  
Valerie Karr
Keyword(s):  
Disability Studies ◽  
Methods Course ◽  
Small Scale ◽  
Freshman Seminar ◽  
Shared Resources ◽  
Art Teaching ◽  
Arts Pedagogy ◽  
Research Findings ◽  
Upper Level ◽  
Academic Year

<span>In this manuscript, we discuss research findings from a collaborative visual arts curricular unit on ableism, which we implemented in non-Disability Studies undergraduate courses at two universities during the 2012-2013 academic year. Our project builds on previous research in which we (Derby, 2015, in press; Karr &amp; Weida, 2013) began adding Disability Studies arts pedagogy to our undergraduate coursework. For this project, we developed a shared unit, which we implemented in a general freshman seminar course, an introductory art teaching methods course, and an upper level art education course on applied technology. Utilizing a&nbsp;</span><span>pedagogy of transformation</span><span>, we engaged students with shared resources, including lectures, readings, and videos on Disability Studies and ableism; the project culminated with each student producing and exhibiting both an artwork and an artist's statement. After reviewing the literature and describing the project and research methods, we provide a nuanced discussion of the data, especially the artwork. The data indicate that our students, who were previously unexposed to ableism, conceptualized ableism at least on an elementary level, with many students demonstrating advanced conceptualization of ableism in one or more of three categories. Our findings suggest that integrating Disability Studies into non-Disability Studies curricula on a small scale can be useful, but that results are limited by the complexities of disability. The success of the project indicates that incorporating Disability Studies into standard curricula through a&nbsp;</span><em>pedagogy of transformation</em><span>&nbsp;can reach typical college students who are unfamiliar with Disability Studies concepts.</span>

scholarly journals Disenchantment and the Liberal Arts

2012 ◽  
Vol 42 (2) ◽  
pp. 67-78
Author(s):  
Robin Lathangue
Keyword(s):  
Critical Thinking ◽  
Liberal Arts ◽  
Arts Education ◽  
Political Liberalism ◽  
Liberal Arts Education ◽  
Liberal Neutrality ◽  
Arts Pedagogy

 This paper is an enquiry into the unpredictability of the liberally educated mind. We are all familiar with the value placed on the word critical when it figures prominently in justifications for liberal arts pedagogy, as in “a liberal arts education should foster the capacity for critical thinking.” However, depending on the milieu in which “critical thinking” is habituated, the meaning of the term may degrade into a theoretical conformity and passive assent to established routines which are inevitably expressions of disapproval. This trajectory is described as disenchantment. Its origins are traced to representations of the intellectual as a distinctly secular creature and, in contemporary philosophical developments, associated with political liberalism—both of which, it is argued, are dominated by fear. Drawing on the recent Catholic “Communio” theology of David Schindler as a way to unveil the repressed theologies and hidden ontologies of liberal neutrality, the paper concludes with a brief examination of liberal arts scholarship that is increasingly open to various models of enchantment.  

A Walk on the Wild Side: Steps towards an ecological arts pedagogy

2021 ◽  
Vol 17 (1) ◽  
pp. 135-152 ◽  
Author(s):  
David Haley
Keyword(s):  
Charles Darwin ◽  
Poetic Form ◽  
Critical Dialogue ◽  
Art Form ◽  
Arts Pedagogy ◽  
Urban Contexts ◽  
Ecological Science ◽  
Home And School ◽  
The City ◽  
Erasmus Darwin

between home and school walking a way to learning life through the city. (David Haley) This article takes the reader for a stroll through a programme of ecological arts-led, performance-based research. The style is more poetic than scientific, although much ecological science is embedded within the art form. Indeed, Charles Darwin was known for his regular walks, as time and space for his reflections on evolution and his grandfather Erasmus Darwin was noted for the poetic form of his scientific treatises. Here also, the author breaks with academic convention to engage with walking and research as creative activities to deal with ecological issues. Of course, other artists like Richard Long and Hamish Fulton have walked as part of their practice, and there are a growing number of artists who consider walking as practice-as-research. In this article, the focus is specifically on walking as a creative form of inquiry, through community participation within urban contexts to create a critical dialogue focused on ecology in action.

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