Cultural Pluralism in Art Education: and Why Art Students Should Learn about the ‘Dark Matter’

2018 ◽  
Vol 37 (4) ◽  
pp. 638-648
Author(s):  
Joseph Doubtfire
Keyword(s):  
Dark Matter ◽  
Art Education ◽  
Cultural Pluralism ◽  
Art Students

It’s Just a Draft: On the messy, the unfinished and the speculative in writing

2020 ◽  
Vol 13 (2) ◽  
pp. 229-241 ◽  
Author(s):  
Joseph Doubtfire
Keyword(s):  
Art Education ◽  
Developmental Cycle ◽  
Academic Expectations ◽  
Art Students ◽  
Academic Practice ◽  
The Relationship

Language, and by extension writing, are used in conjunction with art to explain, decipher and decode. With the move of art education to be increasingly in line with academic practice, the written work undertaken by art students is measured and governed by expectations of being refined, finished and persuasive. Practice is often an altogether messier endeavour than the writing that accompanies, explains and justifies it would have you believe. Considering the relationship between writing and practice, It’s Just a Draft proposes the relevance of writing that falls short of academic expectations: the messy, the unfinished and the speculative. The article focuses on various aspects of written practice, namely: process, and the notion of embracing all stages of writing in a finished text; drafts, the idea of writing and rewriting/thinking and rethinking text as a continuous and developmental cycle; and style, more specifically what constitutes an academic voice. The article reflects somewhat on its own implication in relation to these ideas, being paradoxically more formulaic than the sort of writing that it discusses.

scholarly journals Rethinking Materiality In Pre-Tertiary Studio Art Education In Ghana

2017 ◽  
Vol 6 (12) ◽  
pp. 11
Author(s):  
Kwame Opoku-Bonsu
Keyword(s):  
High School ◽  
Content Analysis ◽  
Material Culture ◽  
Art Education ◽  
Meaning Making ◽  
Studio Art ◽  
Cultural Backgrounds ◽  
Art Students ◽  
Education In Ghana ◽  
Do So

<p><em>This paper explores the conventional artist and environment connections, and argues that, environment that produce the Senior High School student do so with peculiar material affinities and competences ripe for 21<sup>st</sup> century art. The culture of obliging student to a few institutionalised media like clay, dyes and paints in the studio based art disciplines inhibit the numerous possibilities available, and confines art education to limited aptitudes and few institutionally expected expressions in pre-tertiary art education in Ghana. Using content analysis, the paper examines the Art Curricula and WAEC examination questions for Art Students at the SHS level. It recommends that, curricula and examination item reviews, as well as the incorporation of visual and material culture into artistic processes through democratization and participations of candidates’ cultural backgrounds, will usher in an art education premised on meaning making and conception, and institutionally groomed cultural ambassadors with significant material and visual diversities and competences.</em></p>

scholarly journals The Role of Exhibitions in ART Education in some Selected Senior High Schools in the Bono Ahafo Region of Ghana

2021 ◽  
pp. 175-197
Author(s):  
RHODA INGE BOAMAH ◽  
ERIC APPAU ASANTE
Keyword(s):  
High Schools ◽  
Art Education ◽  
Quantitative Research ◽  
Research Question ◽  
Art Exhibitions ◽  
Art Exhibition ◽  
Art Students ◽  
The Government ◽  
The Impact ◽  
State Of Art

This study examines the impact of art exhibitions on the teaching, learning, and practice of Art Education in selected Senior High Schools in the Bono Region of Ghana. The study posed two major questions: What is the state of art exhibition practice in the selected schools? What are the emerging roles of art exhibitions in Art Education? The study employed both qualitative and quantitative research designs. The study used a sample size of eighty-one (81) participants from a population of 161 Visual Art students and teachers from three selected schools using the simple random and purposive sampling techniques respectively. On research question one, the study established that the present state of art exhibition practice in the Senior High Schools was constrained due to the uncooperative attitude of school leadership resulting in irregular organization of such events. In relation to research question two, it was found that exhibitions play diverse roles in art education. Among others, art exhibitions serve as lenses through which learning objectives in art education are measured; and that the use of artefacts for exhibitions results in the appreciation of cultural diversity among students; they also harness and develop exhibitors’ research skills and critical thinking. Recommendations for exhibitors, schools, and the Government made include encouraging exhibitors to explore the use of other non-conventional materials in producing art works; setting aside non-academic days such as Saturdays and Sundays for exhibitions; and encouraging art students to inculcate artists’ statement during exhibition of their artworks to enhance their writing skills and self-reflection respectively.

scholarly journals Widening Sphere of Modern Art and Literature in Nepal: A study of the interface between them

2021 ◽  
Vol 7 (1) ◽  
pp. 6-27
Author(s):  
Abhi Subedi
Keyword(s):  
Art Education ◽  
Modern Art ◽  
Evolutionary Process ◽  
Great Role ◽  
Cultural Consciousness ◽  
Art Students ◽  
Long Period ◽  
Works Of Art ◽  
Art And Literature ◽  
Basic Argument

I see modernism in painting in this region as an evolutionary process that should trigger discussions about its constituent features. This argument harps on the two questions. Is modernism only an emulation of the Western style and methods in paintings and literature, or is it also the evolution of native cultural consciousness that is reflected in the experiments made by painters in art and by writers in creative literary works? To answer these questions, this article includes discussions about evolutions of modernism in paintings and culture in meta-artistic and literary discourses. Examples are drawn from very selective discussions about literature and works of art for reason of space. The basic argument of this article is that modernism in Nepali paintings should be seen in its evolutionary process. Modernism in art is not a condition that we see in palpable form today. It has grown over a long period of creative engagements and efforts both by painters and literary writers. Nepali art students' exposure to art education in Kolkata and literary writers' engagements with print-capitalism in Banaras over a century ago have played significant roles in introducing modernism in both paintings and literature. But I have said clearly that the use of the Western techniques and education has played great role in this process. We can see that in the interface between art and literature, which should be seen in the widening sphere of such sharing in terms of both techniques, and native orientations.

scholarly journals “React with more than stunned silence”: A response to Art, culture, and pedagogy edited by Dustin Garnet and Anita Sinner / « Réagir autrement que par un silence de stupéfaction » : réponse à Art, culture, and pedagogy publié sous la direction de Dustin Garnet et Anita Sinner

2019 ◽  
Vol 46 (2) ◽  
pp. 71-75
Author(s):  
Heather McLeod ◽  
Abena Boachie
Keyword(s):  
The Netherlands ◽  
Art Education ◽  
Cultural Pluralism ◽  
Response Art ◽  
Cultural Colonialism

Book response: Art, culture, and pedagogy: Revisiting the work of F. Graeme Chalmers. Dustin Garnet and Anita Sinner (Eds.) Leiden, The Netherlands, Brill/Sense, 2019, 286 pp., ISBN: 978-90-04-39007-2Keywords: Art education; Cultural pluralism; Cultural colonialism; Multiculturalism.Réaction livresque: Art, culture, and pedagogy: Revisiting the work of F. Graeme Chalmers. Dustin Garnet and Anita Sinner (Eds.) Leiden, The Netherlands, Brill/Sense, 2019, 286 pp., ISBN: 978-90-04-39007-2Mots-clés : éducation artistique ; pluralisme culturel ; colonialisme culturel ; multiculturalisme

scholarly journals On Use: Art Education and Psychoanalysis

2017 ◽  
Vol 16 (1) ◽  
pp. 56-73 ◽  
Author(s):  
Joanne Morra
Keyword(s):  
New Jersey ◽  
Art Education ◽  
Fine Art ◽  
Art Students ◽  
Teachers And Students

In this article, the author uses a key moment in Michael Fried’s essay ‘Art and Objecthood’ – Fried’s reference to Tony Smith’s car ride on the unfinished New Jersey Turnpike with his Masters of Fine Art students – to think about the possibilities offered to art education by psychoanalysis. In considering Smith’s experience and Fried’s interpretation of it as instances of both pedagogy and Winnicottian ‘use’, the author allows this analogy to echo and expand throughout three different pedagogical moments in which she has put ‘Art and Objecthood’ to use within her teaching, and back through to Sigmund Freud’s idea of ‘after-education’. In this article, she asks: How have I used Fried’s text? How, in turn, do art students use it? How and why do we as teachers and students use theory? What does all this using tell us about art education and the academy? And, ultimately, what is the role of psychoanalysis within art education?

scholarly journals The Development of (ArtHis) Interactive Module in Teaching and Learning Art History

2019 ◽  
Vol 16 (2) ◽  
pp. 57
Author(s):  
Siti Zuraida Maaruf ◽  
Aliza Mohd Salleh ◽  
Noor Farhani Othman
Keyword(s):  
Art Education ◽  
Art History ◽  
Coding Theory ◽  
Visual Art ◽  
Teaching And Learning ◽  
Alternative Methods ◽  
Art Students ◽  
Addie Model ◽  
Level Of Understanding ◽  
The Impact

The publishing material of art history pedagogy is known to have too many facts and students need to digest lots of information. The alternative methods of teaching and learning have become more reliable when technology-based methods have been found to be an effective pedagogical material. This study aims to design and develop an ArtHis Interactive Module for teaching and learning art history in Visual Art Education. For this reason, this study also investigates the impact of its usability in classroom and assesses the learning motivation of Visual Art students simultaneously. In this study, the Design and Developmental Research (DDR) method was used. For the most part, the ArtHis Interactive Module is developed by using ADDIE Model by considering the elements of design, technical, pedagogical, and the content which is appropriate to achieve the objectives stated in Visual Art Education syllabus. Specifically, the development process was guided and supported by Dual Coding Theory and Flow Theory for information processing. For this purpose, the research focused on Form 5 Visual Art students. Microsoft PowerPoint was used to produce the interactive module with the aim of enhancing the students’ motivation in learning Art History. The finding shows that the impact of learning art history using ArtHis Interactive Module has improved students’ conceptual understanding. It is also determined that 93.9 percent students agree that the exercises in the ArtHis Interactive Module help them to gauge their level of understanding and knowledge on the topics in Art History. In conclusion, ArtHis Interactive Module is used for the purpose of improving teaching methods and increasing the motivation of students in Visual Art Education especially Art History topics.

The Role of Exhibitions in ART Education in some Selected Senior High Schools in the Bono Ahafo Region of Ghana

2021 ◽  
pp. 175-196
Author(s):  
RHODA INGE BOAMAH ◽  
ERIC APPAU ASANTE
Keyword(s):  
High Schools ◽  
Art Education ◽  
Quantitative Research ◽  
Research Question ◽  
Art Exhibitions ◽  
Art Exhibition ◽  
Art Students ◽  
The Government ◽  
The Impact ◽  
State Of Art

This study examines the impact of art exhibitions on the teaching, learning, and practice of Art Education in selected Senior High Schools in the Bono Region of Ghana. The study posed two major questions: What is the state of art exhibition practice in the selected schools? What are the emerging roles of art exhibitions in Art Education? The study employed both qualitative and quantitative research designs. The study used a sample size of eighty-one (81) participants from a population of 161 Visual Art students and teachers from three selected schools using the simple random and purposive sampling techniques respectively. On research question one, the study established that the present state of art exhibition practice in the Senior High Schools was constrained due to the uncooperative attitude of school leadership resulting in irregular organization of such events. In relation to research question two, it was found that exhibitions play diverse roles in art education. Among others, art exhibitions serve as lenses through which learning objectives in art education are measured; and that the use of artefacts for exhibitions results in the appreciation of cultural diversity among students; they also harness and develop exhibitors’ research skills and critical thinking. Recommendations for exhibitors, schools, and the Government made include encouraging exhibitors to explore the use of other non-conventional materials in producing art works; setting aside non-academic days such as Saturdays and Sundays for exhibitions; and encouraging art students to inculcate artists’ statement during exhibition of their artworks to enhance their writing skills and self-reflection respectively.

scholarly journals REPOSISI PENDIDIKAN SENI SEBAGAI SENTRA PEMBENTUKAN INSAN HUMANIS

2012 ◽  
Author(s):  
Sutiyono .
Keyword(s):  
Art Education ◽  
Dance Education ◽  
Moral Values ◽  
State University ◽  
Education Department ◽  
Art Students ◽  
Working Together ◽  
Qualitative Technique ◽  
Depth Interviews ◽  
Humanistic Behavior

Abstrak: Reposisi Pendidikan Seni sebagai Sentra Pembentukan Insan Humanis. Penelitian ini bertujuan untuk mendeskripsikan bentuk pembelajaran seni dan mengetahui indikasi proses pembentukan insan humanis. Penelitian ini dilakukan di Jurusan Pendidikan Seni Tari, Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dokumentasi. Analisis data menggunakan teknik deskriptif kualitatif. Hasil penelitian ini menemukan bahwa: (1) bentuk pembelajaran seni pada mata kuliah praktik tari terintegrasi dengan nilai-nilai kemanusiaan terdiri dari: (a) nilai estetika, (b) nilai sosial, dan (c) nilai moral. Melalui proses pembelajaran seni ini para mahasiswa dibawa langsung pada pencapaian tiga ranah, yaitu kognitif, afektif, dan psikomotor; (2) indikasi proses pembentukan insan humanis terletak pada interaksi para mahasiswa di dalam/luar kelas dalam bentuk perilaku humanis, misalnya saling membantu dan bekerja sama dengan teman dalam mengikuti proses pembelajaran. Penemuan pertama disebut proses hominisasi (pembentukan kemanusiaan) dan penemuan kedua disebut proses humanisasi (pengamalan kemanusiaan). Kata Kunci: pendidikan seni, humanisasi, nilai estetika, sosial, dan moral Abstract: The Reposition of the Art Education as the Humanist Formation Centre. This study was aimed to describe the form of the art education and to reveal the indication of the humanist formation process. This study was conducted in the dance education department, the faculty of languages and arts, Yogyakarta State University. The data were collected through observations, in-depth interviews, and documentation. The data were analyzed using the descriptive qualitative technique. The findings showed that the teaching of art in the dance practice classes was integrated with humanistic values, including: (a) aesthetical values; (b) social values; and (c) moral values. Through the teaching of art, students are guided directly to the achievement of the three domains, that is, cognitive, affecttive, and psychomotor domains. The humanist formation was indicated through the interaction among students both inside and outside the class in the form of humanistic behavior, such as helping one another and working together with friends in the teaching process. The first finding was called the hominization process while the second finding was called the humanization process. Keywords: art education, humanistic, aesthetic, social, and moral values

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