scholarly journals A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Education

2006 ◽  
Vol 40 (1) ◽  
pp. 65-78 ◽  
Author(s):  
Leslie Cunliffe
Keyword(s):  
Art Education ◽  
Works Of Art ◽  
Secondary Art Education

Curating as a dialogue-based strategy in art education

2018 ◽  
Vol 14 (3) ◽  
pp. 293-303 ◽  
Author(s):  
Raphael Vella
Keyword(s):  
Art Education ◽  
Teaching And Learning ◽  
Field Of Study ◽  
Art Making ◽  
Works Of Art ◽  
Artistic Medium ◽  
History Of ◽  
Contemporary Artists

Contemporary artists are increasingly engaging in curatorial work and strategies while curators interpret the exhibition as an artistic medium in its own right. The teaching of art in schools and art education programmes in universities, however, does not often integrate curating as an activity or field of study within more conventional studio classes or methodologies for teaching and learning art. After briefly outlining a history of key artist-curators, this article suggests that curating – particularly its collaborative, social qualities – can enrich art pedagogies and curricula, and proposes four curatorial processes that could positively expand the remit of art education. These processes are understood as integral aspects of art-making and focus on the development of a pedagogy of dialogue, creating dialogues between different artworks and objects, dialogues between curatorial positions, dialogues between works of art and various publics, and finally, facilitating the etymological notion of ‘care’ within the art class.

scholarly journals Against a “Life Hack” Approach to Art Education

2016 ◽  
Vol 43 (1) ◽  
pp. 199
Author(s):  
Claudia W. Ruitenberg
Keyword(s):  
The Netherlands ◽  
Art Education ◽  
Aesthetic Experience ◽  
Museum Education ◽  
Art Museums ◽  
Pedagogical Intervention ◽  
Works Of Art ◽  
Making Art

Abstract: This paper critiques de Botton and Armstrong’s Art as Therapy project (2013-2015), a collaboration with art museums in Canada, the Netherlands, and Australia, in which labels in the gallery, as well a catalogue and website, explain how viewers might use works of art to serve therapeutic purposes in their lives. The paper argues that, instead of making art more accessible to those who, allegedly, do not find access to art on their own, the Art as Therapy project undermines the force and richness of art by first declaring it useless and inaccessible and then repurposing it as therapeutic life hack.KEYWORDS: Museum education; aesthetic experience; pedagogical intervention; interpretive freedom.Résumé: Cet article se veut une critique du projet Art as Therapy (2013-2015) de Botton et Armstrong, mené en collaboration avec des musées des beaux-arts canadiens, néerlandais et australiens, dans le cadre duquel les affichettes des musées, ainsi que catalogues et sites Web, expliquent aux visiteurs comment utiliser les œuvres d’art à des fins thérapeutiques dans leur quotidien. Dans cet article, je prétends que, plutôt que rendre l’art davantage accessible à ceux qui ne peuvent supposément y accéder de leur propre chef, le projet Art as Therapy sape la force et la richesse de l’art en le déclarant à prime abord inutile et inaccessible pour le transformer par la suite en « astuces de vie » thérapeutiquesMOTS CLES: Éducation muséale; d’expérience esthétique; intervention pédagogique; la liberté interprétative

scholarly journals ESTETIKA DALAM KONTEKS PENDIDIKAN SENI

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Sunarto Sunarto
Keyword(s):  
Public Schools ◽  
Art Education ◽  
Public Space ◽  
Contemporary Art ◽  
Arts Education ◽  
Aesthetic Education ◽  
The Core ◽  
Works Of Art ◽  
The Aesthetic

The core of art is aesthetics, then art education is actually aesthetic education. Aesthetics itself is like a building, it has: roof, wall and hallway (foundation). As a roof, aesthetics give the spirit of art; The aesthetic wall gives themes and contents of art creation, and as aesthetic hall is the goal and background of art creation. Aesthetics are built on ideas, ideas and the purpose of creating works of art According to the results of research on the Art of Public Space in Yogyakarta (2015) shows that the aesthetic building of artwork has moved from the position, from the work to the connoisseur. The move is the latest (Contemporary) art phenomenon, resulting from the thinking of teenagers' paralogism and antihistorianism. This antagonistic, recent development is not anticipated by the learning of Arts Education in public schools.

scholarly journals SCIENTIFIC RESTORATION OF WORKS OF DECORATIVE AND APPLIED ART IN THE SYSTEM OF HIGHER ART EDUCATION

2021 ◽  
pp. 92-106
Author(s):  
Natalia Revenok
Keyword(s):  
Art Education ◽  
Organic Materials ◽  
Fine Arts ◽  
Important Place ◽  
Stage Of Development ◽  
Works Of Art ◽  
Applied Art ◽  
And Storage ◽  
Cultural Monuments ◽  
Applied Arts

Abstract. The article is devoted to the issues of scientific restoration of works of decorative and applied art in the system of art education at the National Academy of Fine Arts and Architecture. The processes of formation and improvement of the experience of the artist-restorer for the preservation of historical and cultural monuments are defined. The importance of solving the cultural and professional development of the future artist-restorer in the field of restoration of works of decorative and applied art is emphasized. The topic studied by the author raises a number of issues of the methodology of studying works of decorative and applied arts in the research work of future artists-restorers. The purpose of the study is to develop and substantiate basic theoretical know­ledge in the field of research, restoration, conservation and storage of works of decorative and applied arts from metal, ceramics and organic materials. Training of restoration specialists is carried out in various educational and scientific institutions of Ukraine. At the present stage of development of scientific restoration, this industry needs innovative approaches and updating of old methods. Thus, at the National Academy of Fine Arts and Architecture you can get a specialty artist-restorer of monumental painting, artist-restorer of sculptures and decorative arts from metal, ceramics, organic materials (fabrics, leather and bone). Restoration occupies the most important place in museum work and combines a set of knowledge and skills that provide storage of works of art made of metal, ceramics and organic materials. Disciplines on the restoration of sculpture and works of decorative and applied art are part of the training of specialists in the specialty «Restoration of works of art» within the acquisition of practical skills in research, restoration, conservation and storage. Training of future artists-restorers in the system of higher professional education taking into account modern requirements of conservation and restoration is based on such principles as scientific, connection of theory with practice should be carried out on authentic monuments — museum exhibits that promotes formation of professional competences, acquisition of professional experience, responsible attitude to historical and cultural monuments. The obtained results deepen the idea of research methods, restoration and conservation of works of decorative and applied arts from metal, ceramics and organic materials. Theoretical provisions are important at the problem-theoretical level, because the training of restorers requires a strong scientific and methodological base.

DEVELOPMENTAL POTENTIAL OF ARTISTIC SYNTHESIS IN THE ART EDUCATION OF A FUTURE TEACHER

2020 ◽  
pp. 61-69
Author(s):  
Olena Malytska
Keyword(s):  
Art Education ◽  
Modern Art ◽  
Modern Society ◽  
Future Teacher ◽  
Developmental Potential ◽  
Artistic Creation ◽  
Methodological Basis ◽  
Works Of Art ◽  
The Arts ◽  
Artistic Training

The synthesis of the arts is not the latest concept, but at the beginning of the XXI century it acquired a unique, compared to other eras, role in the artistic culture of modern society. Modern artistic practices are characterized by new synthetic properties, and therefore approaches to the mastery of modern teachers of modern art forms should take into account the relevant features of perception of works of art and synesthetic features of the process of artistic creation. Updating the technologies of art education and its methodological basis in the context of artistic synthesis is a factor in effectively solving the problems of artistic training of future teachers.

scholarly journals The Impacts of Different Sorts of Art Education on Pupils’ Preference for 20th-Century Art Movements

2020 ◽  
Vol 10 (1) ◽  
pp. 15 ◽  
Author(s):  
Goran Kardum ◽  
Dubravka Kuščević ◽  
Marija Brajčić
Keyword(s):  
Art Education ◽  
20Th Century ◽  
Pop Art ◽  
Primary School Students ◽  
School Students ◽  
Artistic Value ◽  
School Year ◽  
Works Of Art ◽  
Art Activities ◽  
20Th Century Art

The research presented here aims to determine how art education influences students’ preferences for the 20th-century art movements. An educational experiment that spanned through one school year was conducted on 200 primary school students. It included three types of intervention: observing works of art from the 20th century, introducing works of art using a puppet, and the students’ art activities/artwork based on the 20th-century art movements. The results show that the model of art education is an important factor in changing students’ preferences for the 20th century art movements. Students reacted positively to each kind of education, as evidenced in the wider acceptance of 20th-century art (abstract, fauvism, cubism, pop art, and surrealism). The type of education did not influence preferences (as much) when it came to classical art and visual works without artistic value. We concluded that puppets and independent creative work should be used more often in art education.

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.

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