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 Issue of Integrity of Art Education in the Context of Changes in Art and Visual Culture

Pedagogika ◽  
2014 ◽  
Vol 114 (2) ◽  
pp. 167-179
Author(s):  
Edita Musneckienė
Keyword(s):  
Visual Culture ◽  
Art Education ◽  
Contemporary Art ◽  
Cultural Context ◽  
Arts Education ◽  
New Technologies ◽  
Thinking Skills ◽  
Education Programs ◽  
Creative People ◽  
Wide Range

This article examines a paradigmatic change of contemporary art education in the context of visual culture and focus to the integrity of arts in formal and informal art education. The article is based on an international research “Contemporary art and visual culture in education” which reveals the problematic aspects of contemporary arts and visual culture in education in general. The research method was the discourse analysis of the participants and researchers, who presented the insights in reflective groups and during the interview with teachers and educators.This paper explores how contemporary cultural context and the spread of visual culture provide preconditions for changes in art education. The aim of the article is to analyze theproblems and perspectives of integral arts education in formal and non-formal education: what the educational challenges and opportunities appear in the context of contemporary art and visual culture? How the integral arts could be realized in art education practice in different arts disciplines and areas of education?Contemporary art and visual culture is increasingly multidimensional, the wide range of visual art forms integral with per formative arts, new technologies and media merge the limits between the arts disciplines. That becomes relevant pedagogical problem with the fact that arts education is traditionally allocated to the separate arts subjects such as music, art, theatre, dance, which also can also be divided into separate areas. This subject segregation of the school curriculum and strong subject orientation limits multimodal contemporary arts education. Secondary Education programs provide opportunities for several options of arts education disciplines (photography, cinema art, graphic design, contemporary music technologies), but it needs special resources for the schools and professional teachers. Many schools follow on traditional model of teaching art and still focusing on simple interpretation of modern artworks, different media and technical skills.Contemporary model of teaching integrated arts and visual culture in education is challenging, because it is based on visual literacy and critical thinking skills, it emphasizes inquiry-based education, a critical understanding of contemporary art practices, problem solving and creating new valuable ideas. Knowledge and experiences came from various sources: formal, non-formal, accidental, individual.Great potential for contemporary art education has non-formal art education programs and projects. Successful project-based initiatives in art education have been excellent examples of arts integration.Artists and other creative people involved into a process of education, their collaboration with schools and communities could initiate some interdisciplinary and collaborative practices. Non-formal arts education environment creates more space for creativity, freedom and diversity. Additional arts education programs, museum and gallery education, artistic competitions and international projects allows for the wider development of arts education. Art education in the new age requires changing attitudes towards learning and teaching, changing roles of the educator and new learning environments.

scholarly journals PELATIHAN SENI DEKORASI DI SEMINARI MENENGAH AGUSTINIANUM TOMOHON

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Budiyatmi Budiyatmi
Keyword(s):  
Character Education ◽  
Art Education ◽  
Arts Education ◽  
Aesthetic Experience ◽  
Human Life ◽  
Design Concept ◽  
Revenue Source ◽  
Business Opportunities ◽  
Aesthetic Values

Competition in all sectors and of human life : in local, national and global, requires the role of art education as a strategic choice. Arts education as part of character education is to obtain aesthetic experience and discover the value of beauty. Tomohon as one of the tourist city has a natural potential and very interesting to visit. Predicate ‘city of flowers’ is an attraction in itself too. Business opportunities in the field of Flora, make businessmen and investors keep to develop business in the field of this industrial. Then training dercoration art or art flower arrangement, became a media that needs to be selected in the creation of quality works. Media is easily obtained and if they supported with a design concept, this is can be interesting artwork in the middle of the competition and the development of applied arts. The charm of the plant is able to present the beauty of the room decor. They can complete by combining various types of flowers in a container, and inserted along with a variety of foliage. Set of parts of the plant will appear more attractive if they knew about the art of stringing. The problem is, there have some basic things who can make wild flowers or leaves to make it look attractive. Based on these ideas, skills need to be provided in an attempt to tackle the problem a lack of interest to pursue business in the field of art is one of the alternatives to bring in additional revenue source. Keywords: art education, aesthetic values, flora, flower, decoration.

Dweik, Taleb (1952--)

2018 ◽  
Author(s):  
Tina Sherwell
Keyword(s):  
Art Education ◽  
United Arab Emirates ◽  
Arts Education ◽  
Fine Arts ◽  
Secondary Level ◽  
Mixed Media ◽  
Historical Sites ◽  
The City ◽  
Holy City ◽  
Fine Arts Education

Taleb Dweik was born in 1952 in Jerusalem and studied art at Hilwan University in Cairo. He was known for his paintings of the Palestinian landscape, in particular his picturesque and decorative images of the Holy City of Jerusalem executed in a painterly style combining Impressionism and Expressionism. His work characteristically removed traces of the hardship of the occupation of the city, and instead explored the beauty of its landscape and historical sites. He participated in group exhibitions locally and internationally, including the Sharjah Biennale, in the United Arab Emirates, in 1995 and 2003. He was the president of the Palestinian League of Artists from 1990 to 1996, and was the Dean of the faculty of fine arts at Al-Quds University from 2001 to 2003. He held the position of inspector for fine arts education in Jerusalem, and published a book on art education for secondary level students. From 2000 onwards he explored mixed-media techniques and collage, investigating relationships between the land, heritage, and childhood. In particular, he adopted a child-like style in his paintings to represent ideal images of the city filled with innocence and spontaneity, erasing traces of the harshness of occupation, and creating a city of bliss, beauty, and utopia.

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.

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