Productive Ambiguity

2017 ◽  
pp. 63-79
Author(s):  
Rebecca L. Shipe
Keyword(s):  
Visual Culture ◽  
Small Group ◽  
Personal Growth ◽  
Visual Art ◽  
Positive Outcomes ◽  
Aesthetic Experiences ◽  
Self Reflection ◽  
Research Findings ◽  
Pictures And Words ◽  
Culture Education

This chapter presents how a concept termed “productive ambiguity,” or the ability to transform encounters with difference into opportunities for personal growth, relates to nurturing cross-cultural understanding through experiences with art. While reporting on relevant components of her recent dissertation research, the author describes how a small group of fifth graders examined the concept of productive ambiguity while engaging in relational aesthetic experiences and responding to themes through both pictures and words. Research findings reveal specific facilitation strategies that promoted self-reflection and human connection through creating, viewing and dialoguing about visual art. While comparing study findings with additional literature presented in this chapter, the reader is encouraged to critically consider the positive outcomes gained from these interactions, potential facilitation challenges, and other implications for the field of art and visual culture education.

scholarly journals Hip Hop Family Tree Treasury Editions: A Book Review for Art and Visual Culture Educators

Arts ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 5
Author(s):  
Jeffrey Broome
Keyword(s):  
Visual Culture ◽  
Hip Hop ◽  
Visual Art ◽  
Comic Book ◽  
Family Tree ◽  
Basic Premise ◽  
Hip Hop Culture ◽  
Book Format ◽  
Culture Education

This book review examines Ed Piskor’s Hip Hop Family Tree as compiled and packaged by Fantagraphics into two gift box sets featuring a total of four treasury editions of collected works. The basic premise of Hip Hop Family Tree focuses on a loose narrative detailing the historical development of hip-hop culture as depicted in a comic book format. The review begins with a brief summary of each treasury edition with a specific focus on selected vignettes detailing the role that visual art has played in hip-hop culture. The review closes with a discussion of the overall relevance of Piskor’s work to those working in art and visual culture education.

Exploring Visual Methods in Teaching Tourism

2020 ◽  
Vol 25 (2) ◽  
pp. 203-214
Author(s):  
Ana Isabel Rodrigues
Keyword(s):  
Visual Culture ◽  
Visual Stimuli ◽  
Visual Methods ◽  
Self Reflection ◽  
Moving Images ◽  
Educational Environments ◽  
Ways Of Thinking ◽  
And Behavior ◽  
Photography Method

Humankind is becoming increasingly image based. Visual culture is everywhere: it surrounds us all with still and moving images. Based on this pictorial change, working with the visual in education has the potential for engaging students in a process of self-reflection in an effort to change ways of thinking and behavior, aiming to consolidate concepts taught in classes. Nevertheless, there are key elements to consider as a set of methodologies and practices. The aim of this study is to explore multiple ways of working with the visual, within educational environments, specifically in classes taught in the second and third year of a degree in Tourism. Two examples of visual methodologies were considered for this study. An image-based exercise through the use of tourism cartoons as visual stimuli to evoke opinions and incite thoughts was fully implemented. Analysis was undertaken and the results are presented. A reflexive photography method is also proposed as another example for a visual-based exercise. The results from the cartoons exercise demonstrate that knowledge is continuously derived from the experience of the learner. The student's impressions and full comprehension of the concepts taught in a particular subject were achieved with this exercise.

Mutable Views

2019 ◽  
pp. 52-70
Author(s):  
Johanne Sloan
Keyword(s):  
Visual Culture ◽  
Collective Memory ◽  
Visual Arts ◽  
Visual Art ◽  
Natural World ◽  
Landscape Art ◽  
Experimental Films ◽  
Contemporary Artists

This chapter addresses the contemporary renewal of landscape art in Canada, arising at the intersection of visual art and cinema. Artworks, installations, and experimental films are discussed according to four categories: figure/ground, spatial illusions, the historicity of landscape, and digital scenery. Landscape—as a distinct art historical genre, conventional cinematic background, and ideological ground—has historically played a key role in Canadian visual culture. The contemporary artists and filmmakers in question have remade landscape in pictorial terms by remixing legacies from the visual arts and cinema and also in political terms, by calling attention to the damaged natural world of the Anthropocene, confronting Indigenous claims to the land, and foregrounding struggles over nationhood, identity, and collective memory.

Axis: broadening the constituency and extending the sphere of influence of visual art

1998 ◽  
Vol 23 (2) ◽  
pp. 8-11
Author(s):  
Doug Sandle
Keyword(s):  
Visual Culture ◽  
Contemporary Art ◽  
Visual Arts ◽  
Visual Art ◽  
Information Resource ◽  
Text Data ◽  
Widening Access ◽  
Visual Text ◽  
Sphere Of Influence ◽  
National Information

The Axis database is the only national information resource on British artists and craftmakers. It contains visual-text data on over 2,500 contemporary British practitioners and is a rapidly growing source of data for researchers, students, curators, commissioning agents, architects, planners and patrons and purchasers of visual arts. Axis also has an important national role in promoting contemporary art and artists and widening access to visual culture.

Managing Privilege as a Key to Inclusive Leadership

2012 ◽  
pp. 131-148
Author(s):  
Doug Harris ◽  
Kasia Ganko-Rodriguez
Keyword(s):  
Exponential Growth ◽  
Personal Growth ◽  
Employee Performance ◽  
Positive Outcomes ◽  
Inclusive Leadership ◽  
The Core ◽  
Diversity And Inclusion ◽  
The Many

The field of diversity and inclusion has experienced exponential growth over last 30 years. Yet, while these progressions have occurred, many of the core diversity and inclusion concepts have remained fairly stagnant. One critical example is around the concept of privilege. All of us find ourselves privileged in some way, but leaders in particular need to recognize and manage privilege to ensure inclusion in the workplace. Through personal examples and real stories, this chapter highlights the many positive outcomes leaders will experience by effectively managing privilege. These powerful outcomes include areas such as personal growth and effectiveness, more authentic relationships, increased levels of respect, expanded circle of influence, and maximized employee performance. To conclude, the authors look at the stages leaders go through before they are able to effectively manage this expanded view of privilege. These stages can be described as bliss, awareness, overprotection, enlightened, and ultimately managing privilege.

The Third Culture

2017 ◽  
pp. 318-330 ◽  
Author(s):  
Hsiao-Cheng (Sandrine) Han
Keyword(s):  
Visual Culture ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Research Question ◽  
Third Culture ◽  
The Real ◽  
Main Research ◽  
The Third ◽  
Culture Education

The purpose of this research is to improve the understanding of how users of online virtual worlds learn and/or relearn ‘culture' through the use of visual components. The goal of this research is to understand if culturally and historically authentic imagery is necessary for users to understand the virtual world; how virtual world residents form and reform their virtual culture; and whether the visual culture in the virtual world is imported from the real world, colonized by any dominate culture, or assimilated into a new culture. The main research question is: Is the authenticity of cultural imagery important to virtual world residents? This research investigates whether visual culture awareness can help students develop a better understanding of visual culture in the real world, and whether this awareness can help educators construct better curricula and pedagogy for visual culture education.

Early Cinema, Process Films, and Screen Advertising

2021 ◽  
Author(s):  
Yvonne Zimmermann
Keyword(s):  
Visual Culture ◽  
Historical Study ◽  
Early Cinema ◽  
Commodity Culture ◽  
Present Book ◽  
Culture Education ◽  
Entertainment Culture

This chapter explores what early process films can tell us about advertising and the transformation of screen cultures. Starting with a detailed historical study of an exemplary process film, the chapter addresses a number of conceptual issues that resonate with takes on screen advertising suggested in the present book. A particular focus lies on screen advertising’s entanglement with entertainment culture, education, visual culture, and commodity culture. Questions of genre and aesthetics, in particular the colour aesthetics of process films in early cinema as well as their colonialist ideology, are also addressed. The chapter argues that screen advertising, despite its often-acknowledged ephemeral nature, is an utterly robust or persistent phenomenon – persistent in regard to the objects, screens, and practices of screen advertising.

scholarly journals AGING AND FEELING CURIOUS: A TIME-SAMPLING STUDY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S839-S839
Author(s):  
Li Chu ◽  
Helene H Fung
Keyword(s):  
Older Adults ◽  
Personal Growth ◽  
Positive Emotions ◽  
Well Being ◽  
Optimal Level ◽  
Dual Process ◽  
Positive Outcomes ◽  
Time Sampling ◽  
Younger Adults ◽  
New Information

Abstract Curiosity is commonly defined as “the desire for new information and experience.” While curiosity has been associated with numerous positive outcomes (e.g., improved well-being, better cognitive performance and longer life expectancy, some studies suggested that curiosity declined with age. However, very few studies actually attempt to examine why curiosity may be lower among older adults. Moreover, scholars disagreed on “why” people feel curious. According to the dual process theory (Spielberger & Starr, 1994), curiosity is induced by optimal level of uncertainty and anxiety with the desire to reduce these aversive feelings. However, the personal growth facilitation model (Kashdan, Rose, & Fincham, 2002) posits that people are curious intrinsically for one’s own growth, which is associated with positive affects. Therefore, the present study aims to examine age differences in the affective profile of feeling curious by comparing the momentary affective experience of curiosity between younger and older adults. In this study, we conducted a 2-week time-sampling study with 78 younger adults (age 19-29) and 79 older adults (age 60-85) from Hong Kong. Multilevel modeling analyses demonstrated a positive relationship between curiosity and positive emotions for both younger (β=.29, p<.01) and older adults (β=.70, p<.01). Interestingly, anxiousness was positively associated with younger adults’ curiosity (β=.09, p=.01) but not for older adults (β=.06, p=.29). Our study supported both theories, but suggested that one may be more dominant among older adults. These findings have important implications for future interventions to reduce anxiousness to encourage older adults to keep an open-minded attitude towards novelties.

Indigenising the Curriculum or Negotiating the Tensions at the Cultural Interface? Embedding Indigenous Perspectives and Pedagogies in a University Curriculum

2007 ◽  
Vol 36 (S1) ◽  
pp. 51-58 ◽  
Author(s):  
Jane Williamson ◽  
Priya Dalal
Keyword(s):  
Indigenous Knowledge ◽  
Cross Cultural ◽  
Pedagogical Practices ◽  
Self Reflection ◽  
Curriculum Redesign ◽  
University Of Technology ◽  
Research Findings ◽  
Indigenous Perspectives ◽  
Indigenous Educators ◽  
Cultural Negotiations

AbstractAttempts to Indigenise the curriculum run the risk of implying the application of an “impoverished” version of “Aboriginal pedagogy” and the promotion of corrupted understandings of Indigenous knowledge (Nakata, 2004, p. 11). What is required, Nakata (2004, p. 14) argues, is a recognition of the complexities and tensions at cross-cultural interfaces and the need for negotiation between “Indigenous knowledge, standpoints or perspectives” and Western disciplinary knowledge systems such that meanings are reframed or reinterpreted. Attending to these cross-cultural negotiations and the pedagogical practices they imply are profoundly challenging for both Indigenous and non-Indigenous educators.This paper focuses on a project at Queensland University of Technology (QUT) which seeks to embed Indigenous perspectives in Humanities and Human Services curricula. It outlines the curriculum framework which was developed to guide the curriculum redesign in its initial phases. This is followed by a discussion of current research that has been concerned to identify material that can support the renegotiations of curricula endorsed by Nakata’s work. The research findings indicate that it is possible to identify a number of pedagogical approaches that can assist that process. Such approaches recognise various levels of engagement beyond the “intellectual”; they insist on a consistent unsettling of Western authority; they acknowledge Indigenous positions/positioning; and require critical self-reflection.

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