Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.03
Amber Ward, Jennifer Harness Wilkinson
Abstract:Two art educators introduce craft as a communal, political, and feminist art practice when pairing it with care-full correspondence as a method for artistic research and critical reflection. Exemplified through a series of embroidered handkerchiefs, they initiate biographical interviews between them on topics like material engagement, physical and virtual correspondence, women's work, and pandemic times, all while contemplating responsiveness in the slowness of stitching. Relevant backstories and scholarship are stitched between interview questions and responses followed by a recommendation for art educators that aims to push back against neoliberal ways of being artists and making art that do not serve us.
{"title":"Craft as Care-Full Correspondence","authors":"Amber Ward, Jennifer Harness Wilkinson","doi":"10.5406/21518009.49.2.03","DOIUrl":"https://doi.org/10.5406/21518009.49.2.03","url":null,"abstract":"Abstract:Two art educators introduce craft as a communal, political, and feminist art practice when pairing it with care-full correspondence as a method for artistic research and critical reflection. Exemplified through a series of embroidered handkerchiefs, they initiate biographical interviews between them on topics like material engagement, physical and virtual correspondence, women's work, and pandemic times, all while contemplating responsiveness in the slowness of stitching. Relevant backstories and scholarship are stitched between interview questions and responses followed by a recommendation for art educators that aims to push back against neoliberal ways of being artists and making art that do not serve us.","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"57 3","pages":"19 - 33"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.05
Hyunji Kwon
Abstract:Between the discourse of racial prejudice and sexism embedded in Korean popular music (K-pop) and the racial and gendered discourse of Black girls' identity, I was interested in how Black girl fans of K-pop perceive and negotiate these two seemingly incompatible cultural discourses. Thus, I led a series of theme-based photography workshops during which the girl participants created portraiture photographs and took part in group discussions. In this paper, I examine their portraiture photographs using Alberto Melucci's concept of identity as a multiple self. My analysis reveals that the girls are not passive recipients of a foreign popular culture but active and strategic agents in constructing their identities, with artistic interventions increasing their response-ability and helping them embody their multiple selves.
{"title":"Black Girls and Korean Popular Culture: Embodying Identity as a Multiple Self through Portraiture Photography","authors":"Hyunji Kwon","doi":"10.5406/21518009.49.2.05","DOIUrl":"https://doi.org/10.5406/21518009.49.2.05","url":null,"abstract":"Abstract:Between the discourse of racial prejudice and sexism embedded in Korean popular music (K-pop) and the racial and gendered discourse of Black girls' identity, I was interested in how Black girl fans of K-pop perceive and negotiate these two seemingly incompatible cultural discourses. Thus, I led a series of theme-based photography workshops during which the girl participants created portraiture photographs and took part in group discussions. In this paper, I examine their portraiture photographs using Alberto Melucci's concept of identity as a multiple self. My analysis reveals that the girls are not passive recipients of a foreign popular culture but active and strategic agents in constructing their identities, with artistic interventions increasing their response-ability and helping them embody their multiple selves.","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"3 1","pages":"52 - 69"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.10
Angela I. Baldus, Jody Stokes-Casey, Paulina Camacho Valencia, Catalina Hernández-Cabal, Emma K. Jebe
Abstract:For a 2022 panel presentation for the National Art Education Association, five art educators who were originally connected within a cohort of graduate students shared the significance of how play invites working together, creates intentional community, and informs and sustains their art, teaching, and research practices. This article features the transcript of the panel discussion, which examines their experiences of playing games together resulting in problematizing issues of access, articulating themes of relationality, and emphasizing the seriousness of play.
{"title":"On Fridays We Play Games with Friends","authors":"Angela I. Baldus, Jody Stokes-Casey, Paulina Camacho Valencia, Catalina Hernández-Cabal, Emma K. Jebe","doi":"10.5406/21518009.49.2.10","DOIUrl":"https://doi.org/10.5406/21518009.49.2.10","url":null,"abstract":"Abstract:For a 2022 panel presentation for the National Art Education Association, five art educators who were originally connected within a cohort of graduate students shared the significance of how play invites working together, creates intentional community, and informs and sustains their art, teaching, and research practices. This article features the transcript of the panel discussion, which examines their experiences of playing games together resulting in problematizing issues of access, articulating themes of relationality, and emphasizing the seriousness of play.","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"28 1","pages":"115 - 121"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.07
Hong-An Wu
Abstract:What does it mean to engage play as a method of inquiry into games? More importantly, how might we, as arts educators, invite others, particularly our students, to engage play as a method of inquiry into the politics of games as technologies? In this article, I work toward building a few short provocations to engage play as a method of inquiry into the politics of games as technologies. By reflecting upon my past pedagogical experiences alongside scholarship in critical game studies and science and technology studies, I start from the premise that all technologies are political, to argue that to approach games as technologies is to foreground the politics of games, whereby questions about their materialized arrangements of order that manifest gender, race, disability, and class politics are centered. With that understanding, I argue that to engage play as a method of inquiry into games is to disrupt what we know and can know about games, especially through the power relations that games mediate. Under this context, I end by offering a few short provocations for fellow arts educators to invite students to make sense out of nonsense and to make nonsense out of the commonsensical with regard to games.
{"title":"Toward Provocations for Playing with Games as Technologies","authors":"Hong-An Wu","doi":"10.5406/21518009.49.2.07","DOIUrl":"https://doi.org/10.5406/21518009.49.2.07","url":null,"abstract":"Abstract:What does it mean to engage play as a method of inquiry into games? More importantly, how might we, as arts educators, invite others, particularly our students, to engage play as a method of inquiry into the politics of games as technologies? In this article, I work toward building a few short provocations to engage play as a method of inquiry into the politics of games as technologies. By reflecting upon my past pedagogical experiences alongside scholarship in critical game studies and science and technology studies, I start from the premise that all technologies are political, to argue that to approach games as technologies is to foreground the politics of games, whereby questions about their materialized arrangements of order that manifest gender, race, disability, and class politics are centered. With that understanding, I argue that to engage play as a method of inquiry into games is to disrupt what we know and can know about games, especially through the power relations that games mediate. Under this context, I end by offering a few short provocations for fellow arts educators to invite students to make sense out of nonsense and to make nonsense out of the commonsensical with regard to games.","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"42 5","pages":"74 - 85"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139273212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.09
Stephen R. Mallory
Abstract:Educational games represent some of the most impactful educational tools in an educator's toolbox. These technologies facilitate play and encourage players to push the envelope and engage broadly with the class in subversive play. Contextualized by the broader rules and requirements of the school, school culture, and curricula, subversive play empowers players to explore the boundaries of the game while feeling an increased sense of personal agency in how the goals of the game are achieved. This exploration serves the goals of Paulo Freire's concept of critical pedagogy, where students and instructors work together, bringing their embodied experiences into the classroom to address and understand the content arrayed before them. By empowering players to engage in subversive play, students and instructors alike break from the classroom and schoolhouse norms to explore the foundations, deeper meanings, social contexts, and ideologies of the information presented, while simultaneously meeting required learning goals.
{"title":"Playing as People: Critical Pedagogy and Historical Role Immersion Games","authors":"Stephen R. Mallory","doi":"10.5406/21518009.49.2.09","DOIUrl":"https://doi.org/10.5406/21518009.49.2.09","url":null,"abstract":"Abstract:Educational games represent some of the most impactful educational tools in an educator's toolbox. These technologies facilitate play and encourage players to push the envelope and engage broadly with the class in subversive play. Contextualized by the broader rules and requirements of the school, school culture, and curricula, subversive play empowers players to explore the boundaries of the game while feeling an increased sense of personal agency in how the goals of the game are achieved. This exploration serves the goals of Paulo Freire's concept of critical pedagogy, where students and instructors work together, bringing their embodied experiences into the classroom to address and understand the content arrayed before them. By empowering players to engage in subversive play, students and instructors alike break from the classroom and schoolhouse norms to explore the foundations, deeper meanings, social contexts, and ideologies of the information presented, while simultaneously meeting required learning goals.","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"30 4","pages":"102 - 114"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.08
Ahu Yolac
Abstract:This article addresses game jams and similar events as pedagogical opportunities where critical learning outcomes can be generated through making. The article starts with a definition of game jams, how they are structured, and the communities around them. Then, it highlights intentional art and design practices that can be implemented in game jams and similarly structured fast-paced making practices. That is followed by how educators can leverage game jams further to implement these informal learning outcomes in a structured manner, which is exemplified through a study conducted by the author. Finally, the article concludes with a discussion where the author highlights the outcomes for educators who can apply this approach in a variety of settings. This article is important for addressing the ways game jams can be leveraged in educational settings where the learning outcomes are not only focused on skill development such as coding and modeling but also critical thinking.
{"title":"Teaching Intentionality through Game Jams","authors":"Ahu Yolac","doi":"10.5406/21518009.49.2.08","DOIUrl":"https://doi.org/10.5406/21518009.49.2.08","url":null,"abstract":"Abstract:This article addresses game jams and similar events as pedagogical opportunities where critical learning outcomes can be generated through making. The article starts with a definition of game jams, how they are structured, and the communities around them. Then, it highlights intentional art and design practices that can be implemented in game jams and similarly structured fast-paced making practices. That is followed by how educators can leverage game jams further to implement these informal learning outcomes in a structured manner, which is exemplified through a study conducted by the author. Finally, the article concludes with a discussion where the author highlights the outcomes for educators who can apply this approach in a variety of settings. This article is important for addressing the ways game jams can be leveraged in educational settings where the learning outcomes are not only focused on skill development such as coding and modeling but also critical thinking.","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"66 2","pages":"101 - 86"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.04
Heather Kaplan
Abstract:This paper explores an arts-based research practice of tracing the image of two Salvadoran migrants, Óscar Alberto Martínez Ramírez and his 2-year-old daughter Valeria, drowned in the Rio Grande in 2019. This practice came about while writing a manuscript about images of children's and immigrant's precarity. Through an embodied, repetitive, and solitary practice of tracing that engages in a postmodern ethics of difference and distance, I consider the co-constructedness of the human condition and how my practice ultimately became an act of relationality and mourning.
摘要:本文探讨了一种基于艺术的研究实践，即追溯 2019 年在格兰德河溺亡的两名萨尔瓦多移民 Óscar Alberto Martínez Ramírez 和他两岁的女儿 Valeria 的形象。这种做法是在撰写关于儿童和移民不稳定形象的手稿时产生的。通过一种体现性的、重复性的和孤独的追踪实践，并结合后现代的差异和距离伦理，我思考了人类状况的共建性，以及我的实践如何最终成为一种关系性和哀悼行为。
{"title":"Tracing Images of Precarity: Sketching, Mourning, and a Relational Making Practice","authors":"Heather Kaplan","doi":"10.5406/21518009.49.2.04","DOIUrl":"https://doi.org/10.5406/21518009.49.2.04","url":null,"abstract":"Abstract:This paper explores an arts-based research practice of tracing the image of two Salvadoran migrants, Óscar Alberto Martínez Ramírez and his 2-year-old daughter Valeria, drowned in the Rio Grande in 2019. This practice came about while writing a manuscript about images of children's and immigrant's precarity. Through an embodied, repetitive, and solitary practice of tracing that engages in a postmodern ethics of difference and distance, I consider the co-constructedness of the human condition and how my practice ultimately became an act of relationality and mourning.","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"25 6","pages":"34 - 51"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.02
Erin J. Hoppe, Shari L. Savage
Abstract:This article describes and examines an Ohio State University graduate-level college teaching course that was created to address a range of intersecting questions about navigating higher education teaching and learning, research, and service. The course is required for all new graduate students in the Arts Administration, Education & Policy Department. Literature on mentoring and the voices of graduate students who took the course are synthesized to address the duality of being both a student and an instructor, academia's daily challenges, and how such reflections and experiences impact personal and professional career development. Using self-study as a methodology, the authors begin with contextual information on their involvement with the course and a genealogy of the course's development, followed by a narrative analysis to examine student feedback on the course goals. We conclude with suggestions on how other higher education visual arts departments or visual arts colleges might develop similar offerings.
{"title":"Mentoring Future Academics: A College Teaching Course for the Visual Arts","authors":"Erin J. Hoppe, Shari L. Savage","doi":"10.5406/21518009.49.2.02","DOIUrl":"https://doi.org/10.5406/21518009.49.2.02","url":null,"abstract":"Abstract:This article describes and examines an Ohio State University graduate-level college teaching course that was created to address a range of intersecting questions about navigating higher education teaching and learning, research, and service. The course is required for all new graduate students in the Arts Administration, Education & Policy Department. Literature on mentoring and the voices of graduate students who took the course are synthesized to address the duality of being both a student and an instructor, academia's daily challenges, and how such reflections and experiences impact personal and professional career development. Using self-study as a methodology, the authors begin with contextual information on their involvement with the course and a genealogy of the course's development, followed by a narrative analysis to examine student feedback on the course goals. We conclude with suggestions on how other higher education visual arts departments or visual arts colleges might develop similar offerings.","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"13 3","pages":"18 - 6"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.01
L. Hetrick
{"title":"Current State of Play: Transitions","authors":"L. Hetrick","doi":"10.5406/21518009.49.2.01","DOIUrl":"https://doi.org/10.5406/21518009.49.2.01","url":null,"abstract":"","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"1 1","pages":"1 - 5"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.5406/21518009.49.2.06
Ahu Yolac
{"title":"Guest Edited Special Concentration: Games and Intentional Play Game Design Concentration | Intentional Play Introduction","authors":"Ahu Yolac","doi":"10.5406/21518009.49.2.06","DOIUrl":"https://doi.org/10.5406/21518009.49.2.06","url":null,"abstract":"","PeriodicalId":279619,"journal":{"name":"Visual Arts Research","volume":"9 5","pages":"70 - 73"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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