{"title":"From Distant Horizon to the ‘Uncoercive Rearrangement of Desire’: Institutional Pedagogy and Collaborative Learning in an Instance of Arts and Curatorial Education","authors":"A. Faramelli, Janna Graham","doi":"10.1111/jade.12327","DOIUrl":"https://doi.org/10.1111/jade.12327","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128356635","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}
{"title":"Collaboration is Uncomfortable","authors":"T. Newman","doi":"10.1111/jade.12323","DOIUrl":"https://doi.org/10.1111/jade.12323","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127234642","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}
{"title":"Editorial: Discomfort Zones","authors":"M. Matthews","doi":"10.1111/jade.12330","DOIUrl":"https://doi.org/10.1111/jade.12330","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126712087","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}
This paper conceptualises practice in the space between and beyond Art & Archaeology as a zone where disciplinary certainties and known practices are unsettled, expanded and re-cast. In the course of the paper, we will outline our current thinking about heritage landscapes as places and temporalities for engagement in the practice of the para-archive. This research is informed by our interdisciplinary fieldwork in the heritage landscape (specifically at Scalan Mills, Moray) which has mobilised multiple textures of place, for example; locality, geography, labour and memory. For us, landscape functions as a kind of living archive, however, we are sceptical of the privileged relation between archive, law and authority (Derrida, 1995). Therefore, in this paper we will think through our interdisciplinary research in the context of the development of creative ‘para-archives’ (Slager, 2015: 82) which facilitate: 'the perspective of desirology: a thinking in terms of new orders of affective associations, of fluid taxonomies, and…intellectual and artistic pleasure linked to derange the symbolic order.' (Slager, 2015: 83) Responding to the additional challenge of the intra-SARS-CoV-2 discomfort zone, we seek to surface creative practices, to activate archival disruptions and expand pedagogical approaches to the articulation of uncomfortable archival landscapes. The global pandemic has brought into sharp focus the need to re-conceptualise visions of space, experiences of place and archival practices. During a virtual fieldtrip undertaken to Dumbarton Rock students were able to access historic and contemporary texts, visual, cartographic and topographic materials from Scotland’s National Record of the Historic Environment archive (https://canmore.org.uk/). Along with the student cohort, we aimed to enable the co-design and co-production of a remotely delivered workshop and fieldtrip, followed by reflective discussions about our collective conceptualisations of landscapes of discomfort. The archaeological fieldwork in the virtual realm provides a context for students to engage in desirology as a catalyst for deranging, re-associating and re-imagining the archive in creative ways.
{"title":"Art & Archaeology: Uncomfortable Archival Landscapes","authors":"G. Wall, A. Hale","doi":"10.1111/jade.12316","DOIUrl":"https://doi.org/10.1111/jade.12316","url":null,"abstract":"This paper conceptualises practice in the space between and beyond Art & Archaeology as a zone where disciplinary certainties and known practices are unsettled, expanded and re-cast. In the course of the paper, we will outline our current thinking about heritage landscapes as places and temporalities for engagement in the practice of the para-archive. This research is informed by our interdisciplinary fieldwork in the heritage landscape (specifically at Scalan Mills, Moray) which has mobilised multiple textures of place, for example; locality, geography, labour and memory. For us, landscape functions as a kind of living archive, however, we are sceptical of the privileged relation between archive, law and authority (Derrida, 1995). Therefore, in this paper we will think through our interdisciplinary research in the context of the development of creative ‘para-archives’ (Slager, 2015: 82) which facilitate: \u0000 \u0000'the perspective of desirology: a thinking in terms of new orders of affective associations, of fluid taxonomies, and…intellectual and artistic pleasure linked to derange the symbolic order.' \u0000(Slager, 2015: 83) \u0000 \u0000Responding to the additional challenge of the intra-SARS-CoV-2 discomfort zone, we seek to surface creative practices, to activate archival disruptions and expand pedagogical approaches to the articulation of uncomfortable archival landscapes. The global pandemic has brought into sharp focus the need to re-conceptualise visions of space, experiences of place and archival practices. During a virtual fieldtrip undertaken to Dumbarton Rock students were able to access historic and contemporary texts, visual, cartographic and topographic materials from Scotland’s National Record of the Historic Environment archive (https://canmore.org.uk/). Along with the student cohort, we aimed to enable the co-design and co-production of a remotely delivered workshop and fieldtrip, followed by reflective discussions about our collective conceptualisations of landscapes of discomfort. The archaeological fieldwork in the virtual realm provides a context for students to engage in desirology as a catalyst for deranging, re-associating and re-imagining the archive in creative ways.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128577893","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}
{"title":"Effect of Children ‐ Generated Illustrations in text on Pupils’ Achievement in Phonics","authors":"C. Ibenegbu, R. Ubah, F. Okwo","doi":"10.1111/jade.12306","DOIUrl":"https://doi.org/10.1111/jade.12306","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"71 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124252934","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}
Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme – the young people’s Arts Award, which is a nationally recognised qualification for young people aged 11–25. I call upon a range of pedagogies in order to critique the Arts Award within the context of informal and alternative education settings in the United Kingdom. Drawing on a 12‐month ethnographic study, the research was conducted across five diverse programmes which included youth work projects and alternative provision. I present two cases – ‘learning to be an artist’ and ‘learning to behave’ – which demonstrate a hierarchy of pedagogy in the application of this programme across these particular contexts. Artists’ Signature Pedagogies are used as an analytical framework to explore the affordances of working with artists through the programme. Further, I engage with the Pedagogy of Poverty to demonstrate that young people who were classified as ‘dis‐engaged’ were more likely to receive lower quality programmes, low‐level work and over‐regulated teaching. I argue that despite changes to the ways that young people access art education, there continues to be unequal opportunities. This finding is significant for not only creative practitioners and youth arts workers, but also arts education policy makers and programmers.
{"title":"Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme","authors":"F. Howard","doi":"10.1111/jade.12312","DOIUrl":"https://doi.org/10.1111/jade.12312","url":null,"abstract":"Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme – the young people’s Arts Award, which is a nationally recognised qualification for young people aged 11–25. I call upon a range of pedagogies in order to critique the Arts Award within the context of informal and alternative education settings in the United Kingdom. Drawing on a 12‐month ethnographic study, the research was conducted across five diverse programmes which included youth work projects and alternative provision. I present two cases – ‘learning to be an artist’ and ‘learning to behave’ – which demonstrate a hierarchy of pedagogy in the application of this programme across these particular contexts. Artists’ Signature Pedagogies are used as an analytical framework to explore the affordances of working with artists through the programme. Further, I engage with the Pedagogy of Poverty to demonstrate that young people who were classified as ‘dis‐engaged’ were more likely to receive lower quality programmes, low‐level work and over‐regulated teaching. I argue that despite changes to the ways that young people access art education, there continues to be unequal opportunities. This finding is significant for not only creative practitioners and youth arts workers, but also arts education policy makers and programmers.","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124054388","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}
{"title":"A Cognitive Learning Account of the Avoidance, Omission and Exaggerated Phenomena and Expressions in Young Adolescents’ Drawings of the Human Figure in the Visual Culture Art Education Context","authors":"C. Lau","doi":"10.1111/jade.12311","DOIUrl":"https://doi.org/10.1111/jade.12311","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126278377","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}
{"title":"Conceptualising Art Education as Environmental Activism in Preservice Teacher Education","authors":"H. Inwood, Alysse Kennedy","doi":"10.1111/jade.12308","DOIUrl":"https://doi.org/10.1111/jade.12308","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125456564","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}
{"title":"Creative Arts Personal Pedagogy vs Marketised Higher Education: A battle between values","authors":"Ryan Wilkinson","doi":"10.1111/jade.12295","DOIUrl":"https://doi.org/10.1111/jade.12295","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115941019","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}
{"title":"Planting Critical Ideas: Artists Reconfiguring the Environmental Crisis","authors":"Jeff Adams","doi":"10.1111/jade.12293","DOIUrl":"https://doi.org/10.1111/jade.12293","url":null,"abstract":"","PeriodicalId":296132,"journal":{"name":"International Journal of Art and Design Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127364036","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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