This is a work-in-progress attempt to analyse, digest and ultimately develop a toolkit of methods for using archives in art and design pedagogy. We are interested in strategies that deploy archives in an active way ‐ moving beyond notions of static collections and including an analysis of embedded power and authority. We provide examples from our own teaching practices, discuss them, and frame their elements into a broader approach to archives that may teach our students to be effective re-seers: critical and disruptive thinkers, reflective practitioners, with a sense of agency about their practice. We explore the factors at stake and notice different threads emerging from teaching. We promote an approach to teaching that celebrates an interweaving and intermingling of life, art and education in ways that constantly challenge the status quo.
{"title":"Teaching re-seeing: Deploying archives in art and design education","authors":"Mariah Doren, Malgorzata Bakalarz-Duverger","doi":"10.1386/vi_00059_1","DOIUrl":"https://doi.org/10.1386/vi_00059_1","url":null,"abstract":"This is a work-in-progress attempt to analyse, digest and ultimately develop a toolkit of methods for using archives in art and design pedagogy. We are interested in strategies that deploy archives in an active way ‐ moving beyond notions of static collections and including an\u0000 analysis of embedded power and authority. We provide examples from our own teaching practices, discuss them, and frame their elements into a broader approach to archives that may teach our students to be effective re-seers: critical and disruptive thinkers, reflective practitioners,\u0000 with a sense of agency about their practice. We explore the factors at stake and notice different threads emerging from teaching. We promote an approach to teaching that celebrates an interweaving and intermingling of life, art and education in ways that constantly challenge the status quo.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"22 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84661677","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 curriculum that asks students to actively engage in the world around them is best when students work with issues or topics that will be fruitful in terms of students being able to personally relate on some level. The theme of food as a topic for higher education art curriculum is just such an example, particularly with recent studies of college campuses documenting issues of food insecurity among students). This article discusses related theoretical aspects and qualitative methods utilized in working with university students on the interdisciplinary and often social and politically charged theme of food, including subtopics such as food access, health, agricultural practices, labour and immigration, economics and global warming. Nuanced and related topics are discussed in the context of issues-based art curriculum and students’ creative processes, including democratic participation, digital and technological literacy and how to understand the political in a world where facts are continuously in question.
{"title":"Food for thought: Political discourse and visual literacy in art education","authors":"Lynette K. Henderson, Kristin Vanderlip Taylor","doi":"10.1386/vi_00056_1","DOIUrl":"https://doi.org/10.1386/vi_00056_1","url":null,"abstract":"Art education curriculum that asks students to actively engage in the world around them is best when students work with issues or topics that will be fruitful in terms of students being able to personally relate on some level. The theme of food as a topic for higher education art curriculum\u0000 is just such an example, particularly with recent studies of college campuses documenting issues of food insecurity among students). This article discusses related theoretical aspects and qualitative methods utilized in working with university students on the interdisciplinary and often social\u0000 and politically charged theme of food, including subtopics such as food access, health, agricultural practices, labour and immigration, economics and global warming. Nuanced and related topics are discussed in the context of issues-based art curriculum and students’ creative processes,\u0000 including democratic participation, digital and technological literacy and how to understand the political in a world where facts are continuously in question.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"15 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72513281","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}
We studied methods to help people visualize and deepen their thoughts through art appreciation and how to apply these methods. First, we present the concept of appreciation skills as a scheme to promote thought visualization during the art appreciation process. Then, we propose a model of metacognition using appreciation skills as a theoretical framework for monitoring and controlling thoughts during art appreciation, and we offer tools to help viewers metacognize their thoughts. Additionally, we present and analyse creative approaches for appreciating art physically through multiple senses (sight, touch, sound, smell) as well as practices for visualizing and deepening thoughts through collaborative visual representations. We found that supporting metacognition during the art appreciation process from the perspective of appreciation skills can be particularly effective for novice viewers. In addition, the collaborative creation of short videos may encourage non-art major students to visualize their thoughts and have more varied interpretations of artwork.
{"title":"Visualizing and deepening thoughts through art appreciation","authors":"Kazuhiro Ishizaki, Wenchun Wang","doi":"10.1386/vi_00062_1","DOIUrl":"https://doi.org/10.1386/vi_00062_1","url":null,"abstract":"We studied methods to help people visualize and deepen their thoughts through art appreciation and how to apply these methods. First, we present the concept of appreciation skills as a scheme to promote thought visualization during the art appreciation process. Then, we propose a model\u0000 of metacognition using appreciation skills as a theoretical framework for monitoring and controlling thoughts during art appreciation, and we offer tools to help viewers metacognize their thoughts. Additionally, we present and analyse creative approaches for appreciating art physically through\u0000 multiple senses (sight, touch, sound, smell) as well as practices for visualizing and deepening thoughts through collaborative visual representations. We found that supporting metacognition during the art appreciation process from the perspective of appreciation skills can be particularly\u0000 effective for novice viewers. In addition, the collaborative creation of short videos may encourage non-art major students to visualize their thoughts and have more varied interpretations of artwork.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"15 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84705646","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}
The emergent culture of COVID-19 underscored a gap among generations with regard to their responses to new innovations in the education field. This article explores the educational potential of virtual reality (VR) and augmented reality (AR) for the secondary art curriculum through the perspectives and responses of undergraduate art students. The article examines the writing outcomes of a discussion board forum activity that I created to invite the students to share their responses to and reflections on the use of VR/AR technologies in visual art and art education. I share the students’ perspectives on VR/AR use for studio art making under the following three themes: (1) excitement about the new art medium, (2) strengths and risks and (3) educational potential for K‐12 curriculum integration. In discussing the students’ reflections, contemporary artists’ use of VR/AR is also explored as a resource for art educators. I end the article by providing suggestions for art educators interested in incorporating VA/AR into their art lessons.
{"title":"Virtual reality and augmented reality technologies for art education: The perceptions and responses of undergraduate students","authors":"Borim Song","doi":"10.1386/vi_00061_1","DOIUrl":"https://doi.org/10.1386/vi_00061_1","url":null,"abstract":"The emergent culture of COVID-19 underscored a gap among generations with regard to their responses to new innovations in the education field. This article explores the educational potential of virtual reality (VR) and augmented reality (AR) for the secondary art curriculum through\u0000 the perspectives and responses of undergraduate art students. The article examines the writing outcomes of a discussion board forum activity that I created to invite the students to share their responses to and reflections on the use of VR/AR technologies in visual art and art education. I\u0000 share the students’ perspectives on VR/AR use for studio art making under the following three themes: (1) excitement about the new art medium, (2) strengths and risks and (3) educational potential for K‐12 curriculum integration. In discussing the students’ reflections,\u0000 contemporary artists’ use of VR/AR is also explored as a resource for art educators. I end the article by providing suggestions for art educators interested in incorporating VA/AR into their art lessons.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"32 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84670336","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}
Review of: Routledge Handbook of Street Culture, Jeffrey Ian Ross (ed.) (2022)London and New York: Routledge,ISBN 978-0-36755-953-3, 422 p., p/bk, £31.99
{"title":"Routledge Handbook of Street Culture, Jeffrey Ian Ross (ed.) (2022)","authors":"C. Funk","doi":"10.1386/vi_00063_5","DOIUrl":"https://doi.org/10.1386/vi_00063_5","url":null,"abstract":"Review of: Routledge Handbook of Street Culture, Jeffrey Ian Ross (ed.) (2022)London and New York: Routledge,ISBN 978-0-36755-953-3, 422 p., p/bk, £31.99","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"8 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81860255","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}
Teaching virtually during the COVID-19 pandemic presented myriad challenges for teachers and students around the globe. For art museum educators, the pandemic also forced consideration of questions about the core activities of art museums, the value of museum experiences and why we come together to look at and discuss art together in these public spaces. The physical spaces of museums and direct encounters with objects that were once regarded as essentials of museum education, were now inaccessible or had limited access due to pandemic restrictions. This article presents a collaborative project between two art museum education courses and two universities developed during the pandemic as a way to explore some of these questions, design methods of engaging audiences with art and ideas from respective university collections and build new collegial relationships.
{"title":"Teaching museum education without the museum: A case study of collaborative virtual teaching in the age of COVID-19","authors":"Carissa DiCindio, Briley Rasmussen","doi":"10.1386/vi_00057_1","DOIUrl":"https://doi.org/10.1386/vi_00057_1","url":null,"abstract":"Teaching virtually during the COVID-19 pandemic presented myriad challenges for teachers and students around the globe. For art museum educators, the pandemic also forced consideration of questions about the core activities of art museums, the value of museum experiences and why we\u0000 come together to look at and discuss art together in these public spaces. The physical spaces of museums and direct encounters with objects that were once regarded as essentials of museum education, were now inaccessible or had limited access due to pandemic restrictions. This article presents\u0000 a collaborative project between two art museum education courses and two universities developed during the pandemic as a way to explore some of these questions, design methods of engaging audiences with art and ideas from respective university collections and build new collegial relationships.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"96 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82389114","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}
For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art educator?
{"title":"The lamentable consequences of blurring the boundaries","authors":"Michelle Marder Kamhi","doi":"10.1386/vi_00038_1","DOIUrl":"https://doi.org/10.1386/vi_00038_1","url":null,"abstract":"For your purposes as an art educator, how do you define ‘art’ and ‘artist’? Some critics argue that, in today’s art world, the ‘institutional’ definition of art reigns. What other definitions of art seem credible and useful to you as an art\u0000 educator?","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"21 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78459289","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":"Timeless or timely? Contemporary snapshots of art education","authors":"Mary Ann Stankiewicz","doi":"10.1386/vi_00051_1","DOIUrl":"https://doi.org/10.1386/vi_00051_1","url":null,"abstract":"","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"6 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72924525","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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