Due to the COVID-19 pandemic of 2020–21, schools in Chile suspended face-to-face activities. This led to an ‘educational emergency’, generating proposals for what some authors have called Emergency Remote Teaching (ERT). This article describes the teaching experiences of nine visual arts teachers from northern, central and southern Chile, who implemented their pedagogical proposals by dispensing with the workshops and materials commonly used in visual arts classes. The study examined the processes of uncertainty experienced by the teachers by collecting and analysing ‘in situ’ accounts and arguments using a qualitative approach. The main results indicate that the teachers showed agency and a great capacity to be flexible in response to changing scenarios. It can also be observed that ERT emphasizes the ambivalent position of visual arts as a subject in schools and demonstrates the difficulty that some students experience accessing and using certain technologies, questioning the belief that they are ‘digital natives’.
{"title":"Artistic pedagogies in an emergency: Perspectives from nine visual arts teachers in the north, centre and south of Chile","authors":"Alejandra Orbeta-Green, Marcela Doren-Tello, Claudia Sanhueza-Vega","doi":"10.1386/eta_00141_1","DOIUrl":"https://doi.org/10.1386/eta_00141_1","url":null,"abstract":"Due to the COVID-19 pandemic of 2020–21, schools in Chile suspended face-to-face activities. This led to an ‘educational emergency’, generating proposals for what some authors have called Emergency Remote Teaching (ERT). This article describes the teaching experiences of nine visual arts teachers from northern, central and southern Chile, who implemented their pedagogical proposals by dispensing with the workshops and materials commonly used in visual arts classes. The study examined the processes of uncertainty experienced by the teachers by collecting and analysing ‘in situ’ accounts and arguments using a qualitative approach. The main results indicate that the teachers showed agency and a great capacity to be flexible in response to changing scenarios. It can also be observed that ERT emphasizes the ambivalent position of visual arts as a subject in schools and demonstrates the difficulty that some students experience accessing and using certain technologies, questioning the belief that they are ‘digital natives’.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588830","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}
Henriikka Vartiainen, Matti Tedre, Ilkka Jormanainen
The rise of image-generating artificial intelligence (AI) tools has triggered changes in digital art and graphic design, provoking debates in the creative industry. However, scant research exists about children’s and youths’ insights into and encounters with generative AI. Building on sociocultural and new materialist perspectives, this exploratory study proposed to address this gap by exploring middle schoolers’ ( N = 10) creative interaction with generative AI, particularly with text-to-image generative models. Qualitative content analyses of emerging learning activities evidenced how generative AI-formed relations were externalized through novel digital artefacts and collaborative discussions. Ideas evolved through peer collaboration organized around creative making with AI. Teachers facilitated relations between people and technology using dialogic teaching, providing room for unpredictability and critical reflection on the impacts of generative AI, especially authorship and copyright. The study concludes with a discussion of the potential uses of generative AI in future art education research and practice.
{"title":"Co-creating digital art with generative AI in K-9 education: Socio-material insights","authors":"Henriikka Vartiainen, Matti Tedre, Ilkka Jormanainen","doi":"10.1386/eta_00143_1","DOIUrl":"https://doi.org/10.1386/eta_00143_1","url":null,"abstract":"The rise of image-generating artificial intelligence (AI) tools has triggered changes in digital art and graphic design, provoking debates in the creative industry. However, scant research exists about children’s and youths’ insights into and encounters with generative AI. Building on sociocultural and new materialist perspectives, this exploratory study proposed to address this gap by exploring middle schoolers’ ( N = 10) creative interaction with generative AI, particularly with text-to-image generative models. Qualitative content analyses of emerging learning activities evidenced how generative AI-formed relations were externalized through novel digital artefacts and collaborative discussions. Ideas evolved through peer collaboration organized around creative making with AI. Teachers facilitated relations between people and technology using dialogic teaching, providing room for unpredictability and critical reflection on the impacts of generative AI, especially authorship and copyright. The study concludes with a discussion of the potential uses of generative AI in future art education research and practice.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587854","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}
In this issue, we take up the concept of re-worlding to explore emerging interests and discoveries about arts and art education in a world in need of reinvention.
本期，我们以“再造世界”为概念，探讨在一个需要再造的世界中，艺术和艺术教育的新兴趣和新发现。
{"title":"Re-worlding","authors":"Rébecca Bourgault, Tara Winters","doi":"10.1386/eta_00136_2","DOIUrl":"https://doi.org/10.1386/eta_00136_2","url":null,"abstract":"In this issue, we take up the concept of re-worlding to explore emerging interests and discoveries about arts and art education in a world in need of reinvention.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588846","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: The Art of Creative Research , curated by visual art staff at the National Institute of Education, Nanyang Technological University NIE Art Gallery, Singapore, 6–31 January 2023
{"title":"The Art of Creative Research, curated by visual art staff at the National Institute of Education, Nanyang Technological University","authors":"Rebecca Heaton","doi":"10.1386/eta_00146_5","DOIUrl":"https://doi.org/10.1386/eta_00146_5","url":null,"abstract":"Review of: The Art of Creative Research , curated by visual art staff at the National Institute of Education, Nanyang Technological University NIE Art Gallery, Singapore, 6–31 January 2023","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588845","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}
In this article the author presents examples of visual autoethnographic journals that were part of an assignment she developed to foster preservice art teachers’ reflexivity and support the development of their teaching philosophies. This study analyses two preservice art teachers’ visual autoethnographic journals and reports on interviews conducted during the participants’ student teaching programme and post-graduation. The findings indicate that (1) teacher identities were formed by their past personal experiences, (2) past personal experiences influenced their teaching philosophies, (3) making art helped to synthesize ideas for future teaching and (4) developing reflexivity and clarifying teaching philosophies influenced future teaching. The results support an arts-based autoethnographic approach as a valuable method to foster preservice teachers’ reflexivity and the building of teaching philosophies.
{"title":"Crafting visual autoethnography to develop preservice art teachers’ reflexivity and teaching philosophies","authors":"Ting Fang (Claire) Chien","doi":"10.1386/eta_00140_1","DOIUrl":"https://doi.org/10.1386/eta_00140_1","url":null,"abstract":"In this article the author presents examples of visual autoethnographic journals that were part of an assignment she developed to foster preservice art teachers’ reflexivity and support the development of their teaching philosophies. This study analyses two preservice art teachers’ visual autoethnographic journals and reports on interviews conducted during the participants’ student teaching programme and post-graduation. The findings indicate that (1) teacher identities were formed by their past personal experiences, (2) past personal experiences influenced their teaching philosophies, (3) making art helped to synthesize ideas for future teaching and (4) developing reflexivity and clarifying teaching philosophies influenced future teaching. The results support an arts-based autoethnographic approach as a valuable method to foster preservice teachers’ reflexivity and the building of teaching philosophies.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587851","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}
Arts education advocacy in the United States often relies on arts education research for its arguments, yet significant policy changes supporting arts education are inconsistent from state to state. This article highlights the investigation of a US Gallup Student Poll on South Carolina arts-rich schools. More specifically, the study focuses on how states determine a school’s effectiveness and can be held accountable for the ideals of a whole-child education instead of using the narrow lens of test scores. The authors delve into two poll categories that had significance for these schools. Engagement and hope stood out as convincing measures for the arts. The data presented in this article provide a persuasive argument for how the arts can account for school effectiveness. Although the project is closely related to schools in the United States, it is presumed that results from this study are relevant for colleagues in other countries as well, where similar accountability measures prevail.
{"title":"Considering the arts in school assessment in the United States: An investigation of engagement and hope","authors":"Tracey Hunter-Doniger, Kim Wilson","doi":"10.1386/eta_00138_1","DOIUrl":"https://doi.org/10.1386/eta_00138_1","url":null,"abstract":"Arts education advocacy in the United States often relies on arts education research for its arguments, yet significant policy changes supporting arts education are inconsistent from state to state. This article highlights the investigation of a US Gallup Student Poll on South Carolina arts-rich schools. More specifically, the study focuses on how states determine a school’s effectiveness and can be held accountable for the ideals of a whole-child education instead of using the narrow lens of test scores. The authors delve into two poll categories that had significance for these schools. Engagement and hope stood out as convincing measures for the arts. The data presented in this article provide a persuasive argument for how the arts can account for school effectiveness. Although the project is closely related to schools in the United States, it is presumed that results from this study are relevant for colleagues in other countries as well, where similar accountability measures prevail.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588012","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: Art Therapy with Special Education Students , Dafna Regev (2023) New York: Routledge, 190 pp., ISBN 978-1-00315-691-8, e-book, £25.59 ISBN 978-0-36774-281-2, p/bk, £25.59 ISBN 978-0-36774-282-9, h/bk, £104.00
{"title":"Art Therapy with Special Education Students, Dafna Regev (2023)","authors":"Tess Rendoth","doi":"10.1386/eta_00145_5","DOIUrl":"https://doi.org/10.1386/eta_00145_5","url":null,"abstract":"Review of: Art Therapy with Special Education Students , Dafna Regev (2023) New York: Routledge, 190 pp., ISBN 978-1-00315-691-8, e-book, £25.59 ISBN 978-0-36774-281-2, p/bk, £25.59 ISBN 978-0-36774-282-9, h/bk, £104.00","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588839","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}
Alexandra Lasczik, Amy Cutter-Mackenzie-Knowles, Marie-Laurence Paquette, Antonia Canosa, Marianne Logan
This arts-based project engaged youth (between 18 and 24 years of age) living in Byron Bay to co-design an inquiry addressing the increased pollution created during the period of Schoolies. Through a youth-framed participatory research design, the project team engaged local youth in researching young people’s marine pollution understandings, attitudes and behaviours. It then supported their ideas as they created, instigated and assessed an intervention campaign, targeted at Schoolies tourists, to reduce the amount of beach litter (). The young people conducted video interviews with their peers, created visual diaries, took photographs, and designed and implemented an intervention plan. Seeking a feasible action and realizing the enormity of the issue of marine pollution, they decided to target the beach as a specific site for intervention, and in particular, the issue of cigarette butt litter. The young people then engaged in a suite of arts-based analyses, including photographs of the intervention in-process, a documentary film, visual diaries () and a collaborative, large-scale canvas painting (; ) as an analytical riposte.
{"title":"Youth4Sea and marine debris: An arts-based, site-specific, youth-framed inquiry","authors":"Alexandra Lasczik, Amy Cutter-Mackenzie-Knowles, Marie-Laurence Paquette, Antonia Canosa, Marianne Logan","doi":"10.1386/eta_00139_3","DOIUrl":"https://doi.org/10.1386/eta_00139_3","url":null,"abstract":"This arts-based project engaged youth (between 18 and 24 years of age) living in Byron Bay to co-design an inquiry addressing the increased pollution created during the period of Schoolies. Through a youth-framed participatory research design, the project team engaged local youth in researching young people’s marine pollution understandings, attitudes and behaviours. It then supported their ideas as they created, instigated and assessed an intervention campaign, targeted at Schoolies tourists, to reduce the amount of beach litter (). The young people conducted video interviews with their peers, created visual diaries, took photographs, and designed and implemented an intervention plan. Seeking a feasible action and realizing the enormity of the issue of marine pollution, they decided to target the beach as a specific site for intervention, and in particular, the issue of cigarette butt litter. The young people then engaged in a suite of arts-based analyses, including photographs of the intervention in-process, a documentary film, visual diaries () and a collaborative, large-scale canvas painting (; ) as an analytical riposte.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588014","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 article discusses Ghanaian ceramic art and the critical interventions that are driving an emerging contemporary ceramic practice. Over the last decade (2011–22), Ghanaian ceramic art appears to have had a stagnant traditional practice and has struggled to be seen, heard and valued within local and global contemporary art discourse. Reviews and reforms of art education in college and tertiary curriculum have provided critical interventions to address this situation. Discussing the works of Japheth Asiedu-Kwarteng, Eugene Ofori Agyei, Frederick Ebenezer Okai, Alex Awuku and other artists, this article reveals how young Ghanaian contemporary ceramic artists are navigating a path to creating new artistic identities and pushing the boundaries of conventional Ghanaian ceramics. These developments also point to the meaningful expansion of ceramics in contemporary art education more generally.
{"title":"The cutting edge in Ghanaian contemporary ceramics","authors":"Samuel Nortey","doi":"10.1386/eta_00137_1","DOIUrl":"https://doi.org/10.1386/eta_00137_1","url":null,"abstract":"This article discusses Ghanaian ceramic art and the critical interventions that are driving an emerging contemporary ceramic practice. Over the last decade (2011–22), Ghanaian ceramic art appears to have had a stagnant traditional practice and has struggled to be seen, heard and valued within local and global contemporary art discourse. Reviews and reforms of art education in college and tertiary curriculum have provided critical interventions to address this situation. Discussing the works of Japheth Asiedu-Kwarteng, Eugene Ofori Agyei, Frederick Ebenezer Okai, Alex Awuku and other artists, this article reveals how young Ghanaian contemporary ceramic artists are navigating a path to creating new artistic identities and pushing the boundaries of conventional Ghanaian ceramics. These developments also point to the meaningful expansion of ceramics in contemporary art education more generally.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588019","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: Researching the Teaching of Drawing , Raymond M. Klein (ed.) (2022) Wilmington, DE and Malaga: Vernon Press, 212 pp., ISBN 978-1-64889-423-7, h/bk, $ 75/£ 59/€ 65
{"title":"Researching the Teaching of Drawing, Raymond M. Klein (ed.) (2022)","authors":"David LeRue","doi":"10.1386/eta_00144_5","DOIUrl":"https://doi.org/10.1386/eta_00144_5","url":null,"abstract":"Review of: Researching the Teaching of Drawing , Raymond M. Klein (ed.) (2022) Wilmington, DE and Malaga: Vernon Press, 212 pp., ISBN 978-1-64889-423-7, h/bk, $ 75/£ 59/€ 65","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588834","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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