In art education, students reflect on and explore their identity. In the course ‘Plastic Arts Education’, required for a Primary Education degree at the University of Granada, Spain, students create a panoramic photographic self-portrait to engage in an exploration of self. The main purpose of this visual strategy is to experiment with visual identity using the self as creative subject and resource. Through the creation of these panoramic self-portraits, art education majors work creatively with different images to develop their visual identities and become conscious of constructing a self-image that will be projected on social media. This arts-based research approach allows students to be inspired by artists and discover visual and conceptual resonances between images.
{"title":"The panoramic portrait: Educational strategies to create a distorted self-portrait","authors":"Alicia Arias-Camisón Coello, Rafaèle Genet Verney","doi":"10.1386/eta_00142_3","DOIUrl":"https://doi.org/10.1386/eta_00142_3","url":null,"abstract":"In art education, students reflect on and explore their identity. In the course ‘Plastic Arts Education’, required for a Primary Education degree at the University of Granada, Spain, students create a panoramic photographic self-portrait to engage in an exploration of self. The main purpose of this visual strategy is to experiment with visual identity using the self as creative subject and resource. Through the creation of these panoramic self-portraits, art education majors work creatively with different images to develop their visual identities and become conscious of constructing a self-image that will be projected on social media. This arts-based research approach allows students to be inspired by artists and discover visual and conceptual resonances between images.","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":"135588844","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}
Enock Swanzy-Impraim, J. Morris, Geoffrey W. Lummis, Andrew Jones
Globally, creativity is viewed as a twenty-first-century education competency that is acknowledged by the Organisation for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA) and the Ghanaian Ministry of Education (MOE) pre-tertiary curriculum framework. Ghanaian teachers are required to inspire, teach and develop creativity in secondary visual arts students using a social constructivist pedagogy. This necessitates exploring how teachers value creativity and its role in learning. The article investigated sixteen Ghanaian secondary visual arts teachers’ perceived role of creativity in their teaching and the challenges they faced developing creativity in students, using a qualitative case study approach. Interviews and participant observations were used to gather data across eight secondary schools. Interviews with teachers produced insights into how they are enacting creativity through pedagogy and the challenges they currently face, including attitudinal, administrative, resource deficits and external factors. Implications for policy and practice in Ghanaian secondary education that benefit the Ghana Education Service (GES) are discussed.
{"title":"How Ghanaian secondary visual arts teachers perceive the role of creativity in their teaching","authors":"Enock Swanzy-Impraim, J. Morris, Geoffrey W. Lummis, Andrew Jones","doi":"10.1386/eta_00134_1","DOIUrl":"https://doi.org/10.1386/eta_00134_1","url":null,"abstract":"Globally, creativity is viewed as a twenty-first-century education competency that is acknowledged by the Organisation for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA) and the Ghanaian Ministry of Education (MOE) pre-tertiary curriculum framework. Ghanaian teachers are required to inspire, teach and develop creativity in secondary visual arts students using a social constructivist pedagogy. This necessitates exploring how teachers value creativity and its role in learning. The article investigated sixteen Ghanaian secondary visual arts teachers’ perceived role of creativity in their teaching and the challenges they faced developing creativity in students, using a qualitative case study approach. Interviews and participant observations were used to gather data across eight secondary schools. Interviews with teachers produced insights into how they are enacting creativity through pedagogy and the challenges they currently face, including attitudinal, administrative, resource deficits and external factors. Implications for policy and practice in Ghanaian secondary education that benefit the Ghana Education Service (GES) are discussed.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"21 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76505467","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 essay is about the making of a visual essay as a response to the conditions of COVID lockdown (2020–21). It explores how two artists worked together and apart to develop inquiries through making and sharing art and text. We worked apart to produce artworks and together to construct the visual essay. Applying a duoethnographic method we created this visual essay to reveal our making processes within the limitations of COVID lockdown.
{"title":"(Extra)ordinary artistic and poetic responses to COVID lockdown (2020–21)","authors":"G. Burke, Miriam Potts","doi":"10.1386/eta_00135_3","DOIUrl":"https://doi.org/10.1386/eta_00135_3","url":null,"abstract":"This essay is about the making of a visual essay as a response to the conditions of COVID lockdown (2020–21). It explores how two artists worked together and apart to develop inquiries through making and sharing art and text. We worked apart to produce artworks and together to construct the visual essay. Applying a duoethnographic method we created this visual essay to reveal our making processes within the limitations of COVID lockdown.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"39 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74822187","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 research-creation project explored the tension and evolving relationship between the author and the public memorial to the victims of the Montreal massacre, a space she had been avoiding for over twenty years. The victims were fourteen women, who, in 1989, were gunned down at their university in Montreal in a violent act of misogyny. A public green space, the Place du 6-décembre-1989, was inaugurated on the tenth anniversary of the shooting and houses a monument titled, Nef pour quatorze reines. The project stemmed directly from the author’s first-time visit. The creative process enabled a conversation with matter, allowing the author to reconcile her unsettling relationship with the site and its memorial. Discomfort and vulnerability evolved into an emergent pedagogical story, and an apology in the form of tracings, or visual letters, as peace offerings to each of the fourteen women and as an act of self-forgiveness.
这个研究创作项目探索了作者与蒙特利尔大屠杀受害者的公共纪念馆之间的紧张关系和不断发展的关系，这是她20多年来一直回避的空间。1989年，14名女性在蒙特利尔的一所大学被枪杀，这是一起厌恶女性的暴力行为。在枪击事件十周年之际，一个名为“1989年6月15日的公共绿地”落成，并设有一座名为“Nef pour quatorze reines”的纪念碑。这个项目直接源于作者的第一次访问。创作的过程使她能够与物质对话，使作者能够调和她与遗址及其纪念碑之间令人不安的关系。不适和脆弱演变成一个新兴的教学故事，以及以痕迹或视觉信件的形式道歉，作为对14名女性的和平奉献，也是一种自我宽恕的行为。
{"title":"In lieu of flowers: An a/r/tographic journey of apology and forgiveness","authors":"Nancy Long","doi":"10.1386/eta_00126_1","DOIUrl":"https://doi.org/10.1386/eta_00126_1","url":null,"abstract":"This research-creation project explored the tension and evolving relationship between the author and the public memorial to the victims of the Montreal massacre, a space she had been avoiding for over twenty years. The victims were fourteen women, who, in 1989, were gunned down at their university in Montreal in a violent act of misogyny. A public green space, the Place du 6-décembre-1989, was inaugurated on the tenth anniversary of the shooting and houses a monument titled, Nef pour quatorze reines. The project stemmed directly from the author’s first-time visit. The creative process enabled a conversation with matter, allowing the author to reconcile her unsettling relationship with the site and its memorial. Discomfort and vulnerability evolved into an emergent pedagogical story, and an apology in the form of tracings, or visual letters, as peace offerings to each of the fourteen women and as an act of self-forgiveness.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77222586","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 study looks at the lived experiences of Wisconsin K-12 art teachers who teach contemporary art. While research suggests that student learning is enhanced by meaningful instruction in contemporary art, more knowledge is needed to inform art education theory and practice. The study methodology was grounded in descriptive phenomenology and data included surveys, one-on-one interviews and focus group interviews, which were analysed using thematic analysis. Reported benefits of teaching contemporary art included enhanced relevance and increased student excitement and engagement. Other outcomes included the development of novel pedagogies by teachers and the increased visibility of art programmes in school and community. Challenges for teachers included the need to supplement material- and product-based lessons, the complexity of addressing controversial issues and the increased preparation time required to create original contemporary art units. Potential limitations of the study and suggestions for future research are provided.
{"title":"Benefits, outcomes and challenges of teaching contemporary art in Wisconsin K-12 art classrooms","authors":"Jaehan Bae","doi":"10.1386/eta_00133_1","DOIUrl":"https://doi.org/10.1386/eta_00133_1","url":null,"abstract":"This study looks at the lived experiences of Wisconsin K-12 art teachers who teach contemporary art. While research suggests that student learning is enhanced by meaningful instruction in contemporary art, more knowledge is needed to inform art education theory and practice. The study methodology was grounded in descriptive phenomenology and data included surveys, one-on-one interviews and focus group interviews, which were analysed using thematic analysis. Reported benefits of teaching contemporary art included enhanced relevance and increased student excitement and engagement. Other outcomes included the development of novel pedagogies by teachers and the increased visibility of art programmes in school and community. Challenges for teachers included the need to supplement material- and product-based lessons, the complexity of addressing controversial issues and the increased preparation time required to create original contemporary art units. Potential limitations of the study and suggestions for future research are provided.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"53 Pt A 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75774362","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 highlights a series of artworks that reflect my approach to art education. Housed in an abandoned storefront-turned-gallery in Salt Lake City, the work was part of a project titled ‘The Wandering Art Center: From Lower Manhattan to the Colorado Plateau’. In my role as both artist and educator, I discuss how my art practice is the inspiration behind my teaching and how my teaching informs my art. This dialectic exchange includes the ecological, or more-than-human, members of my cultural ecology. The article maps this exchange as it explores the practice of walking, as both an artistic methodology and an educational strategy.
{"title":"Strange pedagogy: An artist-led educational model","authors":"Joshua I. Graham","doi":"10.1386/eta_00129_1","DOIUrl":"https://doi.org/10.1386/eta_00129_1","url":null,"abstract":"This article highlights a series of artworks that reflect my approach to art education. Housed in an abandoned storefront-turned-gallery in Salt Lake City, the work was part of a project titled ‘The Wandering Art Center: From Lower Manhattan to the Colorado Plateau’. In my role as both artist and educator, I discuss how my art practice is the inspiration behind my teaching and how my teaching informs my art. This dialectic exchange includes the ecological, or more-than-human, members of my cultural ecology. The article maps this exchange as it explores the practice of walking, as both an artistic methodology and an educational strategy.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80207281","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: Out of Place: Artists, Pedagogy and Purpose, Tim Doud and Zoe Charlton (eds) (2021) Punctum Books, 433 pp., ISBN 978-1-68571-005-7, e-book, open access
{"title":"Out of Place: Artists, Pedagogy and Purpose, Tim Doud and Zoe Charlton (eds) (2021)","authors":"Rebecca Miles-Keogh","doi":"10.1386/eta_00132_5","DOIUrl":"https://doi.org/10.1386/eta_00132_5","url":null,"abstract":"Review of: Out of Place: Artists, Pedagogy and Purpose, Tim Doud and Zoe Charlton (eds) (2021)\u0000 Punctum Books, 433 pp.,\u0000 ISBN 978-1-68571-005-7, e-book, open access","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86510115","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 contributes to research on materialism, art and education by introducing the aesthetic, political and pedagogical theories of Louis Althusser. It begins by situating the argument within the contemporary conjuncture of the global class struggle, particularly in the West, which is defined by an ideological break with the Marxist tradition in which the actuality of revolution is denied. Such a conjuncture demands not only scientific critique and persuasion but also, more importantly, an aesthetic experience in the possibility of a revolutionary transformation of society. Analysing Althusser’s writings on aesthetics and politics and applying this analysis to Althusser’s own writing, it develops a theory of an aesthetic pedagogical encounter through which we can experience the actuality of revolution and the materiality of thought itself.
{"title":"Art, education and the actuality of revolution: Althusser’s aesthetic materialism","authors":"Derek R. Ford","doi":"10.1386/eta_00130_1","DOIUrl":"https://doi.org/10.1386/eta_00130_1","url":null,"abstract":"This article contributes to research on materialism, art and education by introducing the aesthetic, political and pedagogical theories of Louis Althusser. It begins by situating the argument within the contemporary conjuncture of the global class struggle, particularly in the West, which is defined by an ideological break with the Marxist tradition in which the actuality of revolution is denied. Such a conjuncture demands not only scientific critique and persuasion but also, more importantly, an aesthetic experience in the possibility of a revolutionary transformation of society. Analysing Althusser’s writings on aesthetics and politics and applying this analysis to Althusser’s own writing, it develops a theory of an aesthetic pedagogical encounter through which we can experience the actuality of revolution and the materiality of thought itself.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"2 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73027801","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 and design processes and practices can inform and stimulate knowledge building in powerful ways. Artist/designer Marni Stuart and artist/curator Susan Davis have employed creative practice to inform their own seeing and knowing of the natural spaces that surround them in South East Queensland, Australia. Through art and design practice they seek to share ways for others to ‘see’, appreciate and value these natural habitats and wildflower heritage.
{"title":"The art of wildflower walks: Understanding place through creative practice","authors":"Marni Stuart, Susan E. Davis","doi":"10.1386/eta_00127_3","DOIUrl":"https://doi.org/10.1386/eta_00127_3","url":null,"abstract":"Art and design processes and practices can inform and stimulate knowledge building in powerful ways. Artist/designer Marni Stuart and artist/curator Susan Davis have employed creative practice to inform their own seeing and knowing of the natural spaces that surround them in South East Queensland, Australia. Through art and design practice they seek to share ways for others to ‘see’, appreciate and value these natural habitats and wildflower heritage.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"73 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84340182","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: Contemporary Art from Cyprus: Politics, Identities, and Cultures across Borders, Elena Stylianou, Evanthia Tselika and Gabriel Koureas (eds) (2021) London: Bloomsbury, 272 pp., ISBN 978-1-35019-864-7, h/bk, $108
{"title":"Contemporary Art from Cyprus: Politics, Identities, and Cultures across Borders, Elena Stylianou, Evanthia Tselika and Gabriel Koureas (eds) (2021)","authors":"Tereza Markidou","doi":"10.1386/eta_00131_5","DOIUrl":"https://doi.org/10.1386/eta_00131_5","url":null,"abstract":"Review of: Contemporary Art from Cyprus: Politics, Identities, and Cultures across Borders, Elena Stylianou, Evanthia Tselika and Gabriel Koureas (eds) (2021)\u0000 London: Bloomsbury, 272 pp.,\u0000 ISBN 978-1-35019-864-7, h/bk, $108","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"19 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82908361","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：