In this participatory land art workshop, nature was used as a play material to represent the motif of metamorphosis while participants role-played herrings for empathy. The aim was to shift the perspective from our materials – which are agentic in co-constituting conditions evocative of empathy – to observing the outcome from a bird’s-eye view. The workshop sought to demonstrate the power of collaboration, by presenting an allegory of the collaboration of herd species such as herrings. Alone they/we are nothing but, with determination and a clear goal, we can create visible change in the environment and in emotions and attitudes like environmental empathy. Earlier research and this case demonstrate how ecological paradigms can be stimulated with the use of place-based art.
{"title":"Building, becoming, believing: Participatory land art for empathy and meliorism","authors":"Nina Luostarinen","doi":"10.1386/eta_00118_3","DOIUrl":"https://doi.org/10.1386/eta_00118_3","url":null,"abstract":"In this participatory land art workshop, nature was used as a play material to represent the motif of metamorphosis while participants role-played herrings for empathy. The aim was to shift the perspective from our materials – which are agentic in co-constituting conditions evocative of empathy – to observing the outcome from a bird’s-eye view. The workshop sought to demonstrate the power of collaboration, by presenting an allegory of the collaboration of herd species such as herrings. Alone they/we are nothing but, with determination and a clear goal, we can create visible change in the environment and in emotions and attitudes like environmental empathy. Earlier research and this case demonstrate how ecological paradigms can be stimulated with the use of place-based art.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"4 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90483170","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 examines the environmental implications of ubiquitous information and communication technologies (ICT) manufacturing, operations and usage, using the theories of new materialism and digital materialism, and offers an interactive video installation as a case study for contemporary digital art’s pedagogical potential in response to such environmental issues. Contrary to the imageries of the cloud and the notion of immateriality as promoted by the tech industry, digital media systems are grounded in the material world and operate at the expense of the material substrate. Such a sociopolitical landscape warrants an exploration of potential counter tactics in the fields of digital art and art education. Being informed by digital materialism and hinged on the notion that encounters with contemporary art can cultivate critical and different ways of knowing, this article proposes that a focus on the material can function as an antithesis to the abstracting act of information/data and its purported immateriality.
{"title":"The Medium Is the Environment: Digital materialism, climate crisis and digital art as pedagogy","authors":"Kevin Day","doi":"10.1386/eta_00119_1","DOIUrl":"https://doi.org/10.1386/eta_00119_1","url":null,"abstract":"This article examines the environmental implications of ubiquitous information and communication technologies (ICT) manufacturing, operations and usage, using the theories of new materialism and digital materialism, and offers an interactive video installation as a case study for contemporary digital art’s pedagogical potential in response to such environmental issues. Contrary to the imageries of the cloud and the notion of immateriality as promoted by the tech industry, digital media systems are grounded in the material world and operate at the expense of the material substrate. Such a sociopolitical landscape warrants an exploration of potential counter tactics in the fields of digital art and art education. Being informed by digital materialism and hinged on the notion that encounters with contemporary art can cultivate critical and different ways of knowing, this article proposes that a focus on the material can function as an antithesis to the abstracting act of information/data and its purported immateriality.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"17 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81887828","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}
A distinctive form of environmentally driven art and design practice has emerged in urban contexts over the last few decades. This practice has developed a unique discourse aiming to inform and rally the public to action. The global eco-didactic direction of this artwork not only demonstrates an alignment with pressing ecological issues but is driven by an urgent need to explain unsustainable anthropocentric practices. Adopting the public realm as an audience is key for these works, since this enables human encounters with the issues collectively, contributing to the potential of ‘public space as a political forum’. This article poses the question ‘are these works a means of revealing the Anthropocene?’ A series of art and design installations are examined along with a discussion of the what these works aim to accomplish and how this can be achieved.
{"title":"Analysing eco-art installations for their value in affecting change","authors":"C. Cucuzzella","doi":"10.1386/eta_00117_1","DOIUrl":"https://doi.org/10.1386/eta_00117_1","url":null,"abstract":"A distinctive form of environmentally driven art and design practice has emerged in urban contexts over the last few decades. This practice has developed a unique discourse aiming to inform and rally the public to action. The global eco-didactic direction of this artwork not only demonstrates an alignment with pressing ecological issues but is driven by an urgent need to explain unsustainable anthropocentric practices. Adopting the public realm as an audience is key for these works, since this enables human encounters with the issues collectively, contributing to the potential of ‘public space as a political forum’. This article poses the question ‘are these works a means of revealing the Anthropocene?’ A series of art and design installations are examined along with a discussion of the what these works aim to accomplish and how this can be achieved.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"98 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90993827","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}
Body mapping refers to the process of representing a person’s lived experience and sociocultural contexts by creating a visualization of the person’s body, with accompanying texts and symbols. Despite the history of disembodiment in the western context, the wide use of body mapping as a visual methodology in various fields attests to the potential of body mapping in promoting embodiment and witnessing. By analysing three body maps that were created at three distinct teaching sites in community-based and preservice art education settings, I examine how body mapping can evoke embodied witnessing and explore its implication for art education.
{"title":"Body mapping as embodiment and witnessing and its implications for art education","authors":"Hyunji Kwon","doi":"10.1386/eta_00103_1","DOIUrl":"https://doi.org/10.1386/eta_00103_1","url":null,"abstract":"Body mapping refers to the process of representing a person’s lived experience and sociocultural contexts by creating a visualization of the person’s body, with accompanying texts and symbols. Despite the history of disembodiment in the western context, the wide use of body mapping as a visual methodology in various fields attests to the potential of body mapping in promoting embodiment and witnessing. By analysing three body maps that were created at three distinct teaching sites in community-based and preservice art education settings, I examine how body mapping can evoke embodied witnessing and explore its implication for art education.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"20 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74582686","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, I revisit an art student-teacher observation in an elementary school in which I encountered unsettling approaches to discipline practices. Using process philosophy as a theoretical guide, I describe my arts-based inquiry into what transpired in the school that day as events that were produced in a field of relations. Sensing that there was something I was not initially able to recognize about the field of relations from which the events were catalysed, I pursued an alternate tracing of the events as juxtaposed with texts relevant to the history of schooling in the United States. This process brought to the fore the role of Whiteness – past and present – in the disciplinary norms around which schooling in the United States is centred. I further explore the role of Whiteness in the disciplining of bodies, sounds, affects and emotions in schools – all of which affect students’ and teachers’ ways of being in art classrooms.
{"title":"An alternate tracing as arts-based inquiry: Recognizing past-present trajectories of schooling and Whiteness in an art student-teacher observation","authors":"Christina Hanawalt","doi":"10.1386/eta_00110_1","DOIUrl":"https://doi.org/10.1386/eta_00110_1","url":null,"abstract":"In this article, I revisit an art student-teacher observation in an elementary school in which I encountered unsettling approaches to discipline practices. Using process philosophy as a theoretical guide, I describe my arts-based inquiry into what transpired in the school that day as events that were produced in a field of relations. Sensing that there was something I was not initially able to recognize about the field of relations from which the events were catalysed, I pursued an alternate tracing of the events as juxtaposed with texts relevant to the history of schooling in the United States. This process brought to the fore the role of Whiteness – past and present – in the disciplinary norms around which schooling in the United States is centred. I further explore the role of Whiteness in the disciplining of bodies, sounds, affects and emotions in schools – all of which affect students’ and teachers’ ways of being in art classrooms.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"22 4","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72508924","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}
Expressive portraiture, as a form of arts-based research, is an emerging methodology that complements traditional approaches to qualitative inquiry. Marrying phenomenological methodology to arts practice, the artist-as-researcher can explore meanings that are often taken for granted. Expressive portraits facilitate the researcher’s reflections on participants’ experiences, allowing the development of complex ideas and feelings. The portraits became my entry point to understanding participants’ lived experience and offered an avenue to explore and deepen our relationships. However, one participant and I unexpectedly diverged in our interpretations, a vulnerable experience for us both. In my quest to deeply understand the experiences of my participants, I found that I had to release my own preconceived notions. The arts-based method of expressive portraiture made visible my interpretation, that altered my conceptions of qualitative research, and who I am as an artist/researcher/teacher.
{"title":"Expressive portraiture as research: Exploration, ideation and discovery","authors":"L. Helmick","doi":"10.1386/eta_00108_1","DOIUrl":"https://doi.org/10.1386/eta_00108_1","url":null,"abstract":"Expressive portraiture, as a form of arts-based research, is an emerging methodology that complements traditional approaches to qualitative inquiry. Marrying phenomenological methodology to arts practice, the artist-as-researcher can explore meanings that are often taken for granted. Expressive portraits facilitate the researcher’s reflections on participants’ experiences, allowing the development of complex ideas and feelings. The portraits became my entry point to understanding participants’ lived experience and offered an avenue to explore and deepen our relationships. However, one participant and I unexpectedly diverged in our interpretations, a vulnerable experience for us both. In my quest to deeply understand the experiences of my participants, I found that I had to release my own preconceived notions. The arts-based method of expressive portraiture made visible my interpretation, that altered my conceptions of qualitative research, and who I am as an artist/researcher/teacher.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81698518","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: Popular Pleasures: An Introduction to the Aesthetics of Popular Visual Culture, Paul Duncum (2021) London and New York: Bloomsbury, 229 pp., ISBN 978-1-35019-339-0, p/bk, $28.84/£26.97
{"title":"Popular Pleasures: An Introduction to the Aesthetics of Popular Visual Culture, Paul Duncum (2021)","authors":"Mary Stokrocki","doi":"10.1386/eta_00112_5","DOIUrl":"https://doi.org/10.1386/eta_00112_5","url":null,"abstract":"Review of: Popular Pleasures: An Introduction to the Aesthetics of Popular Visual Culture, Paul Duncum (2021)\u0000London and New York: Bloomsbury, 229 pp.,\u0000ISBN 978-1-35019-339-0, p/bk, $28.84/£26.97","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"36 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80330574","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}
Which possibilities are there for cultivating critical, creative, artistic and ethical thinking in collaboration with a major corporation in a student project? The project explored in this article involved first-year students enrolled in a BA product design course at the Oslo Metropolitan University. The research approach combined methods such as practice-led research with students, photo-elicitation interviews, autoethnographic writing and reflections. The article attends to potentials and failures in critical, creative and artistic practices that aim to challenge problematic modes of production in society today. The project initially set out to explore critical modes of creativity and making practices that are different from commercial design. However, the same project was embraced by Ikea, who both sponsored it and exhibited the final results. This embrace may have the effect of zeroing out, countering or incorporating attempts to be critical towards commercial design.
{"title":"The stool that became a tree: Reflecting on a collaborative student project in design education","authors":"Vibeke Sjøvoll","doi":"10.1386/eta_00107_1","DOIUrl":"https://doi.org/10.1386/eta_00107_1","url":null,"abstract":"Which possibilities are there for cultivating critical, creative, artistic and ethical thinking in collaboration with a major corporation in a student project? The project explored in this article involved first-year students enrolled in a BA product design course at the Oslo Metropolitan University. The research approach combined methods such as practice-led research with students, photo-elicitation interviews, autoethnographic writing and reflections. The article attends to potentials and failures in critical, creative and artistic practices that aim to challenge problematic modes of production in society today. The project initially set out to explore critical modes of creativity and making practices that are different from commercial design. However, the same project was embraced by Ikea, who both sponsored it and exhibited the final results. This embrace may have the effect of zeroing out, countering or incorporating attempts to be critical towards commercial design.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90574370","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}
How can art educators transmit their passion and enthusiasm for art teaching and learning to cultivate human potential in the virtual classroom? As a collective case study focusing on our online undergraduate courses, this research examines how two instructors used instructional methods and technologies, and how their students responded to their pedagogical endeavours. Qualitative content analysis was utilized. Virtual art classes can encourage students to look into themselves and become more aware of themselves. Communicating and feeling connected to others are critical for students in online settings. As demonstrated in our course design, connectivity between students and instructors can be facilitated through a multilayered structure, providing for more efficient communication. This study also found blurred boundaries between real and virtual learning environments. When we facilitate fluidity and conceptual flexibility as online art educators, digital technologies may expand our thinking and expression frameworks.
{"title":"Exploring online art education: Multi-institutional perspectives and practices","authors":"Borim Song, Kyung-Soon Lim","doi":"10.1386/eta_00104_1","DOIUrl":"https://doi.org/10.1386/eta_00104_1","url":null,"abstract":"How can art educators transmit their passion and enthusiasm for art teaching and learning to cultivate human potential in the virtual classroom? As a collective case study focusing on our online undergraduate courses, this research examines how two instructors used instructional methods and technologies, and how their students responded to their pedagogical endeavours. Qualitative content analysis was utilized. Virtual art classes can encourage students to look into themselves and become more aware of themselves. Communicating and feeling connected to others are critical for students in online settings. As demonstrated in our course design, connectivity between students and instructors can be facilitated through a multilayered structure, providing for more efficient communication. This study also found blurred boundaries between real and virtual learning environments. When we facilitate fluidity and conceptual flexibility as online art educators, digital technologies may expand our thinking and expression frameworks.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"29 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72982191","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":"Making Artists, Melissa Purtee and Ian Sands (2021)","authors":"Brooke Brei","doi":"10.1386/eta_00113_5","DOIUrl":"https://doi.org/10.1386/eta_00113_5","url":null,"abstract":"Review of: Making Artists, Melissa Purtee and Ian Sands (2021)\u0000Worcester, MA: Davis Publications, 247 pp.,\u0000ISBN 978-1-64164-038-1, p/bk, $35.95","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"28 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74103224","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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