After witnessing my home country suffering through a vicious civil war, this inquiry initially intended to represent Syria in a positive light, as a place of civilization, differently to what we have been constantly seeing in the news in recent years. However, the research led me to more meaningful discoveries. With the help of Syrian participants, I discovered not only a way to promote the country as a place of peace and prosperity, but also a way to invite the viewer to reconcile with grief and adversity they have experienced by embracing the word ‘hope’. In this visual essay, I share an invitation to reconcile with one’s self, past and hardship through the Ugaritic alphabet.
{"title":"Reconciliation with the pain through embracing the past: Message of hope and resilience via the Ugaritic alphabet","authors":"H. Georges","doi":"10.1386/eta_00109_3","DOIUrl":"https://doi.org/10.1386/eta_00109_3","url":null,"abstract":"After witnessing my home country suffering through a vicious civil war, this inquiry initially intended to represent Syria in a positive light, as a place of civilization, differently to what we have been constantly seeing in the news in recent years. However, the research led me to more meaningful discoveries. With the help of Syrian participants, I discovered not only a way to promote the country as a place of peace and prosperity, but also a way to invite the viewer to reconcile with grief and adversity they have experienced by embracing the word ‘hope’. In this visual essay, I share an invitation to reconcile with one’s self, past and hardship through the Ugaritic alphabet.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"80 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84199194","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}
Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein, Alexandra Lasczik
This editorial articulates the hope art educators might find in the radical belief of futural possibilities. Co-authors embrace the editorial process and our journey through it as an editorial team for this journal as the nurturing and coalescing of potential. The journal and its contents manifest the hope that even dire situations could be otherwise.
{"title":"Hopeful art education","authors":"Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein, Alexandra Lasczik","doi":"10.1386/eta_00102_2","DOIUrl":"https://doi.org/10.1386/eta_00102_2","url":null,"abstract":"This editorial articulates the hope art educators might find in the radical belief of futural possibilities. Co-authors embrace the editorial process and our journey through it as an editorial team for this journal as the nurturing and coalescing of potential. The journal and its contents manifest the hope that even dire situations could be otherwise.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"35 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86916582","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 visual essay, I render my journey up the Tower of Experience. The tower has four levels – physical, emotional, cognitive and spiritual – and each level expresses a different way of knowing and experiencing. These levels express a deep and broad interpretation of reality, and thus a way through which to understand artistic experience and inquiry. The tower illustrates perennialism’s hierarchical stages of ascent towards wholeness of Being, which inspire me to create integral and holistic arts learning experiences for my visual arts education students. The purpose of this essay was to visualize my felt-sense of the tower and connect this to my teaching concerns. In subsequent investigations, I will analyse the symbolism and phenomenological response to the tower artworks.
{"title":"The tower of experience: The integral ascent of arts knowing","authors":"Marta Kawka","doi":"10.1386/eta_00105_3","DOIUrl":"https://doi.org/10.1386/eta_00105_3","url":null,"abstract":"In this visual essay, I render my journey up the Tower of Experience. The tower has four levels – physical, emotional, cognitive and spiritual – and each level expresses a different way of knowing and experiencing. These levels express a deep and broad interpretation of reality, and thus a way through which to understand artistic experience and inquiry. The tower illustrates perennialism’s hierarchical stages of ascent towards wholeness of Being, which inspire me to create integral and holistic arts learning experiences for my visual arts education students. The purpose of this essay was to visualize my felt-sense of the tower and connect this to my teaching concerns. In subsequent investigations, I will analyse the symbolism and phenomenological response to the tower artworks.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"4 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74161332","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}
Over the preceding half century, ecological and environmental art pedagogies have been put forth within the field of art education. In this study, we sought to understand their contemporary emphasis in US art teacher education and how that emphasis compares with other educational approaches. Through surveying art teacher educators and pre-service art teachers, we found the emphasis of ecological/environmental art education was the lowest of the educational approaches surveyed. In contrast, multicultural education, visual culture and social justice were some of the highest-ranked approaches. The gap in emphasis, between these approaches and ecological/environmental education, represents an opportunity to draw attention to their shared characteristics. We recommend art teacher education adopt an ecofeminist orientation to facilitate its transition towards intersectionality in pedagogy, so it can effectively prepare pre-service teachers to engage with social, cultural and ecological content and issues through art curriculum and pedagogy.
{"title":"Educational approaches within US art teacher education: The status of ecological and environmental education","authors":"Joy G. Bertling, Tara C. Moore","doi":"10.1386/eta_00106_1","DOIUrl":"https://doi.org/10.1386/eta_00106_1","url":null,"abstract":"Over the preceding half century, ecological and environmental art pedagogies have been put forth within the field of art education. In this study, we sought to understand their contemporary emphasis in US art teacher education and how that emphasis compares with other educational approaches. Through surveying art teacher educators and pre-service art teachers, we found the emphasis of ecological/environmental art education was the lowest of the educational approaches surveyed. In contrast, multicultural education, visual culture and social justice were some of the highest-ranked approaches. The gap in emphasis, between these approaches and ecological/environmental education, represents an opportunity to draw attention to their shared characteristics. We recommend art teacher education adopt an ecofeminist orientation to facilitate its transition towards intersectionality in pedagogy, so it can effectively prepare pre-service teachers to engage with social, cultural and ecological content and issues through art curriculum and pedagogy.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"41 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91203665","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 reflects on an inclusive art practice teaching method that encourages students to embrace their Indigenous knowledge and cultural meanings as a point of departure, culminating in visual narratives. It provides an overview of a selection of African language Xhosa speech acts and visual narratives from students who have completed their qualifications using this method. Cultural meanings are constructed through language, which subsequently influences the behavioural world of the speakers. Analysis and interpretation of a small sample of visual narratives is presented in order to highlight the value of this inclusive teaching method. The emergent visual narratives contribute to the sustainability and future research of Indigenous culture in the context of African Indigenous knowledge systems.
{"title":"An Indigenous epistemological revival through an inclusive art practice teaching method","authors":"N. Mpako","doi":"10.1386/eta_00097_1","DOIUrl":"https://doi.org/10.1386/eta_00097_1","url":null,"abstract":"This article reflects on an inclusive art practice teaching method that encourages students to embrace their Indigenous knowledge and cultural meanings as a point of departure, culminating in visual narratives. It provides an overview of a selection of African language Xhosa speech acts and visual narratives from students who have completed their qualifications using this method. Cultural meanings are constructed through language, which subsequently influences the behavioural world of the speakers. Analysis and interpretation of a small sample of visual narratives is presented in order to highlight the value of this inclusive teaching method. The emergent visual narratives contribute to the sustainability and future research of Indigenous culture in the context of African Indigenous knowledge systems.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83982094","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}
Stephanie Jones, James F. Woglom, Dhanna Alkowni, Eboni Cobby, Haley Davis, B. Flores, Hosanna Pasillas, Taylar Mason
In this graphica article, Stephanie Jones and James Woglom have a critical discussion and analysis of the community-based art-making pedagogical project that Woglom undertook with their undergraduate art education students, expanding on Authors’ past work in comics arts-based research. They build upon the idea of ‘ethnographica’ – or ethnographically informed graphica creation – as the primary method of meaning-making Woglom and their students engaged in. Students’ (positioned as co-researchers, and named as authors in the piece) visual-verbal meaning-making of their community-based work with youth is included along with some of their interpretations of their experiences as well as the two authors’ analyses. The article connects this one semester of socially engaged art teacher education to relational aesthetics, A/R/Tography and culturally responsive work with youth.
{"title":"Socially engaged art with preservice teachers: The aesthetics of making sense of community-embedded experiences","authors":"Stephanie Jones, James F. Woglom, Dhanna Alkowni, Eboni Cobby, Haley Davis, B. Flores, Hosanna Pasillas, Taylar Mason","doi":"10.1386/eta_00096_3","DOIUrl":"https://doi.org/10.1386/eta_00096_3","url":null,"abstract":"In this graphica article, Stephanie Jones and James Woglom have a critical discussion and analysis of the community-based art-making pedagogical project that Woglom undertook with their undergraduate art education students, expanding on Authors’ past work in comics arts-based research. They build upon the idea of ‘ethnographica’ – or ethnographically informed graphica creation – as the primary method of meaning-making Woglom and their students engaged in. Students’ (positioned as co-researchers, and named as authors in the piece) visual-verbal meaning-making of their community-based work with youth is included along with some of their interpretations of their experiences as well as the two authors’ analyses. The article connects this one semester of socially engaged art teacher education to relational aesthetics, A/R/Tography and culturally responsive work with youth.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"26 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87093840","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: Critical Digital Making in Art Education, Aaron D. Knochel, Christine Liao and Ryan M. Patton (eds) (2020) New York, Bern, Berlin, Brussels, Vienna, Oxford and Warsaw: Peter Lang, 258 pp., ISBN 978-1-43317-762-0, h/bk, £84
回顾:艺术教育中的关键数字制作，Aaron D. Knochel, Christine Liao和Ryan M. Patton(编)(2020)纽约，伯尔尼，柏林，布鲁塞尔，维也纳，牛津和华沙:Peter Lang, 258页，ISBN 978-1-43317-762-0, h/bk, 84英镑
{"title":"Critical Digital Making in Art Education, Aaron D. Knochel, Christine Liao and Ryan M. Patton (eds) (2020)","authors":"R. Sweeny","doi":"10.1386/eta_00101_5","DOIUrl":"https://doi.org/10.1386/eta_00101_5","url":null,"abstract":"Review of: Critical Digital Making in Art Education, Aaron D. Knochel, Christine Liao and Ryan M. Patton (eds) (2020)\u0000New York, Bern, Berlin, Brussels, Vienna, Oxford and Warsaw: Peter Lang, 258 pp.,\u0000ISBN 978-1-43317-762-0, h/bk, £84","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"15 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75276583","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}
US public parks are ideological sites where settler-colonial curriculum of territoriality is enacted through their organization and design. However, public parks and the rhetorics of nature and democracy that often frame them are rarely problematized as White settler projects occupying the colonized land. Drawing on the scholarship of decolonial, land-based education, this article critiques the narratives of US urban parks’ undergirding settler-colonial curricula and discusses a student-developed artistic intervention executed in a local public park. The ‘Lederer Park Placards Project’ is explored as both pedagogical gesture and art-based research, which engages in settler-colonial critique through site-specific installation to surface the erasure of Indigenous realities and to divert the existing settler-colonial narratives of public places. This art-in-action is discussed as a decolonial gesture intended to disrupt the White, Eurocentric, colonial curricula embedded in US public parks.
{"title":"Land-based art intervention: Disrupting settler colonial curriculum of public parks","authors":"Michelle S. Bae-Dimitriadis, L. Meeken","doi":"10.1386/eta_00098_1","DOIUrl":"https://doi.org/10.1386/eta_00098_1","url":null,"abstract":"US public parks are ideological sites where settler-colonial curriculum of territoriality is enacted through their organization and design. However, public parks and the rhetorics of nature and democracy that often frame them are rarely problematized as White settler projects occupying the colonized land. Drawing on the scholarship of decolonial, land-based education, this article critiques the narratives of US urban parks’ undergirding settler-colonial curricula and discusses a student-developed artistic intervention executed in a local public park. The ‘Lederer Park Placards Project’ is explored as both pedagogical gesture and art-based research, which engages in settler-colonial critique through site-specific installation to surface the erasure of Indigenous realities and to divert the existing settler-colonial narratives of public places. This art-in-action is discussed as a decolonial gesture intended to disrupt the White, Eurocentric, colonial curricula embedded in US public parks.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"111 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78066102","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}
Although TikTok has been downloaded 2.6 billion times and is widely used around the world, cultural organizations have been slow to join the trend. The few museums that use the app have had contrasting approaches to their content creation. This study employs a case study methodology to examine the use of TikTok by the Uffizi Gallery (Florence) and the Rijksmuseum (Amsterdam) through a visual content analysis of their posts. Considering theories of learning and teaching in the museum, as well as of connectivism, the central guiding questions are: how are museums using TikTok? In what ways do these short-form videos connect visitors with their collections? What are the implications for museum education? The findings from this study reveal that museums use either expository and didactic teaching practices on TikTok or performative TikTok practices, which include collaboration with youth. The study has implications for museum educators who wish to use TikTok as an educational tool.
{"title":"TikTok and museum education: A visual content analysis","authors":"Emma June Huebner","doi":"10.1386/eta_00095_1","DOIUrl":"https://doi.org/10.1386/eta_00095_1","url":null,"abstract":"Although TikTok has been downloaded 2.6 billion times and is widely used around the world, cultural organizations have been slow to join the trend. The few museums that use the app have had contrasting approaches to their content creation. This study employs a case study methodology to examine the use of TikTok by the Uffizi Gallery (Florence) and the Rijksmuseum (Amsterdam) through a visual content analysis of their posts. Considering theories of learning and teaching in the museum, as well as of connectivism, the central guiding questions are: how are museums using TikTok? In what ways do these short-form videos connect visitors with their collections? What are the implications for museum education? The findings from this study reveal that museums use either expository and didactic teaching practices on TikTok or performative TikTok practices, which include collaboration with youth. The study has implications for museum educators who wish to use TikTok as an educational tool.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"26 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75441851","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: Field trip for one: Self-directed learning with the #MetKids website #MetKids, The Metropolitan Museum of Art (2015) https://www.metmuseum.org/art/online-features/metkids/
{"title":"Field trip for one: Self-directed learning with the #MetKids website #MetKids, The Metropolitan Museum of Art (2015)","authors":"Sarah Harper","doi":"10.1386/eta_00099_5","DOIUrl":"https://doi.org/10.1386/eta_00099_5","url":null,"abstract":"Review of: Field trip for one: Self-directed learning with the #MetKids website #MetKids, The Metropolitan Museum of Art (2015)\u0000https://www.metmuseum.org/art/online-features/metkids/","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"44 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89669038","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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