Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein, Alexandra Lasczik
{"title":"Together-apart","authors":"Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein, Alexandra Lasczik","doi":"10.1386/eta_00061_2","DOIUrl":"https://doi.org/10.1386/eta_00061_2","url":null,"abstract":"","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"56 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89870227","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: A Companion to Curation, Brad Buckley and John Conomos (eds), Dana Arnold (series ed.) (2020) Hoboken, NJ: Wiley-Blackwell, 520 pp., ISBN 978-1-11920-685-9, h/bk, 53 b/w illustrations, £148.00
{"title":"A Companion to Curation, Brad Buckley and John Conomos (eds), Dana Arnold (series ed.) (2020)","authors":"V. Sekules","doi":"10.1386/eta_00068_5","DOIUrl":"https://doi.org/10.1386/eta_00068_5","url":null,"abstract":"Review of: A Companion to Curation, Brad Buckley and John Conomos (eds), Dana Arnold (series ed.) (2020)\u0000Hoboken, NJ: Wiley-Blackwell, 520 pp.,\u0000ISBN 978-1-11920-685-9, h/bk, 53 b/w illustrations, £148.00","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"35 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87165434","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 the Arctic, environmental conflicts over land use and the exploitation of natural resources cast shadows over communities. Artists’ and art educators’ responses can play a meaningful role in resisting harmful developments. Emerging artistic and pedagogical interventions follow principles of socially and environmentally engaged art and art education. This visual essay describes a contemporary art event that opposed plans for an iron ore mine next to Pallas-Yllästunturi National Park in Finnish Lapland. An art-based action-research strategy was used to develop resources for communities in conflict. It focuses on describing the cyclical nature of art interventions. Analyses of activities show that art-based resources in environmental battles can foster cultural resilience, impact values, enhance hope and allow for campaigning that uses art to communicate environmental concerns. Further research into artistic interventions that open dialogue between parties in conflict is required.
{"title":"Art-based events for conflicted communities: Engaging and educating through art","authors":"Maria Huhmarniemi","doi":"10.1386/eta_00065_3","DOIUrl":"https://doi.org/10.1386/eta_00065_3","url":null,"abstract":"In the Arctic, environmental conflicts over land use and the exploitation of natural resources cast shadows over communities. Artists’ and art educators’ responses can play a meaningful role in resisting harmful developments. Emerging artistic and pedagogical interventions follow principles of socially and environmentally engaged art and art education. This visual essay describes a contemporary art event that opposed plans for an iron ore mine next to Pallas-Yllästunturi National Park in Finnish Lapland. An art-based action-research strategy was used to develop resources for communities in conflict. It focuses on describing the cyclical nature of art interventions. Analyses of activities show that art-based resources in environmental battles can foster cultural resilience, impact values, enhance hope and allow for campaigning that uses art to communicate environmental concerns. Further research into artistic interventions that open dialogue between parties in conflict is required.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"31 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75816756","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 purpose of the study was to reveal the central elements of combining a critical research approach with hands-on activities in fibre art studies. The article is based on ethnographic data gathered in two fibre art courses at a US university in the autumn of 2018. Intersectionality and interconnectedness, the material context and the process, emerged as the most important concepts of the critical research approach under study. These ideas were combined with hands-on activities so that the students learned both the basic skills and the broader social, cultural and material meanings related to their activities. The students appreciated the critical research approach which broadened their perspectives on fibre art. The low status of fibre art at the academy was revealed and associated with the gendered tradition. Study findings recommend the development of pedagogies that implement a critical research approach in art and craft education.
{"title":"Exploring a critical research approach in fibre art studies in the United States","authors":"S. Kokko","doi":"10.1386/ETA_00067_1","DOIUrl":"https://doi.org/10.1386/ETA_00067_1","url":null,"abstract":"The purpose of the study was to reveal the central elements of combining a critical research approach with hands-on activities in fibre art studies. The article is based on ethnographic data gathered in two fibre art courses at a US university in the autumn of 2018. Intersectionality\u0000 and interconnectedness, the material context and the process, emerged as the most important concepts of the critical research approach under study. These ideas were combined with hands-on activities so that the students learned both the basic skills and the broader social, cultural and material\u0000 meanings related to their activities. The students appreciated the critical research approach which broadened their perspectives on fibre art. The low status of fibre art at the academy was revealed and associated with the gendered tradition. Study findings recommend the development of pedagogies\u0000 that implement a critical research approach in art and craft education.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"206 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88181219","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, David Rousell, Amy Cutter-Mackenzie-Knowles
IJETA welcomes contributions for the special issue on walking as a critical art of inquiry in art and design educational research. The special issue seeks to map emerging ecologies of relation amongst walking practices from arts-based, indigenous, ecological, activist, decolonising, queer, critical and posthumanist modes of inquiry. We are particularly interested in the ways that artful modes of inquiry might open up practices and concepts of walking to the radically pluralistic outside of settler colonialism, resisting the gaze of privilege and the relentless commodification of the processes of everyday life (Cervenak 2014; Honeyford 2015; Rey and Harrison 2018; Truman 2019).
{"title":"Walking as a radical and critical art of inquiry: Embodiment, place and entanglement","authors":"Alexandra Lasczik, David Rousell, Amy Cutter-Mackenzie-Knowles","doi":"10.1386/ETA_00047_2","DOIUrl":"https://doi.org/10.1386/ETA_00047_2","url":null,"abstract":"IJETA welcomes contributions for the special issue on walking as a critical art of inquiry in art and design educational research. The special issue seeks to map emerging ecologies of relation amongst walking practices from arts-based, indigenous, ecological, activist, decolonising, queer, critical and posthumanist modes of inquiry. We are particularly interested in the ways that artful modes of inquiry might open up practices and concepts of walking to the radically pluralistic outside of settler colonialism, resisting the gaze of privilege and the relentless commodification of the processes of everyday life (Cervenak 2014; Honeyford 2015; Rey and Harrison 2018; Truman 2019).","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"30 1","pages":"3-11"},"PeriodicalIF":0.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83325115","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: Re-imagining the Art School: Paragogy and Artistic Learning, Neil Mullholland (2019) Cham: Palgrave Pivot, 145 pp., ISBN 978-3-030-20628-4, h/bk, €51,99 ISBN 978-3-030-20629-1, e-book, €42,79
{"title":"Re-imagining the Art School: Paragogy and Artistic Learning, Neil Mullholland (2019)","authors":"Christine Pybus","doi":"10.1386/ETA_00060_5","DOIUrl":"https://doi.org/10.1386/ETA_00060_5","url":null,"abstract":"Review of: Re-imagining the Art School: Paragogy and Artistic Learning, Neil Mullholland (2019)\u0000Cham: Palgrave Pivot, 145 pp.,\u0000ISBN 978-3-030-20628-4, h/bk, €51,99\u0000ISBN 978-3-030-20629-1, e-book, €42,79","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"16 1","pages":"209-211"},"PeriodicalIF":0.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87934976","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 visual essay charts a series of relational, immersive engagements made between myself and the landscape of the Vulkathunha-Gammon Ranges in South Australia as part of my practice-led Ph.D. titled ‘Subtle bodies: Corporeal and material becoming in threshold landscapes’. Within my research I consider this remote environment as a threshold between the earth and its atmosphere and engage with it as a way of exploring the lesser trodden territories of sensed experience and the ways in which knowing and being may unfold here. In this essay I will discuss these encounters with reference to Elizabeth Grosz’s thinking regarding the concepts of affect, becoming and sensation, alongside photographic images of my performative encounters with material in the landscape.
{"title":"Subtle bodies: Corporeal and material becoming in threshold landscapes","authors":"M. Pegum","doi":"10.1386/ETA_00048_3","DOIUrl":"https://doi.org/10.1386/ETA_00048_3","url":null,"abstract":"This visual essay charts a series of relational, immersive engagements made between myself and the landscape of the Vulkathunha-Gammon Ranges in South Australia as part of my practice-led Ph.D. titled ‘Subtle bodies: Corporeal and material becoming in threshold landscapes’. Within my research I consider this remote environment as a threshold between the earth and its atmosphere and engage with it as a way of exploring the lesser trodden territories of sensed experience and the ways in which knowing and being may unfold here. In this essay I will discuss these encounters with reference to Elizabeth Grosz’s thinking regarding the concepts of affect, becoming and sensation, alongside photographic images of my performative encounters with material in the landscape.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"2 1","pages":"13-36"},"PeriodicalIF":0.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83665025","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}
An emergent walking arts approach is presented as an opening towards social repair. Drawing on an intra-disciplinary project, ‘sense-ing’ legacies of slave-ownership in the UNESCO World Heritage City of Bath (UK), an iteration of walking-with is discussed in the context of ‘pedagogies of discomfort’. Walkers on the Sweet Waters project, hosted by the author, participated in a research-creation process agitating thought and extending resonances through mark making and social media trails. The article explores strategies of curated juxtaposition and dissonance as provocations to involuntary thought and empathic response. A participatory, performative walking is outlined accessing embodied ways of knowing and the agencies of walkers and heritage. Walkers become story carriers and ‘affect aliens’, unsettling heritage accounts, breaking silences and revealing the disappeared. Reflecting on a creative-critical intervention on ‘authorized’ heritage the article presents a somatic approach to learning, heritage and social justice through walking arts.
{"title":"Breaking silences and revealing the disappeared: Walking-with legacies of slave-ownership, Bath (UK)","authors":"R. White","doi":"10.1386/ETA_00052_1","DOIUrl":"https://doi.org/10.1386/ETA_00052_1","url":null,"abstract":"An emergent walking arts approach is presented as an opening towards social repair. Drawing on an intra-disciplinary project, ‘sense-ing’ legacies of slave-ownership in the UNESCO World Heritage City of Bath (UK), an iteration of walking-with is discussed in the context of ‘pedagogies of discomfort’. Walkers on the Sweet Waters project, hosted by the author, participated in a research-creation process agitating thought and extending resonances through mark making and social media trails. The article explores strategies of curated juxtaposition and dissonance as provocations to involuntary thought and empathic response. A participatory, performative walking is outlined accessing embodied ways of knowing and the agencies of walkers and heritage. Walkers become story carriers and ‘affect aliens’, unsettling heritage accounts, breaking silences and revealing the disappeared. Reflecting on a creative-critical intervention on ‘authorized’ heritage the article presents a somatic approach to learning, heritage and social justice through walking arts.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"81 1","pages":"81-113"},"PeriodicalIF":0.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84079569","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 an endeavour to build intimacy with a section of woods as can only be done through visceral and embodied experience, an ongoing drawing project was embarked upon with the forest as co-author. In a practice of sympoesis with the earth, small drawings of selected niches in an unprotected section of established forest bordering a suburban neighbourhood were done on regular and frequent walks through changing seasons. Upon completion, each drawing was hidden or buried at the site, to be retrieved on a subsequent visit. The aim is to inhabit and bond with this particular wild place through art-based dialogue, and through finding and returning to very specific places via animistic sensing and with tacit knowledge rather than the customary reliance on human-made indexical technologies. In this regard, the trees and plants play an active and sometimes storied role as participants in the creative exchange.
{"title":"Visiting, attending and receiving: Making kin with local woods","authors":"Zuzana Vasko","doi":"10.1386/ETA_00050_3","DOIUrl":"https://doi.org/10.1386/ETA_00050_3","url":null,"abstract":"In an endeavour to build intimacy with a section of woods as can only be done through visceral and embodied experience, an ongoing drawing project was embarked upon with the forest as co-author. In a practice of sympoesis with the earth, small drawings of selected niches in an unprotected section of established forest bordering a suburban neighbourhood were done on regular and frequent walks through changing seasons. Upon completion, each drawing was hidden or buried at the site, to be retrieved on a subsequent visit. The aim is to inhabit and bond with this particular wild place through art-based dialogue, and through finding and returning to very specific places via animistic sensing and with tacit knowledge rather than the customary reliance on human-made indexical technologies. In this regard, the trees and plants play an active and sometimes storied role as participants in the creative exchange.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"12 1","pages":"45-53"},"PeriodicalIF":0.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87989400","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: Joseph Beuys and the Artistic Education: Theory and Practice of an Artistic Art Education, Carl-Peter Buschkühle (2020) Leiden: Brill/Sense, 238 pp., ISBN 978-90-04-42454-8, p/back, €50.00
{"title":"Joseph Beuys and the Artistic Education: Theory and Practice of an Artistic Art Education, Carl-Peter Buschkühle (2020)","authors":"R. Vella","doi":"10.1386/ETA_00059_5","DOIUrl":"https://doi.org/10.1386/ETA_00059_5","url":null,"abstract":"Review of: Joseph Beuys and the Artistic Education: Theory and Practice of an Artistic Art Education, Carl-Peter Buschkühle (2020)\u0000Leiden: Brill/Sense, 238 pp.,\u0000ISBN 978-90-04-42454-8, p/back, €50.00","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"37 1","pages":"206-208"},"PeriodicalIF":0.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88051356","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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