Pub Date : 2022-01-02DOI: 10.1080/00393541.2021.2007726
Lilly Lu, Hung-Min Chang
Teaching and learning through contemporary art has gained validity as a powerful and effective pedagogy in contemporary art education practice. In this article, we highlight characteristics of contemporary art and rhizomatic learning theory, and then we propose a pedagogical model that combines them for teaching and learning through experiential contemporary art. We also explain how to implement this model by showing examples of students’ rhizomatic encounters with inter/transmedia art created by Taiwanese artist teams. As the artworks offered present moments as sites of learning or places in process, students were triggered by the intersection of sounds and visuals and recalled their memories along with relevant themes; they then re/created personal meanings and/or new knowledge. Thus, the proposed pedagogy model with the implementation guidelines (autonomy, documentation, and group discussion of collective rhizomatic learning artifacts) is effective. Strategies and challenges for implementing this model in art education are recommended and discussed.
{"title":"Rhizomatic Encounters With Inter/Transmedia Art: A Pedagogy for Learning and Teaching Experiential Contemporary Art","authors":"Lilly Lu, Hung-Min Chang","doi":"10.1080/00393541.2021.2007726","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007726","url":null,"abstract":"Teaching and learning through contemporary art has gained validity as a powerful and effective pedagogy in contemporary art education practice. In this article, we highlight characteristics of contemporary art and rhizomatic learning theory, and then we propose a pedagogical model that combines them for teaching and learning through experiential contemporary art. We also explain how to implement this model by showing examples of students’ rhizomatic encounters with inter/transmedia art created by Taiwanese artist teams. As the artworks offered present moments as sites of learning or places in process, students were triggered by the intersection of sounds and visuals and recalled their memories along with relevant themes; they then re/created personal meanings and/or new knowledge. Thus, the proposed pedagogy model with the implementation guidelines (autonomy, documentation, and group discussion of collective rhizomatic learning artifacts) is effective. Strategies and challenges for implementing this model in art education are recommended and discussed.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"52 1","pages":"9 - 24"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79136290","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}
Pub Date : 2021-10-02DOI: 10.1080/00393541.2021.1975490
Kevin Hsieh, Mengwan Yang
Queering art education aims to critically lay bare the embedded heteronormative demand in the education system and prepare preservice art teachers to advance social justice concerns in art curriculum equitably. Toward these goals, we present the results of a research project we developed for 29 preservice art teachers from an urban university that explored lesbian, gay, bisexual, transgender, queer, and other sexual and gender minorities (LGBTQ+) stereotypes in child-oriented media like animated movies and cartoons. Through their subsequent designs of a cartoon character, we observed them being motivated to deconstruct dichotomies, the gender binary, stereotypes, and misrepresentations of LGBTQ+ people. We also offer suggestions for future studies for enabling preservice teachers to develop techniques for queering their art education lessons.
{"title":"Deconstructing Dichotomies: Lesson on Queering the (Mis)Representations of LGBTQ+ in Preservice Art Teacher Education","authors":"Kevin Hsieh, Mengwan Yang","doi":"10.1080/00393541.2021.1975490","DOIUrl":"https://doi.org/10.1080/00393541.2021.1975490","url":null,"abstract":"Queering art education aims to critically lay bare the embedded heteronormative demand in the education system and prepare preservice art teachers to advance social justice concerns in art curriculum equitably. Toward these goals, we present the results of a research project we developed for 29 preservice art teachers from an urban university that explored lesbian, gay, bisexual, transgender, queer, and other sexual and gender minorities (LGBTQ+) stereotypes in child-oriented media like animated movies and cartoons. Through their subsequent designs of a cartoon character, we observed them being motivated to deconstruct dichotomies, the gender binary, stereotypes, and misrepresentations of LGBTQ+ people. We also offer suggestions for future studies for enabling preservice teachers to develop techniques for queering their art education lessons.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"3 1","pages":"370 - 392"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75527079","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}
Pub Date : 2021-10-02DOI: 10.1080/00393541.2021.1975950
Laura Trafí-Prats
B aldacchino begins Educing Ivan Illich by affirming that the book is not a primer. I recognize that reading such a statement was a bit disconcerting. How was I going to read and review such a book without being very familiar with Illich’s work? Some art educators may ask themselves the same question. However, I should say that I found the experience of reading Educing Ivan Illich very significant. Not only did it widen my understanding of Illich’s ideas, but also, I found Baldacchino’s conversation with such ideas helpful in defining philosophical, ethical, and creative frameworks for how to relate to contemporary educational institutions and how to make connections to economic and political powers. Ivan Illich (Vienna 1926–Dresden 2002) was an intellectual formed in the hybridity of the Catholic and Judaic traditions from Southern Europe. His family was originally from the Dalmatian region in Croatia. He studied theological philosophy and priesthood. Through his career, he developed scholarship and political practice in the fields of social theory, health care, and education,
{"title":"Thinking and Conversing With Illich and Baldacchino","authors":"Laura Trafí-Prats","doi":"10.1080/00393541.2021.1975950","DOIUrl":"https://doi.org/10.1080/00393541.2021.1975950","url":null,"abstract":"B aldacchino begins Educing Ivan Illich by affirming that the book is not a primer. I recognize that reading such a statement was a bit disconcerting. How was I going to read and review such a book without being very familiar with Illich’s work? Some art educators may ask themselves the same question. However, I should say that I found the experience of reading Educing Ivan Illich very significant. Not only did it widen my understanding of Illich’s ideas, but also, I found Baldacchino’s conversation with such ideas helpful in defining philosophical, ethical, and creative frameworks for how to relate to contemporary educational institutions and how to make connections to economic and political powers. Ivan Illich (Vienna 1926–Dresden 2002) was an intellectual formed in the hybridity of the Catholic and Judaic traditions from Southern Europe. His family was originally from the Dalmatian region in Croatia. He studied theological philosophy and priesthood. Through his career, he developed scholarship and political practice in the fields of social theory, health care, and education,","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"64 1","pages":"424 - 428"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84484631","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}
Pub Date : 2021-10-02DOI: 10.1080/00393541.2021.1975960
M. Isherwood
This article engages in a conversation around the idea of queer energy; a term used by Eve Kosofsky Sedgwick to describe the nourishing and sustaining force of high and low cultural objects. In doing so, it examines the idea of disidentification as a queer reading practice integral to the formation and endurance of queer folk who must navigate their desires within straight systems of knowledge. Using the work of queer artists and personal accounts, the article follows how queer energy provides the impetus for aesthetic events that reveal queer potentiality and lead to queer turns in perspective.
{"title":"Disidentification, the Arts, and Queer Energy","authors":"M. Isherwood","doi":"10.1080/00393541.2021.1975960","DOIUrl":"https://doi.org/10.1080/00393541.2021.1975960","url":null,"abstract":"This article engages in a conversation around the idea of queer energy; a term used by Eve Kosofsky Sedgwick to describe the nourishing and sustaining force of high and low cultural objects. In doing so, it examines the idea of disidentification as a queer reading practice integral to the formation and endurance of queer folk who must navigate their desires within straight systems of knowledge. Using the work of queer artists and personal accounts, the article follows how queer energy provides the impetus for aesthetic events that reveal queer potentiality and lead to queer turns in perspective.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"6 1","pages":"356 - 369"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74895583","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}
Pub Date : 2021-10-02DOI: 10.1080/00393541.2021.1975493
Graeme Sullivan
L iving through a worldwide pandemic of staggering human loss, witnessing Black Lives Matter on a local and global scale, and experiencing seemingly unstoppable climate change, was to feel isolated, powerless, and aimless. I wondered what Studies in Art Education Vol. 61 (Studies 61) authors might offer as a collective vision for uncertain futures. A question took shape, which implied the marginalized and dispossessed with little access to governance and limited public agency in decision making offered hope for the future. Reading the contributions to Studies 61 unfolded on two levels. First, to get a sense of how a cohort of art educators confront fundamental issues, a curatorial process of collecting and mapping was applied. This journey created a series of storied threads along the way—endnotes—that map moments of personal connection where knowledge, circumstance, and consequence merge with the potency of learning from lived experience.
{"title":"Art Is Homeless, Endless, and Edgeless—That’s Why It Can Change the World","authors":"Graeme Sullivan","doi":"10.1080/00393541.2021.1975493","DOIUrl":"https://doi.org/10.1080/00393541.2021.1975493","url":null,"abstract":"L iving through a worldwide pandemic of staggering human loss, witnessing Black Lives Matter on a local and global scale, and experiencing seemingly unstoppable climate change, was to feel isolated, powerless, and aimless. I wondered what Studies in Art Education Vol. 61 (Studies 61) authors might offer as a collective vision for uncertain futures. A question took shape, which implied the marginalized and dispossessed with little access to governance and limited public agency in decision making offered hope for the future. Reading the contributions to Studies 61 unfolded on two levels. First, to get a sense of how a cohort of art educators confront fundamental issues, a curatorial process of collecting and mapping was applied. This journey created a series of storied threads along the way—endnotes—that map moments of personal connection where knowledge, circumstance, and consequence merge with the potency of learning from lived experience.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"6 1","pages":"414 - 423"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72817799","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}
Pub Date : 2021-10-02DOI: 10.1080/00393541.2021.1976515
M. McClure
In this article, I share how SQUAD Art Studio functions as an alternative, community-based, multisite Saturday art lab school for negotiating theory and practice with preservice art educators. SQUAD Art Studio educators’ work confronts developmentalist images of children and preconceptions about young children and digital media. We revalue images of children and digital media as we situate them within broader conversations in early childhood studies and art education. We diffract developmentalist images of children as we consider digital media from a feminist new materialist perspective. Our work intervenes in our institutional context. We offer physical and digital sites dedicated to research and practice in early childhood education art that supplant taken-for-granted attitudes toward children, their art, and digital media. In this article, I provide specific outcomes to suggest approaches for art teacher educators who struggle to connect the richness of contemporary theory with the practical constraints within which they work.
{"title":"SQUAD Art Studio: An Alternative Community-Based Multisite Saturday Art Lab School for Negotiating Theory and Practice in Early Childhood Art Education With Preservice Art Educators and Digital Media","authors":"M. McClure","doi":"10.1080/00393541.2021.1976515","DOIUrl":"https://doi.org/10.1080/00393541.2021.1976515","url":null,"abstract":"In this article, I share how SQUAD Art Studio functions as an alternative, community-based, multisite Saturday art lab school for negotiating theory and practice with preservice art educators. SQUAD Art Studio educators’ work confronts developmentalist images of children and preconceptions about young children and digital media. We revalue images of children and digital media as we situate them within broader conversations in early childhood studies and art education. We diffract developmentalist images of children as we consider digital media from a feminist new materialist perspective. Our work intervenes in our institutional context. We offer physical and digital sites dedicated to research and practice in early childhood education art that supplant taken-for-granted attitudes toward children, their art, and digital media. In this article, I provide specific outcomes to suggest approaches for art teacher educators who struggle to connect the richness of contemporary theory with the practical constraints within which they work.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"143 1","pages":"339 - 355"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80246391","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}
Pub Date : 2021-10-02DOI: 10.1080/00393541.2021.1975491
Charles R. Garoian
The inflecting intensity of artworks will be characterized as an affirmative critique of the archival objectives of the museum in the article that follows. It will be argued that the nuanced, vibrant materiality of art, the pedagogy that constitutes its aesthetic experience, enables ways of working out of the limits of the museum’s archival aspirations and determinations. By inflecting such definite archival objectives indefinitely, the evocative potentiality of art intensifies museum experiences as matters of thinking with and through precarity. A precarious museum affects differentiated ways of being and thinking with artworks inside and the world outside of its galleries and exhibitions as a coconstituted ecosystem. Considering the indeterminate condition of our times, such experiences with and through art in the museum are constitutive in generating immanent pedagogical potentialities for art education research and practice.
{"title":"The Precarious Pedagogy of Art Working the Museum’s Ruins","authors":"Charles R. Garoian","doi":"10.1080/00393541.2021.1975491","DOIUrl":"https://doi.org/10.1080/00393541.2021.1975491","url":null,"abstract":"The inflecting intensity of artworks will be characterized as an affirmative critique of the archival objectives of the museum in the article that follows. It will be argued that the nuanced, vibrant materiality of art, the pedagogy that constitutes its aesthetic experience, enables ways of working out of the limits of the museum’s archival aspirations and determinations. By inflecting such definite archival objectives indefinitely, the evocative potentiality of art intensifies museum experiences as matters of thinking with and through precarity. A precarious museum affects differentiated ways of being and thinking with artworks inside and the world outside of its galleries and exhibitions as a coconstituted ecosystem. Considering the indeterminate condition of our times, such experiences with and through art in the museum are constitutive in generating immanent pedagogical potentialities for art education research and practice.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"139 1","pages":"393 - 407"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80283936","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}
Pub Date : 2021-10-02DOI: 10.1080/00393541.2021.2007753
D. O'donoghue
H ow many times have you been asked the question, “What projects are you working on, currently?” How many times have you asked that question to a colleague? Within the academy, it seems to me that this is a far more common question to be asked than one that might seek to understand how one’s thinking is shaped by the thinking of others; or, how the orientations and dispositions one adopts in their scholarly work shape their objects of interest and study. Furthermore, the regularity with which this question is asked reduces opportunities for other questions to be voiced—questions that invite others to reflect on why they approach their work in the way that they do, or the forces that bind them to the approaches they have come to adopt, rely on, sometimes defend, and are often unwilling to think outside of, for instance. The preoccupation with the project, then —with what projects one is working on, ought to be working on, is embarrassed not to be working on, or on what projects one is leading or seeking funding to conduct —seems to be a condition of our times.
{"title":"The Promise of Projects in Art Education","authors":"D. O'donoghue","doi":"10.1080/00393541.2021.2007753","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007753","url":null,"abstract":"H ow many times have you been asked the question, “What projects are you working on, currently?” How many times have you asked that question to a colleague? Within the academy, it seems to me that this is a far more common question to be asked than one that might seek to understand how one’s thinking is shaped by the thinking of others; or, how the orientations and dispositions one adopts in their scholarly work shape their objects of interest and study. Furthermore, the regularity with which this question is asked reduces opportunities for other questions to be voiced—questions that invite others to reflect on why they approach their work in the way that they do, or the forces that bind them to the approaches they have come to adopt, rely on, sometimes defend, and are often unwilling to think outside of, for instance. The preoccupation with the project, then —with what projects one is working on, ought to be working on, is embarrassed not to be working on, or on what projects one is leading or seeking funding to conduct —seems to be a condition of our times.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"71 1","pages":"305 - 311"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73504117","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}
Pub Date : 2021-10-02DOI: 10.1080/00393541.2021.1975492
Adam J. Greteman, K. Morris, Nic M. Weststrate
W e write as collaborators with a shared interest in the educative need for and potential of lesbian, gay, bisexual, transgender, queer, and other sexual and gender minorities (LGBTQ+) intergenerational dialogues. In Greteman’s (2017) article, “Helping Kids Turn Out Queer: Queer Theory in Art Education,” he pondered what it might mean to think seriously (and perhaps playfully) about the work of helping queer students come into presence. Rooted in queer theory, his argument recognized, as Richard Ford (2007) noted, “If one is born straight or gay, one must decide to be queer” (p. 479). Yet how does one decide to be queer, particularly within
{"title":"Countering Epistemic Injustice: The Work of Intergenerational LGBTQ+ Dialogues","authors":"Adam J. Greteman, K. Morris, Nic M. Weststrate","doi":"10.1080/00393541.2021.1975492","DOIUrl":"https://doi.org/10.1080/00393541.2021.1975492","url":null,"abstract":"W e write as collaborators with a shared interest in the educative need for and potential of lesbian, gay, bisexual, transgender, queer, and other sexual and gender minorities (LGBTQ+) intergenerational dialogues. In Greteman’s (2017) article, “Helping Kids Turn Out Queer: Queer Theory in Art Education,” he pondered what it might mean to think seriously (and perhaps playfully) about the work of helping queer students come into presence. Rooted in queer theory, his argument recognized, as Richard Ford (2007) noted, “If one is born straight or gay, one must decide to be queer” (p. 479). Yet how does one decide to be queer, particularly within","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"176 1","pages":"408 - 413"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77479686","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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