Studies in Art Education最新文献

This study explores artmaking as a therapeutic arts- and trauma-informed practice in critical inquiry with others during the collective activity of a happening. Happenings are nonhierarchical environments that offer the exciting, nontraditional promise of taking art off the walls and into a larger context. In the space of mutual respect and creative collaboration of the happening we, as coresearchers, explored the ways in which we observe and make art, and how this prompts us to examine, validate, and share personal experiences of trauma. In addition, we examined how, or if, these activities facilitate empathy and understanding of our experiences, while simultaneously working to prevent retraumatization. We found therapeutic arts and trauma-informed practices successful in promoting critical inquiry, empathy, peer support, collaboration, and encouragement, while visually resymbolizing our experiences of trauma. Based on this experience, this author concludes that educators can utilize these methods to build an empathetic and caring community that helps students and fellow teachers, as well as ourselves, in dealing with traumatic events.

After living in Cali, Colombia, and getting to know the culture and social life that takes shape around artistic practice, I started to wonder about the kinds of educational experiences that were developing outside of the formal curricula in visual arts educational institutions. I decided to address the artistic practice of a community of artists who share an educational space, an art scene and, ultimately, the same challenges regarding the learning spaces that emerged from the emotional bonds of collectivity. As I delved into their teaching spaces, I wanted to understand how the creation of knowledge, as a by-product of their interactions around the learning experience, provided transformative spaces that enrich meaning within this artistic milieu. In this way, we can understand the value of artistic practice and its close connection to the artistic piece and the resulting aesthetic experience, paying particular attention to research and production processes.

This research explores the role of arts education in schools in relation to the regional disparities in adolescent dream capital. A total of 142 adolescents, who received either intensive arts education or general education, were surveyed in South Korea. Based on previous studies, the authors focused on four dimensions of dream capital capacity—imagination, hope, optimism, and resilience—as well as its subindicators, self-confidence and authenticity. Research findings indicate that most subdimensions of dream capital for adolescents in small and mid-sized cities were markedly lower than those in large cities. However, dream feature disparities, such as optimism and authenticity, were not found among those who received intensive arts education. This study extends the current discussion on the inequality of dream capital caused by regional disparity and offers new insights into the role of arts education in schools in alleviating these gaps.

Museums have a history of being elitist institutions for educated, upper-class, White audiences. However, in recent decades, many museums have worked to overcome this idea by providing visitor-centered approaches to refocus their efforts and concentrate on the needs and interests of all visitors, rather than the objects on display. One population of visitors that is often overlooked by museums is adults with developmental disabilities. This audience serves as the primary participant group for this qualitative case study, along with their parents or caregivers and museum staff members. By using disability studies as a guiding framework, the participants in this study collaborated with the researcher and museum staff members to document their museum experiences through inclusive artmaking, interviews, discussions, and observations. The purpose of this research was to explore how such collaborations might create more inclusive and visitor-centered museum experiences for adults with developmental disabilities within a small regional local art center. The findings were used to make recommendations for future programming and consisted of several themes developed during the coding process. The themes included understanding, accessibility, interactive, collaboration, communication, and evaluation.