当代美术馆中艺术家主导的教学过程:发展意义制造框架。

E. Pringle
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引用次数: 29

摘要

根据最近的研究,该研究考察了选定的艺术家教育家如何将自己视为艺术从业者,并分析了这些结构如何告知他们的教学方法,本文提出了一个艺术画廊中意义制造的框架。艺术实践被定义为一个概念和经验探索的过程,包括灵感、观察、质疑、制作、反思和意义的构建。画廊的教学过程类似于艺术实践,艺术家们试图“教授”包括质疑和批判性反思在内的技能,并促进体验式学习。因此,艺术家教育者充当促进者的角色,使学习者能够直接参与艺术作品(这些作品被视为体现了艺术家创作者的知识,并积极地为意义的构建做出贡献),同时通过对话交流分享他们的知识。设计的美术馆意义创造(MMG)框架概括了艺术家、学习者和美术馆艺术品之间的教学关系,并提出了一种在文化机构内外具有潜在应用价值的创造性教学模式。
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The Artist-Led Pedagogic Process in the Contemporary Art Gallery: Developing a Meaning Making Framework.
Drawing on recent research which examined how selected artist educators perceive themselves as arts practitioners and analysed how these constructions inform their pedagogy, this article proposes a framework of meaning making in the art gallery. Art practice is defined as a process of conceptual and experiential enquiry which embraces inspiration, looking, questioning, making, reflective thinking and the building of meanings. The pedagogic process instigated in the gallery resembles art practice in that artists seek to ‘teach’ skills including questioning and critical reflection and promote experiential learning. Hence artist educators function as facilitators enabling learners to engage directly with art works (which are seen to embody the knowledge of the artist creator and contribute actively to the construction of meaning), whilst sharing their knowledge through dialogic exchange. The devised Meaning Making in the Gallery (MMG) framework encapsulates the pedagogic relation-ship between artist, learners and artworks in the gallery and proposes a model of creative teaching and learning which has potential application within cultural institutions and beyond.
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