{"title":"制图作为艺术实践","authors":"Leslie Gates","doi":"10.1080/00043125.2022.2153553","DOIUrl":null,"url":null,"abstract":"Figure 1. Collaborative inquiry concept map. I love maps. At first, I was drawn to the visual vocabulary of maps and began collecting and using them in my artwork. I also rely on mapping to help me find relationships within and among ideas (Figure 1). I have also used the language of maps metaphorically in my writing (Gates, 2010, 2011). I started engaging my students in mapping to make their learning visible (Marshall, 2019; Ritchhart et al., 2011) and as part of their artistic practice.","PeriodicalId":36828,"journal":{"name":"Art Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Mapping as Artistic Practice\",\"authors\":\"Leslie Gates\",\"doi\":\"10.1080/00043125.2022.2153553\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Figure 1. Collaborative inquiry concept map. I love maps. At first, I was drawn to the visual vocabulary of maps and began collecting and using them in my artwork. I also rely on mapping to help me find relationships within and among ideas (Figure 1). I have also used the language of maps metaphorically in my writing (Gates, 2010, 2011). I started engaging my students in mapping to make their learning visible (Marshall, 2019; Ritchhart et al., 2011) and as part of their artistic practice.\",\"PeriodicalId\":36828,\"journal\":{\"name\":\"Art Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-03-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Art Education\",\"FirstCategoryId\":\"1094\",\"ListUrlMain\":\"https://doi.org/10.1080/00043125.2022.2153553\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Art Education","FirstCategoryId":"1094","ListUrlMain":"https://doi.org/10.1080/00043125.2022.2153553","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
Figure 1. Collaborative inquiry concept map. I love maps. At first, I was drawn to the visual vocabulary of maps and began collecting and using them in my artwork. I also rely on mapping to help me find relationships within and among ideas (Figure 1). I have also used the language of maps metaphorically in my writing (Gates, 2010, 2011). I started engaging my students in mapping to make their learning visible (Marshall, 2019; Ritchhart et al., 2011) and as part of their artistic practice.
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