Autoethnographic identification of realms of learning for art education in a post-digital age

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Abstract:

Realms of learning for art education in a post-digital world are identified through autoethnography, a qualitative research methodology congruent with an emerging paradigm shift beyond the digital culture of the Information Age to a post-digital Conceptual Age that honours the ability to create aesthetic significance, to discern patterns, to craft a meaningful narrative and to combine seemingly unrelated ideas into a novel creation. Realms of learning are brought to light through a narrative that highlights episodes in the life of an artist/ researcher/teacher that have special significance for art education. This autoethnographic enquiry, at the intersections of art, science, technology and culture, identifies interweaving realms that create a colourful fabric of lifelong learning: from awesome immersion, playful exploration, aesthetic creativity and morphological analysis, to interdisciplinary imagination, cybersomatic (computerbody) interactivity, polycultural collaboration, and holistic integration.

Keywords: a/r/tographic enquiry; art education; autoethnography; post-digital age; realms of learning

Document Type: Research Article

DOI: http://dx.doi.org/10.1386/eta.4.3.231_1

Affiliations: Emunah College, Israel.

Publication date: December 1, 2008

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  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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