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- Volume 1, Issue 1, 2005
International Journal of Education Through Art - Volume 1, Issue 1, 2005
Volume 1, Issue 1, 2005
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Creative education through arts and crafts
By Rachel MasonThe journal is being developed within the framework of the International Society for Education through Art (InSEA), initiated under the leadership of Sir Herbert Read and others in 1954. InSEA is the international non-governmental world organization for education through art in consultative relations with UNESCO. It has as its main purpose the encouragement and advancement of creative education through arts and crafts in all countries and the promotion of international understanding.
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Visual culture and an aesthetics of embodiment
By Paul DuncumThe article provides both theoretical support to and a historical perspective on the recent shift in art education towards consideration of contemporary, global sites of visual culture, while simultaneously seeing this as problematic. Cultural sites employing violence and highly sexualized imagery are conceptualized in terms of an aesthetics of embodiment. The article begins with an examination of modernist aesthetics as derived from Kant and his followers that focused on a narrow range of perceptual sensations and ignored the full range of bodily sensations. By contrast, an aesthetic of embodiment reintegrates aesthetics with vulgar, crude, and sensationalist experiences. Historically, it is linked to medieval carnival, and the return of carnival in mediated form is linked to a hedonistic consumer body. The case is made that an aesthetics of embodiment is a necessary theoretical construct for dealing with many cultural sites of corporate, global capital.
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Mom, why isn’t there a picture of our prophet?
More LessIn this study I problematize the silence of Turkish art education toward the historical ‘unease’ about figurative representation in Islamic cultures. I provide readers with textual and visual evidence that calls for art teachers’ attention to this issue. This evidence consists of examples from a variety of sources including survey results, interview transcripts, documentary photographs, and religious, official and popular texts. Taken together, they form a rationale for a comprehensive study that sets out to interpret the current situation with regard to the long-standing beliefs about figurative representation in Turkish/Islamic culture.
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Contemporary artworks and art education
More LessFirst I try to define contemporary art education. I touch on the globalization process, postmodern theories, openness, popular culture, interculturalism, nonvisual art disciplines, transcending the canon of Western art, peace culture and the need to reject absolute rules in judging contemporary art. I then read some examples of contemporary work. The reading of an installation by the Atlas Group explores the issue of individual authorship. The reading of Helena, by Marco Evaristti, engages with ethical issues in contemporary art. The reading of Oleg Kulik’s performance of Pavlov’s Dog tries to establish the nature of Kulik’s ‘sin’. I also urge art educators not to introduce Leni Riefenstahl into classrooms. The article ends with a short reading of Fiona Tan’s video work Countenance, as shown in Documenta 11.
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Negotiating transformative waters: students exploring their subjectivity in art
More LessThis article explores the transformative potential of art education. Specifically, it focuses on how art education provided space for two students to explore their subjectivity. To examine this issue, I have drawn upon post-structuralist theory. In the article I briefly discuss this theory and its implications for research into the area of art education. Then I apply discourse analysis to show how students use their own art to explore their multiple subjectivities and lived experiences. As I will argue, my research highlights how art education can function as a productive space for students to explore their social and cultural worlds, investigate the complexity of their identity and question the world around them.
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Multi-roled and skilled teachers of art
More LessThe aim of this article is to evoke discussion of the changing roles of generalist and specialist art educators in Finland. It explores ways in which art educators can integrate the roles of cultural worker, teacher, artist, and researcher as suggested by three case studies. First, it describes pre-service classroom teachers’ memories of their art lessons in school and expectations of teaching art in the future. This data comes from a web discussion that took place at the University of Turku. Second, it reports how student teachers of art articulated their professional identity during a course in qualitative research methods at the University of Art and Design, Helsinki. Finally, key issues arising from a debate about art educators’ professional identity that took place on the web pages of the Finnish Association of Art Teachers are summarized. In each case, the challenge of multiple roles is explored and suggestions are offered for solving a particular dilemma.
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SchoolArts: DBAE and multicultural art education in the United States of America
More LessThis article discusses how articles written by art teachers in the magazine SchoolArts reflect developments in multicultural and discipline-based (DBAE) art education in the United States. SchoolArts, which has the largest readership of any art publication, reflects current classroom practices. Examining the articles in SchoolArts over a period of 33 years revealed that art teachers continue to teach multicultural art education based on the ‘additive approach’, which concentrates on cultural events that occur throughout a calendar year. Discipline-based art education has provided additional impetus for art teachers to write articles, in the form of lessons, about personal multicultural experiences. The article argues that, overall. articles on multicultural art in SchoolArts lack sufficient historical content and other pertinent information, thus missing the very goal teachers are trying to fulfil – to make the curriculum more culturally diverse.
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Communicating feelings through visual language. My visual art diary: how I am feeling today
More LessThis project, conducted at the Potocnica Early Years Education Centre in Zagreb, Croatia, investigated drawing as a means of projecting children’s emotional condition. It was grounded in psychological and psychiatric theory and practice. The assumption underpinning the project was that children ‘draw what they feel and not what they think or know’ (Nazor, 1998, p. 259); that is why drawings can be viewed as expressions of children’s wishes, fears and frustrations. It is assumed that children and grown-ups alike adapt lines and colours in their drawings according to their actual feelings, moods and conditions. However, it is not possible to establish beyond doubt that there is a unique language of lines, shapes and colours relating to feelings. Consequently, one should be cautious about drawing conclusions about the real messages a child is sending through colours or arrangement of objects.
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Book Review
More LessCreativity, Communication and Cultural Value, Keith Negus and Michael Pickering (2004). London, Thousand Oaks CA, and New Delhi: Sage. 192 pp., Hardback, ISBN 0-7619-7075-4, £60.00.
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Volumes & issues
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Volume 20 (2024)
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Volume 19 (2023)
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Volume 18 (2022)
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Volume 17 (2021)
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Volume 16 (2020)
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Volume 15 (2019)
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Volume 14 (2018)
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Volume 13 (2017 - 2018)
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Volume 12 (2016)
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Volume 11 (2015)
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Volume 10 (2014)
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Volume 9 (2013)
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Volume 8 (2012)
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Volume 7 (2011)
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Volume 6 (2010)
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Volume 5 (2009)
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Volume 4 (2008)
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Volume 3 (2007 - 2008)
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Volume 2 (2006)
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Volume 1 (2005)