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- Volume 5, Issue 1, 2009
International Journal of Education Through Art - Volume 5, Issue 1, 2009
Volume 5, Issue 1, 2009
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Fanart as craft and the creation of culture
More LessA study reveals how young people from nineteen countries have begun to manipulate media conveyed narratives of popular culture in ways that may be construed as culture creation. Through intense engagements as fans of commercially produced images and stories, adolescents and young adults may craft fanart illustrations as images of self. As they learn art making within the global fandom, or Internet-connected community of like-interested fans and fanartists, these young people enact relationships to the subject and process of fanart making, fellow fanartists and the fan community that are not unlike those of the medieval European craftsman to his craft, guild workshop and community. Appreciation of local and global aesthetics is quickened, and a desire to develop a high level of skill is inspired. Knowledge, skill, and aesthetic appreciation, however, do not necessarily lead fanartists to desire art-related careers. Rather, many fanartists are satisfied to experience fanart making as internalized affirmations of communal self. These findings suggest art teachers should encourage practices that permit students to explore personally relevant content, such as may be found in popular narratives, and enter into interactions that reiterate those between craftsman and media, process, and community.
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Development of visual perception and the role of visual concepts in Critical Studies
More LessThis article presents a qualitative research into the development of visual perception in Critical Studies, the role visual concepts play in this process, and the knowledge and skills necessary to engage with artworks. The data comprised interviews with eight lectures and professors of art and design education from four universities in London. The results suggest that interviewees did not attribute great importance to developing visual perception and that a formalist approach is not as common in Critical Studies as in activities involving art production.
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Creating orange purple and green: an experiment with preschool children in Greece
Authors: Magouliotis Apostolos and Moraiti TzeniThis study organized and applied an instructional strategy for preschool children, in a real-life classroom situation, with the aim of teaching them how to produce secondary from primary colours using different art materials. The research sample included forty children, mean age 45 years, in two kindergarten classes in Greece. The first group was a control and the second was an experimental group. This paper presents, analyses and compares the results of this educational intervention. A finding was that, unlike those in the control group, children in the experimental group worked indefatigably with great enthusiasm, learned to produce the three secondary colours and were able to employ this new knowledge in a variety of art activities.
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Pedagogical reasoning, creativity and cooperative learning in the visual art classroom
Authors: Kerrie Corcoran and Cheryl SimThis article reports on an action research that combined a process-product approach to improving learning with reflective practice. In Queensland, the school subject of Senior Secondary Visual Art is based on a state curriculum document that sets out standards against which teachers assess each student's creative ability. A pedagogy that supports the development of creativity is integral to student success therefore. This action research centered around the explicit teaching of a cooperative learning model that set out to facilitate senior secondary students' creativity in art making. One of us used action research to examine her teaching for creativity while implementing a particular model of cooperative learning. Through analysis of the evidence collected, we identify the process whereby she acknowledged the role her assumptions about learners and content played in her pedagogical decision-making. The finding was that learning and teaching for creativity can be achieved successfully when a teacher understands the nature of their own pedagogical reasoning.
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Appearances can be deceptive: A report on the dress, tastes and values of Hungarian secondary school pupils
By Emil GaulThis paper reports a study of secondary school pupils' dress, tastes and values. Adolescents from eighteen cities and towns in Hungary responded to a questionnaire and were photographed wearing their favourite attire. A finding was that their dress styles correlated with their tastes in music. However the characteristic differences between taste in clothes and music did not correspond with significant variations in their value systems. Other than dress, these secondary school pupils' cultural habits, social relationships and lifestyles did not differ very much and they were a rather homogenous group.
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Contextualizing meanings as personal cultural inquiry: A book-making project
More LessThis case study reports American college students' visual interpretations of their personal cultural environments. The purpose was to examine how they viewed and found things that had meaning for them, how their visual literacy transformed into book form, and what factors affected the content. A group of students were introduced to a book-making project in 2007; each student was then asked to chose and collect a series of images of visual/cultural phenomena, use them to create a narrative theme, and critically analyze their elements, messages, and meanings. Six books were selected for the further study together with written statements about them, and digital photographs were taken of every page. Content analysis was applied to examine rationales for choices of themes, the students' book organization and expressive skills using images and narrative, and understanding of the visual world. The findings were that the conceptual frameworks for the books were personal and subjective in some cases and objective and generalised in others; and the narratives were either more image oriented or more text oriented. The content related to identity in ways that indicated the students' concerns and understandings of their surroundings.
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Book Reviews
Authors: Maurice J Sevigny and Julia GaimsterUnspoken Interactions: Exploring the Unspoken Dimensions of Learning and Teaching in Creative Subjects, Noam Austerlitz (ed.), (2008) The Centre for Learning in Art and Design: University of the Arts London, 267 pp., ISBN 978-0-9541439-9-2, paperback, 20
Educating Artists for the Future; Learning at the Intersections of Art, Science, Technology and Culture, Mel Alexenberg (ed.), (2008), Bristol: Intellect, 344 pp., ISBN 978-1-84150-191-8, Hardback, 29.95
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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)