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- Volume 6, Issue 2, 2010
International Journal of Education Through Art - Volume 6, Issue 2, 2010
Volume 6, Issue 2, 2010
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Arts research as a triptych installation: A framework for interpreting and rendering enquiry
By Anita SinnerThis article explores how a triptych installation serves as a framework for interpreting and rendering enquiry and for expanding notions of arts research. The triptych format brings rigour to enquiry by focusing attention on the properties of the art form, organizing practice openly and transparently, and demonstrating how it relates to the broad field of arts research. My purpose in invoking this architecture extends to iconographic methods of framing whereby visual representation is a way of teaching about social and cultural activities. In this case pre-service teachers represented their experiences visually as unfolding, unexpected and uncertain. As an ensemble, the three panels of the triptych featured in this study represent processes, practices and products.
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Insight on OutReach: Towards a critical practice
Authors: Olivia Sagan, Emily Candela and Bess FrimodigThis article touches on several kinds of arts practices and activities that bear upon debates concerning the social role of the arts. This then informs our main argument that a re-examination needs to take place of the arts outreach activities undertaken by institutions of higher arts education (HAE). We suggest that the boundaries between socially engaged contemporary art practice, community arts and the arts outreach activities of institutions, with their contested terms and multiple perspectives, are more porous than often suggested and would benefit from a fluidity of debate in and through them. We also argue that the theory, socio-political motivation and ensuing practice which powers arts outreach should, in many instances, be re-energized with a radicalization in line with twenty-first century polyphonic concerns. These ideas are explored through the lens of Insight on OutReach, an outreach project at University of the Arts London.
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An intergenerational and semiotic exploration of hair combs as material culture
More LessThis study explores the value of hair combs as material culture, and their various traditions through the eyes of five intergenerational females (two women and three girls) who visited a retired couple to view examples of their hair comb collection and learn about its worth. A pre-questionnaire revealed the younger females' fascination with shiny details as worthy of attention and the practical considerations of the older women. The elicitation of participants' evolving questions led to the explanation of the importance of the combs by the collectors, an elderly couple. Based on Bolin's material culture categories, a semiotic analysis revealed that they learned about different comb forms, function, decoration, colouring, material, technique, trade practices (illegal poaching), style, date (acquisition), symbolism, condition, authenticity (determining fakes), attribution (cataloguing) and provenance (ownership). They were surprised that men made and wore combs (gender stereotype). Education on caring for these precious things goes beyond the museum walls and schools and should foster such intergenerational questioning and valuing even in classrooms.
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Engaging in reflective practices: investigating pupils' experiences of art from a phenomenological perspective
More LessThis article reports on three cases of primary and secondary schoolteachers investigating their pupils' experiences of art from a phenomenological perspective. Using the three cases as illustrations, the article discusses how these teachers, having limited knowledge of research and aesthetics, selected study topics, determined the scope and method of data collection, conducted conversational interviews and interpreted the data collected. The article reveals the ways in which small-scale phenomenological studies can be carried out in a school context, with the ultimate aim of improving teachers' own practices. The article concludes with an analysis of phenomenological studies as a form of professional reflective practice.
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Intermezzo A performative research project in teacher training
Authors: Anette Gthlund and Ulla LindIn this article we discuss an ongoing project named Performing Knowledge A project to improve knowledge in higher education through a double perspective: Theory and Performativity. This project is situated at the Department of Visual Art Education at Konstfack, University College of Arts, Crafts and Design in Stockholm, Sweden. The aim is to investigate and develop pedagogy and methods through double perspectives, whereby scientific research is joined with artistic practice as different, but compatible forms of knowledge in learning and degree projects in higher education. The research examined how different forms of knowledge appear in learning processes as well as in student theses; focus is equally placed on forms of representation and presentation. The article presents and discusses two different student projects as examples of performative knowledge. In this text we draw upon a presentation held at the 32nd InSEA World Conference, in Osaka, August 2008.
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Research and creation: Socially-engaged art in The City of Richgate Project
Authors: Ruth Beer, Rita L Irwin, Kit Grauer and Gu XiongCombining research and art in the public sphere can have an enormous impact on urban societies. In places like Richmond, British Columbia, Canada, where over the past decades globalization has radically altered the social landscape, new approaches to public art and modes of representation can begin to reflect complex individual everyday experiences in a way that census statistics and traditional public monuments cannot. In this article, The City of Richgate, a four-year research/creation project funded by a pilot programme for the Social Sciences and Humanities Research Council of Canada, will be described and discussed in relation to contemporary art criticism and discourse. Specifically, debates between critics Claire Bishop and Grant Kester will be used to reflect on Richgate, and how aesthetics play a part in socially-engaged public art projects such as this one.
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Japanese Art Education: Introduction of Zokei-Asobi (Playful Art Study)
By Hideshi UdaThis article focuses on the activities of the Japanese art education group called Do no Kai, based in Osaka in the 1970s. Its activities were reportedly inspired by cultural trends around the early 1970s. The contents of Zokei-Asobi (hereafter referred to as Playful Art Study) were introduced for the first time in the 1977 revision of the 5th Elementary School Art and Handicraft Section of National Course of Study, but young teachers in the Do no Kai group practiced an embryonic form of Playful Art Study as early as the first half of the 1970s. To clarify the fundamental issues involved in its introduction and its effect on art education, I reviewed relevant literature of early Playful Art Study.
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The Other side of the easel: questioning art education through a postcolonial frame
By Linda AshtonIn this article I combine a researcher voice (reflective practitioner, Schon 1983) with the neo-narrative reporting strategy of Stewart (1996) to blend and blur a researchteaching nexus. I elaborate on a four-pronged strategy that encourages my pre-service primary teachers to recognize and challenge some of the western art world's longstanding exclusive discourses. The teaching approaches are informed directly by my post-structuralist doctoral research and postmodern art education alignment (Ashton 1999a, 2008).
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Book Reviews
Authors: Nicholas Houghton and Derek StearsArtist Teacher: A Philosophy for Creating and Teaching, G. James Daichendt (2010) Bristol: Intellect, ISBN 978-1-81450-313-4 (hbk) 29.95
Understanding Art Education: Engaging Refl exively with Practice, Nicholas Addison, Lesley Burgess, John Steers, and Jane Trowell (2010) London and New York: Routledge, 174 pp., ISBN 978-0-415-36740-0 (pbk) 22.99, ISBN 978-0-415-36739-4 (hbk) 80.00
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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)