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- Volume 12, Issue 3, 2016
International Journal of Education Through Art - Volume 12, Issue 3, 2016
Volume 12, Issue 3, 2016
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Art as research: Defending the significance of art practice in high school
More LessAbstractRecent reconsideration of education policies in Greece to include experiential learning in the high school curriculum signals a positive transformation of education. It is obvious that art as a school subject can benefit from this reconsideration. I hypothesize that experiential learning can be a proper context in which to teach art through the concept of art as research. To support this thesis, I draw on my involvement as art teacher in two experiential research courses during the 2014–2015 academic year. The first course is being taught in two eighth-grade, junior-high classes and the second in a tenth-grade, senior-high class. Given that the two courses are not yet completed, I will herein describe some of my decisions so far in constructing students’ research journeys.
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A developing research-oriented pedagogy for undergraduate teaching in art and design
More LessAbstractArt and design continues to negotiate its activity as academic research. It has had to build arguments for how its procedures constitute a disciplinary specific form of enquiry and communicate how its activities constitute something important in the world – an alternative means of thinking and generating knowledge. It has had to do this while not losing sight of its fundamental nature and purpose as art and design. This article surveys the ways in which practice-based research is achieving this, connecting key aspects of these efforts to a developing research-oriented pedagogy for undergraduate teaching and learning. I suggest that the development of a research culture has reinvigorated the undergraduate curriculum, advancing our pedagogical content knowledge. In this respect I outline a number of strategies of importance in assisting students to build more sophisticated conceptions of artistic research.
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Drawing on philosophy – an investigation of theory in praxis
By Alex AshtonAbstractThe article addresses the question: what is the relationship between perceptual experience and its interpretation through drawing? It is proposed that drawing, as knowledge and experience, is a particular way of coming to know the world that is explicated within personal practice. The research examines how drawing, through its expression of the concrete and the imaginary, provides interconnected ways of orientating knowledge that contribute to a multifaceted understanding of the ‘lived experience’. The practice of drawing is utilised as a research methodology in order to consider visualisations that are both descriptive and interpretive.
The study draws on philosophy, in particular the writings of Maurice Merleau-Ponty, to consider the complexities and interconnections of mind, object and body that are experienced through drawing. By being immersed in the visible, the concrete, through the body, the visible is not appropriated, but is instead revealed by the act of ‘looking’.
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Challenging journeys: Contemporary Korean artists and some possible implications for education through art
More LessAbstractThe growing social need for a creative workforce in Korea has prompted teachers to look to the arts for innovative classroom practices. While a growing body of integrated curriculum studies acknowledges art and artists as valuable sources for alternative ways of knowing, a lack of comprehensive information on what shapes the practices of today’s artists limits ongoing discussion. This article aims to extend teachers’ current thinking on the potential role of art in educational innovation by exploring the growth of creative individuals in the art world, examining the diverse paths to artistic growth of three promising contemporary Korean artists. Withincase analysis provides insights into how these artists have navigated their individual paths while interacting with their surroundings, and contextual analysis of their major transitions highlights the value of risk-taking in promoting creative educational practice through art.
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Creating and exploring a desert ecology site on the OpenSim world with middle-school students
More LessAbstractUsing participant observation methods, I explored middle-school students’ visual literacy introduction to the OpenSim Virtual World, which was hosted by the University of British Columbia. Using their school name theme of the Sonoran Desert, they drew and uploaded their favourite desert creatures and plants on square easel forms/prims, built some dome-structured caves as an installation site, and added pop-up notecards about animal symbolic meanings, as a kind of visual/verbal literacy. Besides overcoming initial technical problems and experimenting with the Build/Design tools, they contacted biology information sites, to learn about desert conditions, animal plight (poaching/predator/prey/pesticide problems), plant acclimatization, and differing opinions about intervention. When students are guided and given appropriate digital art tools, they can create new worlds and explore ecological problems.
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‘Skateboarding is like dancing’: Masculinity as a performative visual culture in art education
More LessAbstractThis article analyses the construction of skateboard masculinity as a performative visual culture, related to the conditions for masculine subject positions in upper secondary school visual art and media education. The empirical material comes from visual ethnographic research in classroom and discourse analysis of one pupil’s skateboarding video and an interview with the same pupil. The results show that the masculinity performed in both the visual art classroom and in pupil’s skate video is complex and moves between homosocial expressions and intimacy, risk-taking and visual culture enacted as being cool and an outsider. The analysis implies a linkage to a neo-liberal ideal in which the values of play and pleasure as a crucial aspect of counterculture are connected to entrepreneurial individualism, consumer creativity and market trends.
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Book Reviews
Authors: Peter Gregory, Wioletta Anna Piaścik and Marek WasilewskiAbstractExploring Studio Materials: Teaching Creative Art Making to Children, Mary Hafeli (2015) New York, USA: Oxford University Press, 258 pp., ISBN: 9780199975556, p/bk, US$44.95
At the Heart of Art and Earth: An Exploration of Practices in Arts-Based Environmental Education, Jan Van Boeckel (2013) Helsinki: Aalto University publication series (doctoral dissertation 73/2013), 420 pp., ISBN: 9789526051451, p/bk, €39
Akademie X Lessons in Art + Life, Rebecca Morrill (ed.) (2015) London: Phaidon Press, 352 pp., ISBN: 9780714867366, p/bk, £24.95
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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)