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- Volume 6, Issue 3, 2017
Visual Inquiry - Volume 6, Issue 3, 2017
Volume 6, Issue 3, 2017
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Investigating the relationship between college students’ views of reality and their usage of photographic manipulation
By Yi-hui HuangAbstractSome photography students choose to manipulate their photographs with computers to come closer to expressing their vision; others, despite having the option to modify their photographs, avoid post-editing and leave their photographs as is. Prior research has suggested that artists’ epistemologies are manifested in their artwork; this study investigates how the views of young college students or the so-called Generation Z regarding reality lead to their manipulation styles in photographs. This study presents four college students from my photography manipulation classes from 2013 to 2015. It describes their work, interprets their layers of reality and seeks relationships between their views and work. The study provides philosophical grounding for students’ choices of style, which have implications for how manipulated photographs can be studied and how photographic manipulation can be taught.
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Open art education: Analysis of visual art teaching and learning websites
More LessAbstractA review of the literature has indicated that visual art learners and art teachers frequently use website resources in art teaching and learning activities. However, questions such as what websites art learners and art teachers are using and what technologies and tools are utilized in these websites remains unclear. This study offered insights into how use of technologies and tools actually took place, which might change how people teach and learn about art. Over 70 visual art teaching and learning-related websites were collected and evaluated using seven structured criteria. The top ten rated art teaching and learning websites were described and the common characteristics of technological features of these websites were analysed.
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Challenging the cult of normalcy: Arts education and transdisciplinary practices
More LessAbstractI am interested in art education as a transdisciplinary practice that embraces a variety of mediums and world-views and in how, through transdisciplinarity, art education challenges the cult of normalcy. The normalization of the individual is a limiting, destructive and pedagogically unsound basis from which to pursue any kind of education and particularly one where the contribution of the individual is as central as it is in art education. The adoption of a transdisciplinary practice can be liberating on a personal, an artistic and a pedagogic level.
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