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Art Education (art + education)
Selected AbstractsPaint and Pedagogy: Anton Ehrenzweig and the Aesthetics of Art EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2009Beth Williamson Anton Ehrenzweig's work training art teachers at Goldsmiths College in London was groundbreaking in its field. The work of the studio fed back into Ehrenzweig's writings through his reflections on teaching and the work produced in end of year shows. In The Hidden Order of Art (1967), he theorised the creative process in psychoanalytic terms and elsewhere likened the task of the art teacher to that of a psychotherapist. In this article I argue that, by taking psychoanalytic art theory into the teaching studio, Ehrenzweig provided a psychic space within which students were freed from convention and encouraged to pursue their own practice. [source] Winter Art Education ProjectINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2007Timo Jokela The purpose of this article is to describe how the Department of Art Education at the University of Lapland in Finland has developed winter art as a method of environmental and community-based art education. I will focus on the Snow Show Winter Art Education Project, a training project funded by the European Union and the State Provincial Office of Lapland. The general aim of the project was to increase the know-how of winter art in Northern Finland. This goal was put into practice through workshops on snow construction, documentation of winter art, winter-oriented media production, and snow and ice sculpting; through continuing education seminars, workshops, and school projects for teachers; and through public lectures and seminars on winter and winter art. In this article, I describe the challenges that winter offers to community and environment-based art education in the North. Further, I introduce the methods of implementation and the outcomes of winter art exercises carried out by several schools in Lapland in cooperation with and inspired by the Snow Show Winter Art Education Project. [source] Heritage, Identity and Belonging: African Caribbean Students and Art EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2006Paul Dash This article addresses the issue of Caribbean cultural under-representation in school art departments. It argues that diasporic subjects are not seen and their cultures not recognised precisely because their contributions to the way we live are indivisible from the mainstream. This in contradistinction to some groups whose cultures and heritages are relatively distinct and separate from Western mores. Our ways of understanding culture do not take this into account. Yet diasporic contributions to the way we live have buttressed Western lifestyles since the beginning of the slave trade. The article argues that this relationship, characterised by multiple entanglements, must be recognised if Caribbean cultural identities are to be seen and valued. In doing so it challenges the way we construct notions of cultural heritage and belonging, and promotes the adoption of more risk-taking pedagogies possibly based on contemporary practices. [source] School Art Education: Mourning the Past and Opening a FutureINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2006Dennis Atkinson This article begins with a brief summary of the findings of a recent research project that surveyed the content of the art curriculum in a selection of English secondary schools. The research findings suggest a particular construction of pedagogised subjects and objects rooted in ideas of technical ability and skill underpinned by a transmission model of teaching and learning. Drawing upon psychoanalytic and social theory reasons for passionate attachments to such curriculum identities are proposed, when in the wider world of art practice such identities were abandoned long ago. Working with the notion of the subordination of teaching to learning and the difficulties of initiating curriculum practices within increasingly complex social contexts, the article argues for learning through art to be viewed as a productive practice of meaning-making within the life-worlds of students. The term, ,encounters of learning' is employed to sketch a pedagogical quest in which an ethics of learning remains faithful to the truth of the learning event for the student. [source] The Electronic Prometheus and its Consequences for Art EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2001Johannes Kirschenmann This paper consists of three parts. First, a discussion of certain aspects of media art pedagogy, secondly, comments on computers from the view of art pedagogy, and finally, thoughts on a future art and media pedagogy. [source] ,A Natural and Voluntary Dependence': The Royal Academy of San Carlos and the Cultural Politics of Art Education in Mexico City, 1786,1797BULLETIN OF LATIN AMERICAN RESEARCH, Issue 3 2010SUSAN DEANS-SMITH In this article, I explore the controversies that characterised the foundational years of the Royal Academy of San Carlos of Painting, Sculpture, and Architecture in Mexico City (1786,1797). They provide provocative insights into questions of competing agendas and ambitions among the artists and bureaucrats of the royal academy. They also illuminate contemporary understandings about the hierarchical relationships between a metropolitan power, Spain, and its American colonies and their visual culture and artistic production, which mirror broader political hierarchies and relationships of power and subordination. [source] What is Art in Education?EDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2007New Narratives of Learning Abstract In this paper I address some questions pertinent to the development of school art education. I begin by considering how we relate to art and how we might understand the notion of this relation in terms of human subjectivity and the art object. To do this I describe particular art practices that have broadened social conceptions of art, which in turn, become part of art itself and shape performances of understanding, learning and practice. Implicit to this discussion is a change in how artists, art practice and engagement with art are conceived. I then consider some art events in school art education and analyse how human subjects, art practices and objects are understood in this context. This leads to further remarks about how learners and practice in school art education might be discerned in the light of the preceding discussion. [source] Old World Teaching Meets the New Digital Cultural CreativesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2009Elizabeth Delacruz This article sets forth a conceptual, philosophical and social agenda for art and design education in the twenty-first century, considering how a set of beliefs articulated within US art education discourse interfaces with conceptualisations about emerging global digital media and technologies. Discussion highlights selected writings in the USA primarily, writings about art education technology orientations; and then describes the professional experiences and insights of the writer as she embraced, implemented and made sense of technology in terms of her own multicultural educational orientation in a US university. Based on these insights, this writer proposes that technology pedagogy is not actually about digital technologies per se, but about what we intend to do with new technologies in the twenty-first century. Old notions of art as an embodiment of things that matter and a testament to the human condition are now connected to contemporary ideas about citizenship, caring and public engagement. In this trajectory, citizenship education is then posed as central to a future vision of art education in the digitally connected classroom. Caveats and limitations of the educational and transformative power of new global electronic media being set forth in this article are also noted, including paradoxical self-contradictions within the orientation itself. [source] Boys' Lack of Interest in Fine Arts in a Coeducational Setting: A Review of Sex-Related Cognitive Traits StudiesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2009Alain Savoie Fine arts teachers' concerns about male underachievement in a Quebec coeducational high school, and a related survey showing boys' negative perceptions of fine arts motivated this interdisciplinary literature review. Referring to biology and cognitive science, the article explores concepts of sex-related cognitive traits to help in designing sex-adapted approaches to individual learning in art education. The nature-nurture controversy still surrounds sex-based cognitive differences studies, though science agrees that natural and socio-cultural factors are somehow closely interwoven in the complex gender identity construction process. Sex-related biological predispositions influencing cognition are proposed notably in ,instrumentality-expressiveness' and ,empathising-systemising (E-S)' theories. The article suggests that in the context of art education, these sex-related cognitive models deserve study, because they could initiate sex-adapted teaching strategies with the necessary flexibility and wider scope to overcome gender-stereotyped biases and stimulate boys' interest in the arts. This suggested approach should not be confused with stereotype-based pedagogy, which merely strengthens learned gender characteristics, producing or maintaining academic underachievement. [source] The Necessity of Studio Art as a Site and Source for Dissertation ResearchINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2008Kristin Baxter The issue raised by the authors in this article question why studio art continues to be ignored as a site and source for research in art education. The necessity of the field to be able to participate within the research community in addressing cultural, social, educational and political concerns is acknowledged. It is argued, however, that the exclusive use of methods of inquiry that align with the conventions of social science research has been done at the expense of fully appreciating the capacity of artistic research undertaken in studio contexts. This tendency is especially prevalent in doctoral research in higher education. Three accounts of dissertation research are given that incorporate studio activity as a central agency of inquiry in conceptualising and theorising issues. Each highlights the capacity of art practice to reveal insights that are a consequence of what the researcher did in the studio setting as issues, ideas and interpretive stances emerged, and problems were re-conceptualised. What is different in these accounts from more mainstream approaches to research is the readiness to accept that constructing new knowledge is a creative and critical process. [source] Winter Art Education ProjectINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2007Timo Jokela The purpose of this article is to describe how the Department of Art Education at the University of Lapland in Finland has developed winter art as a method of environmental and community-based art education. I will focus on the Snow Show Winter Art Education Project, a training project funded by the European Union and the State Provincial Office of Lapland. The general aim of the project was to increase the know-how of winter art in Northern Finland. This goal was put into practice through workshops on snow construction, documentation of winter art, winter-oriented media production, and snow and ice sculpting; through continuing education seminars, workshops, and school projects for teachers; and through public lectures and seminars on winter and winter art. In this article, I describe the challenges that winter offers to community and environment-based art education in the North. Further, I introduce the methods of implementation and the outcomes of winter art exercises carried out by several schools in Lapland in cooperation with and inspired by the Snow Show Winter Art Education Project. [source] Educating Art in a Globalizing World.INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2006The University of Ideas: A Sociological Case-study In 1999, the Italian Arte Povera artist Michelangelo Pistoletto and other artists laid the foundations of The University of Ideas (UNIDEE), an exceptional international artist-in-residence programme with a strong ideological foundation. As a sociologist of culture I had the opportunity to do research in the huge organization for a month by doing participant observation, in-depth interviews and discourse analysis. In this article the educational programme of UNIDEE is interpreted in sociological terms. First of all it will be contextualized in the artistic work of Michelangelo Pistoletto through his concept of the mirror and his a-modern idea of ,The Minus Artist'. In the second part Pistoletto's artistic, political and economic movement Cittadellarte, in which UNIDEE is based, will be described. Finally UNIDEE will be analysed as a model for art education on the border of modernity attempting to redefine the position of art and of the artist in a globalizing world. [source] Drawing in Perspective: Scottish Art and Design Teachers Discuss DrawingINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2005Glen Coutts What are the main purposes of drawing in the secondary art and design curriculum? What are Scottish art teachers' views on the role and function of drawing? How is drawing taught in Scottish schools? These three broad questions formed the basis of the research reported in this article. The small-scale study, carried out between June 2002 and June 2004 will, the authors hope, be of interest to art educators seeking to explore the teaching of drawing as a key component of art and design education. In this article, we report on the background to the study, the place of drawing in Scottish art education, the methodology used, discuss some of the respondents' comments and conclude with some reflections and thoughts for future study. [source] Expressing the Not-Said: Art and Design and the Formation of Sexual IdentitiesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2005Nicholas Addison Central to this paper is an analysis of the work produced by a year 10 student in response to the ,Expressive Study' of the art and design GCSE (AQA 2001). I begin by examining expressivism within art education and turn to the student's work partly to understand whether the semi-confessional mode she chose to deploy is encouraged within this tradition. The tenets of expressivism presuppose the possibility that through the practice of art young people might develop the expressive means to give ,voice' to their feelings and come to some understanding of self. I therefore look at the way she took ownership of the ,expressive' imperative of the title by choosing to explore her emerging lesbian identity and its position within the normative, binary discourses on sex and sexual identity that predominate in secondary schools. Within schooling there is an absence of formal discussion around sex, sexual identity and sexuality other than in the context of health and moral education and, to some extent, English. This is surprising given the emphasis on self-exploration that an art and design expressive study would seem to invite. In order to consider the student's actions as a situated practice I examine the social and cultural contexts in which she was studying. With reference to visual semiotics and the theoretical work of Judith Butler, I interpret the way she uses visual resources not only to represent her emerging sexual identity but to counter dominant discourses around homosexuality in schools. I claim that through her art practice she enacts the ,name of the law' to refute the binary oppositions that underpin sex education in schools. This act questions the assumptions about the purpose of expressive activities in art education with its psychologically inflected rhetoric of growth and selfhood and offers a mode of expressive practice that is more socially engaged and communicative. [source] The Guernica Children's Peace Mural ProjectINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2000Tom Anderson This is an exploration of the international Guernica Children's Peace Mural Project, particularly in terms of its theoretical underpinnings and possible impact as a paradigm for ,real life' art education. [source] Effects of music and art education in early life and oral functions on the QOL of the Takarazuka Revue Company OG compared with general elderly femalesPSYCHOGERIATRICS, Issue 1 2010Takiko MASUTANI Abstract Background:, Today, Japan is becoming a super-aged society, with senior citizens already constituting over 21% of the population. In this situation, the question of how elderly people can extend their lives and enjoy independent lifestyles is becoming more important. The present study aims to clarify the relationship between the Quality of Life (QOL) of elderly females and their current oral functions and experiences of music and art education in early life. Methods:, We carried out a survey study focusing on elderly females (Takarazuka Revue Company OG group and general female group) by carrying out a questionnaire survey and comparing cognitive function, oral examinations, cerebral atrophy in magnetic resonance imaging, and other characteristics. Results:, It was shown that the Takarazuka Revue Company OG group had greater hippocampal volumes and significantly higher cognitive functions than the general female group. In addition, in the general female group, there was a significant correlation between a decrease in the number of remaining teeth and a decrease in activities in daily living, but in the Takarazuka Revue Company OG group, no such correlation was observed. Conclusions:, The results showed that those who have received art education as part of their careers over an extensive period since early life have higher levels of cognitive function, QOL, physical activity, social activity and life satisfaction compared with the general female group; showing that they sense a purpose in life and live with a positive attitude. In contrast, in the general female group, those who have continued to enjoy hobbies have higher levels of cognitive function, QOL, physical activity, social activity and life satisfaction than those who have not, thus showing that they live with a positive attitude. [source] | ||||||||||