Perspectives on art education: conversations across cultures
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Berlin
de Gruyter
2015
|
| Schriftenreihe: | Edition Angewandte
|
| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | 190 S. Ill., graph. Darst. |
| ISBN: | 9783110440782 3110440784 9783110444100 9783110436662 |
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Datensatz im Suchindex
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| adam_text |
Perspectives on Art Education
A Look inside
Ruth MateUS֊Berr D’Art Project Leader
Michaela Götsch Assistance of D’Art Project Coordination
Teaching and learning
art in tertiary education
has experienced significant
and challenging cultural,
technological, societal and
economic change. How will
art education change in view
of the shifting trends in
youth culture and expecta-
tions in society? How should
we educate artists, designers
and architects so they can ac-
tualize imaginative, socially
responsible and respect-guid-
ed meaningful art practice?
What is the best way to
engage in interdisciplinary
collaboration and intellectu-
al exchange?
This publication offers a
range of perspectives on art
education that address these
changes. We invited artists,
designers, architects, artist-
teachers, educators and
scientists to submit written
papers that will enhance
discussion at the symposium
Perspectives on Art Educa-
tion that will take place in
Vienna from May 28-30, 2015.
This publication contains a
collection of the papers the
participants proposed.
At the conference, par-
ticipants will discuss the role
of artists in contemporary
society, propose new teach-
ing and learning strategies
and examine the diversity of
art education across cultures
and in different kinds of
tertiary education institu-
tions. The following guiding
questions will function as
the starting point for their
contributions:
#1 THE ARTIST’S ROLE
AS EDUCATOR
What is the role of artists,
designers and architects
in contemporary society
and their extended role as
educators?
#2 ARTIST-TEACHER
IDENTITIES?
How can the roles and
identities of artist, teacher and
researcher be combined?
#3 RESEARCHERS
OF ART, DESIGN
ARCHITECTURE: THEIR
EDUCATIONAL ROLE
What is the role of researchers
of art, design and architecture
in contemporary society
and their extended role as
educators?
#4 PERSPECTIVES ON
LEARNING ART, DESIGN
and ARCHITECTURE
Are teaching and learning
strategies in art, design
and architecture education
transferable to other cultural
contexts (social, industrial,
museums etc.)? Or vice
versa?
#5 ARTIST-TEACHER
SKILLS
What skills do art teachers in
tertiary education need today?
#6 TRANSFERABLE
SKILLS
What can art teachers working
in tertiary level institutions
learn from instructional
strategies in secondary
schools?
Dirk Huylebrouck (BEL)
The Two Cultures in a Multicultural Society
Keywords: Mathematics, Art, Africa, Education
The first paper offers a mathematical perspective
on learning art, design and architecture. The author
points out that artists today need to be acquainted
with science as well as the humanities. He reports on
his own practice of teaching interdisciplinary maths-
art courses to architecture students in which he pro-
motes a creative approach to maths. He also argues for
extending the horizons of the science and humanities
by identifying and defining their own diverse cultures.
Although societies are becoming increasingly multicul-
tural, western and/or nationally oriented perspectives
are still prevalent in educational institutions.
Ruth Mateus-Berr (A),
Lilijana Radovic (SRB)
Op-Tiles and Interdisciplinarity
Keywords: Art, Math, Education, Labyrinth,
Op-Tiles
Connecting math and art in teaching as well as the
relationship between tertiary and secondary education
is the central focus of this paper. Two professors of
mathematics and fine art describe case study research
they carried out in an Austrian high school. Educators
from two countries, who taught different subjects at
different educational levels, engaged secondary school
students in lessons organised around the topics of laby-
rinth and Op Art. The authors advocate increased in-
terdisciplinarity in education and discuss the strengths
and weaknesses of a number of international examples.
Stacey Salazar (USA)
Scenes from an Art School: Four
Pedagogical Practices
Keywords: Pedagogy, College, Studio Art
The aim of this paper is to encourage artist-teachers
to reflect on their own pedagogy, get in touch with dif-
ferent instructional strategies and intentionally shape
their educational settings. The author offers out four
practical suggestions for crafting creative learning en-
vironments inspired by her observations of studio art
teachers at colleges in USA. She identifies a need to set
up physical and social learning environments in which
students feel more protected and empowered.
Judit Bényei, Zsófia Ruîîkay (HU)
Digital Museum: A Multidisciplinary
University Course
Keywords: Museums, Design Education,
Digital Technologies
This paper reports on a cross-institutional, inter-
disciplinary research and development project. The
authors reflect on new challenges artists and designers
in museums face in view of the omnipresent and rap-
idly developing digital technologies. Researchers with
expertise in media technologies and education collab-
orated with a museum and implemented a course in-
volving both arts and technology students from differ-
ent universities. They identify a need for teaching and
learning strategies that train students in collaborative,
interdisciplinary methods of working and develop their
communication skills.
Fares Kayali (A)
Educating Secondary School Teachers in
Game Design and Game-Based Learning
Keywords: Game Design, Education,
Game-Based Learning
The author has developed a university-based course
for future secondary teachers in response to wide-
spread reservations about using games in class. The
course develops their understanding of video games
and their effect on childrens behaviour. It also encour-
ages teachers to create games with their students. This
paper outlines practical strategies and instructional
materials for game-based learning, game literacy and
teaching game design.
Monika Farukuoye (A)
The Artist as Unreliable Narrator: Globalized
Cultures and Polymorphic Views
Keywords: Unreliable Narration, Globalization,
Polymorphic Views
This paper focuses on the role of the artist in edu
eating us to understand the simultaneous validity of
conflicting views produced by globalisation, increas-
ing migration and the omnipresent media. From the
perspective of a film artist, the author reflects on how
contemporary art and film address and challenge “un-
reliable societal narrations”
Lourdes Cilleruelo, Augusto
Zubiaga, Miriam Pena Zabal (ESP)
Desired Problems: An Artistic Experience in
the Field of Neural Networks
Keywords: Cross-Disciplinary Practice,
Making, Curiosity-Driven Learning
The practical example this paper reports was a
cross-disciplinary collaboration involving Science,
Technology, Engineering, Arts and Math (a response
to the educational concept of STEAM). The authors
stress the importance of curiosity-driven and prob-
lem-based learning as well as open access to know-
ledge and peer or community learning. They advocate
tinkering as a worthwhile methodology with reference
to the development and increasing use of virtual DIY
platforms and fablabs.
Ernst Wagner (D), Rolf Laven (A)
Visual Literacy: An Universal Concept?
Keywords: Visual Literacy, Curricula, Europe
This paper offers insights into a comparative study
of visual arts curricula and assessment in European
schools. A finding was that in spite of slight differences
in their design and implementation, ‘responding' and
‘making’ and, in some cases, ‘reflection and creative
thinking’ are the main domains of learning and compe-
tence. As part of a larger research program (ENViL), a
network of researchers and curriculum developers are
building on this research to formulate a common model
of assessment that could function as a framework for
visual literacy and facilitate the work of teachers, cur-
riculum developers, educators, textbook authors and
students throughout Europe.
Torsten Meyer, Gila Kolb,
Konstanze Schütze (D)
What’s Next in Art Education?
Keywords: Next Art Education, Shift, Risk
This paper addresses the sweeping changes media
technology is effecting in art education. The authors,
who are researchers in media culture, art theory and
art education investigate how art education might be
defined in the future. If it is going to operate with the
complexity of a networked society it will need to focus
on the present instead of the past. Considering the way
artists work it will need to focus on media literacy and
basic IT skills. The authors argue in favour of individu-
al teachers carrying out small changes to their practice
instead of a radical turn.
Barbara Mahlknecht (A)
Uncanny Materials. On Research and
(Un)learning the History of Art Education
Keywords: Research, Teaching, History, Art Education
This paper reports on the institutional origins of
art education. A group of students were challenged
to carry out art education research “with” instead of
“over” history. The author, who is a researcher, curator,
art educator and teacher, offers insights in the process-
es involved in archival research. Strategies of curating,
art education and performance were applied to present
the results of the project to the public.
Lise Kjaer (USA)
The Artist as Writer
Keywords: Writing, Art, Post Graduate Theses,
Vygotsky
Reflection and communication skills are the keys
to developing self-reliant artistic practice. In arguing
her case, the author, a researcher, artist and art history
teacher, presents a series of creative writing techniques
for teaching art students. She argues that writing
about their own art and processes and presenting the
results in public enables them to connect intuitive and
analytical approaches to practice. She argues also that
engaging in self-analysis and written expression helps
them to clarify their artistic development in the con-
text of contemporary art.
Karen Lee Carroll (USA)
Teaching and Learning at the Intersection
of Poverty and Secondary Design Education
Keywords: Design, Urban Settings,
Secondary Schools
This paper demonstrates how disadvantaged sec-
ondary students can benefit from engaging with arts,
design and architecture using the example of the
Baltimore Design School. The author, who is an art-
ist-teacher, analyses the characteristics of designers
and teachers and identifies empathy as an important
skill they both share. She is convinced that everyone
has potential to become a successful and confident
learner so long as they are willing to take risks and ac-
cept every challenge as a possibility for learning.
Patricia Olynyk (USA)
Evolving the Third Culture
Keywords: Art, Science, Technology, Third Culture
This paper addresses intersections between art,
science and technology in tertiary education. It pro-
vides insights into recent discourse and debates about
cross-disciplinary activities at academic institutions
in the USA. The author is committed to advancing
chc role of the arcs in the academy as a unique form
of knowledge production. Her report of research models
and collaborative projects emphasises the stimulat-
ing effect they can have on both interdisciplinary and
cross-school relationships and collaborations.
Ruth Mateus-Berr, Albrecht Karlusch,
Wolfgang Sachsenhofer (A)
The Case for Interdisciplinary Art and
Design Education
Keywords: Interdisciplinary, Business,
Art Design Education
This paper is about dialoguing between Art, De-
sign and Business in tertiary education. In reporting an
ongoing research project into “clean tech energy start-
ups” it offers many insights into how student’s inter-
disciplinary abilities can be trained and the challenges
thev face. The interdisciplinary team of authors point
out the proven impact of this project on the formula-
tion of socially and economically grounded solutions.
Anton Falkeis (A)
Aspects of Space: Architecture for
Non-Architecture Students
Keywords: Architecture, Spatial Behaviour, Learning
This paper presents a program for art education
and other students that aims to shape learners’ ideas of
space. An architect, researcher and professor reports on
three projects and describes theories underpinning his
teaching together with practical strategies and tools.
1 he paper describes ways in which students without
specific knowledge and skills in architecture can inves-
tigate space in order to experience and develop their
own architectural ideas.
Judith M. Burton (USA)
Pedagogy as Spaghetti Junction!
Keywords: Reflection, Development, Materials,
Art Education
The author of this paper draws on her experience
as a professor of art education to argue that art stu-
dent s lack the ability to reflect on and articulate their
artistic practice, in order to develop these skills, future
artists and art teachers need college/university art
educators who exemplify these abilities. The author
scrutinises the multidimensional role of art teachers in
tertiary education as "maker-teacher-learner-researcher”
an suggests that it is crucial to understand human de-
ve op ment and materials, as well as re-examine history
while searching for continuity.
Richard Jochum (USA)
The Changing Education of Artists
Keywords: Higher Education, Educating Artists
The author of this paper is concerned with changes
in teaching and learning studio art and art education.
He alerts us to three driving forces behind these chang-
es and discusses them: (i) the hybridization of media
and art practice (the mixing of genres, materials and
concepts), (z) specialisation (and simultaneously in-
creasing interconnectedness), as well as the (3) profes-
sionalization of learning.
Eduardo Benamor Duarte (USA)
Automated experience: prototyping
adaptive artifacts in Art Design pedagogy
Keywords: Automation, Fabrication, Social,
Environment, Pedagogy
Digital technology applications are increasingly
changing the production and analysis of design solu
tions in art and architecture. This paper focuses on
the consequences this may have on art and design in
tertiary education and a search for appropriate models
of learning. The author argues that a procedure-based
approach to design process offers beneficial new forms
of augmented learning and social interaction. What
this means in practice is illustrated in his report of a re-
search and development project on sensory responsive
components in architecture.
Eva Maria Stadler (A)
Perspectives on Art Education
A gallery exhibition will take place as part of the
symposium Perspectives on Art Education. Presenters
at the conference have been invited to submit an art
work related to the theme they have chosen to speak
about. The exhibition will be assisted by Eva Maria
Stadler. Her article in this publication reflects on art-
education by introducing artworks created by interna-
tional artists who engage with educational concepts.
Visual Perspectives on Art Education
May 28-30, 2015 @ Sala terrena
Exhibition Centre Heiligenkreuzer Hof, Vienna |
| any_adam_object | 1 |
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| dewey-sort | 3370 |
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| discipline | Kunstgeschichte Pädagogik |
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| indexdate | 2024-08-03T02:30:16Z |
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| language | English |
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| spelling | Perspectives on art education conversations across cultures ed. by Ruth Mateus-Berr ... Berlin de Gruyter 2015 190 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Edition Angewandte Musische Erziehung (DE-588)4040890-5 gnd rswk-swf Ästhetische Erziehung (DE-588)4000628-1 gnd rswk-swf Kunstvermittlung promotion of art Design Kunst art (DE-588)1071861417 Konferenzschrift 2015 Wien gnd-content Musische Erziehung (DE-588)4040890-5 s Ästhetische Erziehung (DE-588)4000628-1 s 1\p DE-604 Mateus-Berr, Ruth 1964- (DE-588)13380867X edt X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=5189588&prov=M&dok_var=1&dok_ext=htm Inhaltstext Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028094095&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Perspectives on art education conversations across cultures Musische Erziehung (DE-588)4040890-5 gnd Ästhetische Erziehung (DE-588)4000628-1 gnd |
| subject_GND | (DE-588)4040890-5 (DE-588)4000628-1 (DE-588)1071861417 |
| title | Perspectives on art education conversations across cultures |
| title_auth | Perspectives on art education conversations across cultures |
| title_exact_search | Perspectives on art education conversations across cultures |
| title_full | Perspectives on art education conversations across cultures ed. by Ruth Mateus-Berr ... |
| title_fullStr | Perspectives on art education conversations across cultures ed. by Ruth Mateus-Berr ... |
| title_full_unstemmed | Perspectives on art education conversations across cultures ed. by Ruth Mateus-Berr ... |
| title_short | Perspectives on art education |
| title_sort | perspectives on art education conversations across cultures |
| title_sub | conversations across cultures |
| topic | Musische Erziehung (DE-588)4040890-5 gnd Ästhetische Erziehung (DE-588)4000628-1 gnd |
| topic_facet | Musische Erziehung Ästhetische Erziehung Konferenzschrift 2015 Wien |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=5189588&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028094095&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT mateusberrruth perspectivesonarteducationconversationsacrosscultures |