Curating cognition in higher degree art education

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rebecca Heaton
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引用次数: 0

Abstract

This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.
高等艺术教育中的策展认知
本文分享了一项关于高等艺术教育认知的实证心理学案例研究。它提出认知策展作为一种概念和实践,可以在学院内外发展知识和学习自主权。本文通过三位学术艺术教育家的自我民族志故事、访谈和艺术作品,展示了认知及其策展如何在高等艺术教育的教学、研究和实践中体现和发展。开放编码和框架对齐(认知的、面向联系的和视觉的)有助于理解、定位和举例说明研究中的认知和管理。根据数据,本文承认运动、身份和框架作为学习策略如何有助于促进认知和认知管理。认知策展提供了负责任地形成和跟踪学习的方法,因此它与艺术、教育和生活有关。艺术教育的认知价值经常受到质疑,本文在探讨认知策展的同时,对艺术教育的认知完整性进行了对话性的维护。
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来源期刊
Research in Education
Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.70%
发文量
9
期刊介绍: Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.
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