To Throw Oneself Into the Fray: A Qualitative Evaluation Study Into the Educational Potential of Contemporary Artistic Activism for Practices of Art and Citizenship Education

IF 1.2 4区 教育学 0 ART
Nathalie Roos
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Abstract

This article is an evaluative research study, mapping the outcomes of the art and citizenship project Dealing with the real stuff, in which students developed the competences of critical thinking and creative resistance. During this project, Dutch students at a school for compulsory education, aged 15–16 years, studied activist art, participated in workshops led by activist artists, and performed an artistic intervention in a public space. Central to the evaluation were students' and teachers' experiences of the project and the recommendations they made to improve the project for the following year. The project was evaluated through observations, interviews, learner reports, and document analysis. Concerning the experiences of the project, the findings show that students were positive about the focus on real-world issues and learning by doing. Yet, they were critical about the imposed character of activism within the context of a school project. Some students also expressed anxiety about performing an artistic intervention in a public space. The teachers observed that asking students to throw themselves into the fray can be too much, as students at this age do not really know yet what they stand for. Students' and teachers' recommendations were that the project should find a balance between discomfort and creating safe spaces to reflect and discuss personal, sometimes contradictory views. As such, this study exemplifies how artistic activism contributes to making citizenship education more active and art education more contemporary by focusing on current social issues and ways of working of present-day activist artists.

Abstract Image

投身战斗:当代艺术行动主义对艺术实践和公民教育的教育潜力的定性评价研究
本文是一项评估性研究,描绘了艺术与公民项目的成果,处理真实的东西,在这个项目中,学生们发展了批判性思维和创造性抵抗的能力。在这个项目中,一所义务教育学校15-16岁的荷兰学生学习了激进主义艺术,参加了由激进主义艺术家领导的工作坊,并在公共空间进行了艺术干预。评估的核心是学生和教师对项目的经验,以及他们为来年改进项目所提出的建议。该项目通过观察、访谈、学习者报告和文件分析进行评估。关于项目的经验,调查结果表明,学生们对关注现实世界问题和在实践中学习持积极态度。然而,他们对在学校项目的背景下强加的激进主义特征持批评态度。一些学生也表达了对在公共空间进行艺术干预的担忧。老师们观察到,要求学生投身到争吵中可能有些过分,因为这个年龄段的学生还不真正知道他们代表什么。学生和老师的建议是,该项目应该在不舒服和创造安全空间之间找到平衡,以反映和讨论个人的,有时是相互矛盾的观点。因此,本研究通过关注当前的社会问题和当代激进主义艺术家的工作方式,举例说明了艺术激进主义如何有助于使公民教育更加活跃,艺术教育更加当代。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.90
自引率
9.10%
发文量
47
期刊介绍: The International Journal of Art & Design Education (iJADE) provides an international forum for research in the field of the art and creative education. It is the primary source for the dissemination of independently refereed articles about the visual arts, creativity, crafts, design, and art history, in all aspects, phases and types of education contexts and learning situations. The journal welcomes articles from a wide range of theoretical and methodological approaches to research, and encourages submissions from the broader fields of education and the arts that are concerned with learning through art and creative education.
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