The Canadian Review of Art Education / Revue canadienne d’éducation artistique最新文献

{"title":"Overview of Museum Education and Cultural Mediation in a Quebec Regional Museum: Between Democracy and Cultural Democratization / Aperçu de l’éducation muséale et de la médiation culturelle dans un musée régional du Québec : entre démocratie et démocratisation culturelle","authors":"F. Toe, A. Émond","doi":"10.26443/crae.v46i2.77","DOIUrl":"https://doi.org/10.26443/crae.v46i2.77","url":null,"abstract":"Summary: The Beaulne Museum is a regional institution located in Coaticook, Quebec. Its threefold mission includes the showcasing of textiles and costumes, local heritage, and visual arts. While favouring an historical approach, the museum’s programming is also open to modernity. A large number of exhibitions and a range of cultural activities are offered to the public with the aim of promoting cultural democracy and cultural democratization. This paper examines audiences’ response to the museum’s offerings and the impact of the socio-economic and environmental context on the relevance of its activities.Keywords: Museum education; Regional museum; Cultural democracy; Cultural democratization; Cultural mediation.Résumé : Le Musée Beaulne est une institution régionale de Coaticook, au Québec. Sa mission à trois volets inclut la mise en valeur des textiles et des costumes, du patrimoine local et des arts visuels. Privilégiant une approche historique, la programmation du musée laisse néanmoins place à la modernité. Il propose au public une vaste gamme d’expositions et d’activités culturelles dans le but de promouvoir la démocratie culturelle et la démocratisation culturelle. Cet article porte sur la réaction de la clientèle aux propositions du musée ainsi que sur l’impact du cadre socioéconomique et environnemental vis-à-vis la pertinence des activités muséales.Mots-clés : éducation muséale ; musée régional ; démocratie culturelle ; démocratisation culturelle ; médiation culturelle.","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115476488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theory of Mind, Aesthetic Judgment and Child Development Issues: A Narrative Review / Théorie de l’esprit, jugement esthétique et enjeux du développement de l’enfant : un compte rendu narratif","authors":"P. Mendonça, Alain Savoie, A. Émond","doi":"10.26443/CRAE.V46I2.69","DOIUrl":"https://doi.org/10.26443/CRAE.V46I2.69","url":null,"abstract":"Abstract: The Theory of Mind (ToM) is an empathy related concept that refers to the ability of attributing mental states to oneself and to others. ToM is present throughout the process of aesthetic judgment and essential for an aesthetic experience to happen. We present a narrative overview of four influential studies that propose a developmental model of aesthetic judgment in children and we discuss their inherent relationship with ToM. We argue that ToM permeates the four suggested models, although not expressly mentioned in them, and conclude that ToM cannot be separated from the aesthetic experience in the context of child development.Keywords: Art Appreciation; Aesthetic Experience; Aesthetic Judgment; Child Development; Empathy; Imagination; Shared meaning; Theory of Mind (ToM). Résumé : La théorie de l’esprit désigne un concept lié à l’empathie, qui relève de la capacité d’attribuer des états mentaux, à soi-même et à autrui. La théorie de l’esprit est inhérente au processus de jugement esthétique et indispensable au vécu de l’expérience esthétique. Nous proposons ici un compte rendu narratif de quatre études déterminantes qui introduisent un modèle développemental du jugement esthétique chez l’enfant et analysons sa relation étroite avec la théorie de l’esprit. Nous affirmons que la théorie de l’esprit imprègne les quatre modèles suggérés, bien qu’elle n’y soit pas exprimée directement, et qu’elle ne peut donc être dissociée de l’expérience esthétique au niveau du développement de l’enfant.Mots-clés : connaissance des arts ; expérience esthétique ; jugement esthétique ; développement de l’enfant ; empathie ; imagination ; sens commun ; théorie de l’esprit.","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127969803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial, Vol. 26. No. 2 / Éditorial, Vol. 46, No. 2.","authors":"Heather McLeod","doi":"10.26443/crae.v46i2.88","DOIUrl":"https://doi.org/10.26443/crae.v46i2.88","url":null,"abstract":"Editorial, Volume 46, No. 2. Éditorial, Volume 46, No. 2. ","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129902232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artistic Inquiry in Art Teacher Education: Provoking Intuition through a Montage of Memory in and of Place / 1. Recherche artistique et formation des enseignants en arts : susciter l’intuition par le biais d’un montage de la mémoire des lieux","authors":"A. Boulton","doi":"10.26443/CRAE.V46I2.83","DOIUrl":"https://doi.org/10.26443/CRAE.V46I2.83","url":null,"abstract":"Abstract: In this paper, I discuss research that explored the emergence of an intuitive disposition through teacher candidate participants’ artistic inquiry of their former school spaces and the conceptualization of time as montage to articulate novel pedagogical conditions in teacher education. Through filmmaking, participants performed as nomads, responding both physically and aesthetically to their affective responses to memory in place. In doing so, individuated memories of their mundane experiences of schooling emerged, disrupting recollected discourses about why they teach. This suggests the importance of artistic practice in teacher education pedagogical practices and the value of learning through rather than from experience. Keywords: Teacher Education; Artistic Inquiry; Montage; Intuition; Memory; Time; Experience.Résumé : J’aborde dans cet article la recherche menée sur l’émergence d’une attitude intuitive au regard de la quête artistique des futurs enseignants vis-à-vis leurs anciens espaces scolaires et la conceptualisation du temps sous forme de montage pour introduire de nouvelles modalités pédagogiques en matière de formation des enseignants. Par la réalisation de films, les participants deviennent des nomades qui réagissent de manière physique et esthétique, à leur perception affective de leur mémoire en place. Ce faisant, le souvenir individualisé de la perception ordinaire de leurs études émerge, altérant le discours remémoré sur les motifs derrière leur volonté d’enseigner. Cela dénote l’importance de la pratique artistique au niveau des pratiques pédagogiques de la formation des enseignants et la valeur de l’apprentissage à travers l’expérience même plutôt que tirée de l’expérience.Mots-clés : formation des enseignants ; recherche artistique ; montage ; intuition ; mémoire; temps ; expérience.","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131801526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Poetics of the Fairy Tale Princess: Products, Problems, & Possibilities / Poésie de la princesse des contes de fées : produits, problèmes et possibilités","authors":"C. L. Weida, C. Bradbury, Jaime Chris Weida","doi":"10.26443/CRAE.V46I2.67","DOIUrl":"https://doi.org/10.26443/CRAE.V46I2.67","url":null,"abstract":"Abstract: In the following paper, the authors analyze the prevalence of princess culture in the literature, film, and visual culture of young people. An art educator, art historian, and professor of English literature, the authors propose creative interventions through alternative resources and readings. Focusing on foundations of media studies and literature of Fairy-Tale Studies and girlhood studies, this interdisciplinary collaboration investigates complex creative predicaments of girlhood and princess media. Utilizing Princess Aurora and Sleeping Beauty as a case study and focal point, the authors discuss their collaborative arts research intended to explore problems and possibilities of princess culture. Keywords: Art Education; Arts Research; Fairy Tales; Media Studies, Princesses.Résumé : Les auteurs analysent la prévalence de la culture des princesses dans la littérature, les films et la culture visuelle des jeunes. Les auteures, une éducatrice artistique, une historienne et une professeure de littérature anglaise, proposent des actions créatives par le biais de ressources et lectures alternatives. Axée sur les fondements de l’étude des médias et sur la littérature liée à l’étude des contes de fées et de la jeunesse féminine, cette collaboration interdisciplinaire se penche sur les difficultés créatrices complexes des histoires de jeunesse féminine et de princesses. À partir d’une étude de cas de la princesse Aurora et de la Belle au bois dormant, les auteurs utilisent leur recherche artistique concertée pour analyser les problèmes et les possibilités de cette culture des princesses.Mots-clés : éducation artistique ; recherche artistique ; contes de fées ; étude des médias, princesses.","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126087164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding Identity: Using the Literary and Visual Arts as Reflexive Tools / Lettres de possibilités et d’évolution pédagogique : réflexions personnelles issues de mon projet « Quête d’identité »","authors":"Thibault Zimmer","doi":"10.26443/CRAE.V46I1.52","DOIUrl":"https://doi.org/10.26443/CRAE.V46I1.52","url":null,"abstract":"Abstract: This paper addresses reflections from my research when using letter-writing as an arts-based method for exploring curriculum implications within an alternative educational program in a Montreal inner-city high school. The participants, comprised of the program’s students as well as its administrators and teachers, informed the research by shedding light on their experiences of the teaching and learning that occurs in such setting. By combining the literary and visual arts, the study participants explored the theme of identity through the creation of letters, and visual arts responses. As a result of this work, I employ letter-writing in this paper to address the critical and pedagogic discourses experienced and support for a call to shift educational paradigms.Keywords: Pedagogy; Letters; Narratives; Education; Discourse.Résumé : Cet article porte sur les réflexions issues de mes recherches axées sur la rédaction de lettres comme méthode artistique d’analyse des répercussions des programmes, dans le cadre d’un programme éducatif alternatif au sein d’une école secondaire « anonyme » d’un centre-ville. Ces recherches sont basées sur les différents participants, à savoir étudiants, administrateurs et enseignants, qui ont bien voulu partager leurs expériences d’enseignement et d’apprentissage dans le contexte précité. En regroupant arts littéraires et visuels, les participants à l’étude ont exploré la thématique de l’identité par la rédaction de lettres et de créations en arts visuels. J’utilise donc ici, par le fruit de ces travaux, la rédaction de lettres pour traiter des discours critiques et pédagogiques reçus et promouvoir une évolution des paradigmes éducatifs.Mots-clés : Pédagogie, lettres, récits, éducation, discours.","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123131157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mystic Mountain, Creative Storm / Montagne mystique, agitation créatrice","authors":"B. Zuk","doi":"10.26443/CRAE.V46I1.66","DOIUrl":"https://doi.org/10.26443/CRAE.V46I1.66","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128748743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artist Statement: Mosaic Mystic/ Énoncé d'artiste: Mosaïque Mystique","authors":"B. Zuk","doi":"10.26443/CRAE.V46I1.73","DOIUrl":"https://doi.org/10.26443/CRAE.V46I1.73","url":null,"abstract":"Artist statement/Énoncé d'artiste.","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123673276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moving Toward Third-Space: Reflections on the Tensions with/in Qualitative Research / Vers le troisième espace : réflexions sur les tensions en recherche qualitative","authors":"Sheri R. Klein","doi":"10.26443/CRAE.V46I1.60","DOIUrl":"https://doi.org/10.26443/CRAE.V46I1.60","url":null,"abstract":"Abstract: This reflective essay examines some of the dialectical tensions that can emerge within qualitative research and that can result in internal and external conflicts and a wide range of emotions and feelings for researchers. It is important to notice and examine these tensions as many art educators use qualitative research methods. Subsequently, more attention is needed to recognizing research as an emotional, and conflicted journey. The Japanese aesthetic of wabi-sabi and paradox theory offers applicable insights into the qualitative research process. Approaches to ‘qualitative thinking’ and artistic and contemplative methods are explored with the aim of reflexivity and disrupting dialectical thinking in qualitative research.Keywords: Qualitative research; Dialectical tensions; Third Space; Rhizomatic thinking. Résumé : Ce compte rendu réflexif se penche sur certaines des tensions dialectiques susceptibles d’apparaître en recherche qualitative, de mener à des conflits internes et externes et de susciter chez le chercheur une vaste gamme d’émotions et de sentiments. Il importe de prendre note de ces tensions et de s’y attarder car de nombreux éducateurs emploient concepts et méthodes de recherche qualitative. Il faut par conséquent se préoccuper davantage de la recherche qualitative en tant que processus émotionnel et souvent conflictuel. Cette enquête se base sur les travaux de chercheurs multidisciplinaires selon lesquels le concept « d’entre-deux » et de « troisième espace » perturbe fondamentalement la pensée binaire. D’autres stratégies sont par ailleurs introduites pour appuyer la pensée rationnelle dans le domaine de la recherche qualitative et la création de cultures de recherche rhizomatiques.Mots-clés : recherche qualitative, tensions dialectiques, troisième espace, pensée rhizomatique. ","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114770100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tradition and the contemporary collide: Newfoundland and Labrador art-education history / Le choc de la tradition et du contemporain : histoire de l’éducation artistique à Terre-Neuve-et-Labrador","authors":"Gerard Curtis, Heather McLeod","doi":"10.26443/CRAE.V46I1.74","DOIUrl":"https://doi.org/10.26443/CRAE.V46I1.74","url":null,"abstract":"Abstract: Newfoundland and Labrador, Canada, is a province proud of its historical traditions. Yet, these values are, at times, in conflict with contemporary global culture. The province’s socio-political and cultural struggles and successes, and the impact of an ongoing boom and bust cycle in resource development, are echoed both in the history of art education and in its artistic evolution. From modernism and post modernism, and DBAE to VCAE, the development of the Visual Art Program at the Grenfell Campus of Memorial University in Corner Brook provides a cautionary tale on the vagaries of promoting artistic traditionalism over contemporary meta-modernism, and the role of art in the classroom in reflecting global society at large. With a growingly mixed population in the province, art education plays a significant role in a contemporary dynamic that can challenge a self-promoted geographic and historical myopia.  Art in Newfoundland and Labrador increasingly acts as a suturing mechanism and reflective device, through which to look at these tensions, allowing the art educator to play a somewhat subversive role to the larger historical, political, and social agenda.  Yet art education and art have also been used as a tool to serve various shifting political agendas. Negotiating this terrain as an art educator can be difficult; tradition and the contemporary collide, yet the dynamic of this play has produced some amazing results culturally. Walking this tightrope provides a model for a newer generation who have to be increasingly multi-cultural and internationalist in their views.Keywords: Traditionalism; Contemporary Meta-modernism; Historical, Political, and Social Agenda; Subversive Role of Art Educator; Multi-cultural.Résumé : Terre-Neuve-et-Labrador est une province canadienne fière de ses traditions historiques. Il arrive cependant que ses valeurs soient en conflit avec la culture générale moderne. Les luttes et réalisations sociopolitiques et culturelles dans cette province, ainsi que la baisse brutale de la mise en valeur des ressources, trouvent écho dans l’enseignement des arts et l’évolution artistique de la province. Du modernisme au postmodernisme, et de l’éducation artistique axée sur les disciplines à l’éducation artistique fondée sur la culture visuelle, l’élaboration du Programme d’arts visuels sur le campus de Grenfell de l’Université Memorial de Corner Brook, constitue un récit édifiant des aléas de la promotion du traditionalisme artistique vis-à-vis le métamodernisme contemporain, et du rôle de l’art en salle de cours comme reflet de la société dans son ensemble. Compte tenu de la diversité croissante de la population de la province, l’éducation artistique joue un rôle prépondérant dans une dynamique moderne susceptible de s’opposer à une myopie géographique et historique auto-promue. À Terre-Neuve-et-Labrador, l’art agit de plus en plus comme un mécanisme de suture et un dispositif de réflexion permettant d’observer ces tensi","PeriodicalId":383634,"journal":{"name":"The Canadian Review of Art Education / Revue canadienne d’éducation artistique","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122961398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}