Visual Inquiry-Learning & Teaching Art最新文献_第5页

Landscapes of learning: Art and culture across cities 学习的景观:跨城市的艺术和文化

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00022_2

C. Funk

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Opening Thirdspace: Cultivating critical geographies in art teacher education 开放第三空间:美术教师教育中批判性地理的培育

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00028_1

Joy G. Bertling

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Multipli-city, My Winnipeg and a pedagogy of the permanent circuit 多城市，我的温尼伯和永久电路的教学法

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00029_1

Stephen Morrow

{"title":"Multipli-city, My Winnipeg and a pedagogy of the permanent circuit","authors":"Stephen Morrow","doi":"10.1386/vi_00029_1","DOIUrl":"https://doi.org/10.1386/vi_00029_1","url":null,"abstract":"The city is a network of boulevards, thoroughfares, highways and subway systems. The city is also a site of learning, or rather the city houses sites of learning: museums, libraries, schools, theatres and cinemas, for instance. Interestingly, these sites of learning need not be physical; indeed, regarding cinema, for example, they can be websites like Amazon, Criterion Channel, Netflix, where cinephiles can stream movies from the comfort of their home, office, car, on a phone, tablet, television. It is at the intersection of these sites – the cinema and the city – that I wish to situate this article. In particular, I explore how the filmmaker Guy Maddin with My Winnipeg (2007) finagles cinema’s essay-film genre to turn a physical space (in Winnipeg, Manitoba, Canada) from, in Deleuze and Guattari’s terms, striated to smooth, points to pointillism, in which event replaces essence and multipli-city replaces singular(c)ity. The city is a machine and the machine here is D+G’s assemblage. As such, the city and the citizen/creator become one, symbio[(y)tic], and the two cannot be separated without returning the city to a simpli-city and the filmmaker to a documentarian. This film amounts to an encounter that causes thinking (in Deleuzian terms) and thus learning and thus a way forward for thinking through a pedagogy of the permanent circuit.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"82 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83183838","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}

引用次数: 0

Unsung heroes: Reconceptualizing a video game as a work of art 无名英雄:将电子游戏重新定义为艺术作品

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00030_1

J. Davis

引用次数: 1

Ecology of site-specific painting and drawing: Embodied and empathic mark-making in urban cites 特定地点绘画的生态学:城市中具身的和共情的标记制作

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00023_1

Asmita Sarkar

{"title":"Ecology of site-specific painting and drawing: Embodied and empathic mark-making in urban cites","authors":"Asmita Sarkar","doi":"10.1386/vi_00023_1","DOIUrl":"https://doi.org/10.1386/vi_00023_1","url":null,"abstract":"The idea of ecology has changed drastically during the last few decades. The trend in scholarship has changed from exclusively studying nature and natural objects, to include human’s relationship to it. In this context the present article aims to look at the ecological implication of site-specific practice: concentrating on contemporary drawing and paintings realized in the context of urban India. To this aim some aspects of site-specific mark-making would be analysed seeking support from philosopher Merleau-Ponty’s (1993, [1945] 2008) idea of phenomenological embodiment and the theory of ecological perception proposed by psychologist Gibson (1966, 1972). Works of contemporary drawing/painting practitioners from India, practitioners such as Gagan Singh, artist collectives such as Networks and Neighborhood, St+art, Geechugalu, along with author’s own practice will illustrate how site-specific pattern-making can be a way of interacting with the environment, establishing new connections between art-materials, the environment, the viewers and the makers. These analyses will bring insights into how art practice can contribute to new ways of conceptualizing urban ecology.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"14 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84533682","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}

引用次数: 1

Locales of learning and teaching art in pre-service education 职前教育中艺术的学习与教学场所

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00027_1

J. Sutters

引用次数: 1

Spacemakers: Speculative design, public space and monuments 空间制造者:投机设计、公共空间和纪念碑

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00025_1

Aaron D. Knochel, Alvaro M. Jordan

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Border Tuner and Teeter-Totter Wall: Two works of participatory public pedagogy 边界调谐器与摇摇墙:参与式公共教育学的两件作品

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00024_1

Heather G. Kaplan

引用次数: 0

Columbus Africentric Early College: Building the Black identity through art and culture 哥伦布非洲中心早期学院:通过艺术和文化建立黑人身份

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Visual Inquiry-Learning & Teaching Art Pub Date : 2021-06-01 DOI: 10.1386/vi_00026_1

Terron Banner

{"title":"Columbus Africentric Early College: Building the Black identity through art and culture","authors":"Terron Banner","doi":"10.1386/vi_00026_1","DOIUrl":"https://doi.org/10.1386/vi_00026_1","url":null,"abstract":"This article examines the Columbus Africentric Early College public school from multiple perspectives, including that of the founder, the architect and a graduate of the school, to better understand the school’s cultural impact. A thematic analysis of those viewpoints, coupled with the philosophical framework outlined in the Kaiwada theory, will provide a theoretical and practical context of effective teaching–learning environments. Furthermore, this article will analyse Columbus Africentric Early College as a physical and virtual space where formal and informal learning occurs through responsive education. Responsive education is a term used to describe the type of education that is sensitive, aware and critical of the lived experiences and societal influences that affect students and their respective communities. Columbus Africentric Early College, founded by Charles Tennant, opened its doors in 1996 in downtown Columbus, Ohio, and recently relocated to a 55-acre, $45-million ‘urban campus’ created by Nigerian architect Kay Onwuke. Columbus Africentric Early College is guided by the African spiritual principles and value systems of Maat and Nguzo Saba, which are reinforced through the school’s teaching, art and architecture that is designed for the transmission of culture. Columbus Africentric Early College is the nation’s only public Africentric school and provides a proven curricular model that implements culturally relevant and responsive pedagogy manifested through a non-western and non-Eurocentric perspective.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"9 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74010785","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}

引用次数: 1

What do we value? The questions of Rachel Whiteread’s House 我们看重什么?瑞秋·怀特瑞德家的问题

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Visual Inquiry-Learning & Teaching Art Pub Date : 2020-12-01 DOI: 10.1386/vi_00019_1

Elesa Huibregtse

{"title":"What do we value? The questions of Rachel Whiteread’s House","authors":"Elesa Huibregtse","doi":"10.1386/vi_00019_1","DOIUrl":"https://doi.org/10.1386/vi_00019_1","url":null,"abstract":"On 25 October 1993, British artist Rachel Whiteread revealed her most ambitious sculptural work to date ‐ House. The solidified space of this Victorian-era, terraced home physically existed for a mere 80 days; yet, during this time it became the subject of an intense media\u0000 interest and heated public debate which reached the United Kingdom’s Houses of Parliament. While House has been discussed in depth within art historical scholarship for almost 30 years, trends in this academic body of work tend to focus on absence and memory in a highly contested\u0000 public space, as well as thoughts on loss, death, architecture, the art market, politics and gentrification in London’s East End during the latter part of the twentieth century. What is lacking, however, is an examination of House within the larger context of visual culture and\u0000 what it may, or may not, mean for contemporary viewers. Analysing the historical context of the work’s location through a Marxist lens, reveals the dehumanization which occurred within the East End’s class constructs throughout the nineteenth century, and its effect on housing\u0000 policies well into the twentieth century. Reading the sculptural work itself, using the methodologies of semiotics, unveils mythologies regarding what is and is not expendable in our western spaces; particularly, the working class, houses and works of art in post-industrial capitalist societies.\u0000 The ideologies embedded within these mythologies continue to appear in our mass media images to this day, leaving unanswered questions regarding what is truly valued in our societies. Thus, Whiteread’s unique work is an artistic intervention into an image-saturated environment, asking\u0000 the viewers and readers of cultural texts to consider at what point in time we will seek to change how we treat that which has been arguably undervalued.","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"78 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77199420","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}

引用次数: 0