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International Journal of Education through Art最新文献

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Vulnerable art education 弱势艺术教育
IF 0.6
International Journal of Education through Art Pub Date : 2022-06-01 DOI: 10.1386/eta_00090_2
Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein, Alexandra Lasczik
{"title":"Vulnerable art education","authors":"Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein, Alexandra Lasczik","doi":"10.1386/eta_00090_2","DOIUrl":"https://doi.org/10.1386/eta_00090_2","url":null,"abstract":"","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"64 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85482328","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
Drawing as an encounter with materials in early childhood education spaces 绘画与幼儿教育空间中材料的相遇
IF 0.6
International Journal of Education through Art Pub Date : 2022-06-01 DOI: 10.1386/eta_00093_3
Kwangsook Chung
{"title":"Drawing as an encounter with materials in early childhood education spaces","authors":"Kwangsook Chung","doi":"10.1386/eta_00093_3","DOIUrl":"https://doi.org/10.1386/eta_00093_3","url":null,"abstract":"Some early childhood educators believe that if they provide rich materials for young children, children’s creativity and art will naturally follow and grow. However, materials themselves are not a magical provocation for young children’s artmaking. When young children and educators engage with materials, the materials may become magical and their exchanges may enable a respectful and mindful pedagogical learning space. When educators, children and materials interact with each other, ask questions, listen to each other and share their thoughts and wonderings, the space may transform into collective, collaborative and pedagogical.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"41 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73722669","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
Exploring empathy performativity in students’ video artworks 探讨学生影像艺术作品的移情表现
IF 0.6
International Journal of Education through Art Pub Date : 2022-06-01 DOI: 10.1386/eta_00091_1
Rachel Sinquefield-Kangas, Antti Rajala, K. Kumpulainen
{"title":"Exploring empathy performativity in students’ video artworks","authors":"Rachel Sinquefield-Kangas, Antti Rajala, K. Kumpulainen","doi":"10.1386/eta_00091_1","DOIUrl":"https://doi.org/10.1386/eta_00091_1","url":null,"abstract":"This article examines events of empathy as they occur during artmaking using the lens of agential realism. We do this to trouble more traditional psychological constructs of empathy and, instead, rethink it as performative and relational. Drawing on new materialisms and Karen Barad’s ‘agential realism’, we do not treat artmaking, young people and empathy in any hierarchy but want to understand how these come together as ‘things-in-phenomena’. Written recountings of a video artwork are used in mapping the entanglements of cats and dogs with three Finnish high-school girls as they answer the question ‘what is empathy?’. The study shows how objects/materials/matter(s) are agentic in co-constituting conditions invocative of empathy phenomena during artmaking. We conclude by suggesting that an agential realist account of art and empathy calls for art educators to pay close attention to objects/materials/matter(s) in their heterogenous connections.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"100 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88543303","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: 2
International Journal of Education Through Art, 18:1, Special Issue: ‘Reconciliation’, Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein and Alexandra Lasczik (eds) (2022) 国际艺术教育杂志，18:1，特刊:“和解”，Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein和Alexandra Lasczik(编)(2022)
IF 0.6
International Journal of Education through Art Pub Date : 2022-06-01 DOI: 10.1386/eta_00100_5
Stefan Robinson
{"title":"International Journal of Education Through Art, 18:1, Special Issue: ‘Reconciliation’, Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein and Alexandra Lasczik (eds) (2022)","authors":"Stefan Robinson","doi":"10.1386/eta_00100_5","DOIUrl":"https://doi.org/10.1386/eta_00100_5","url":null,"abstract":"Response of: International Journal of Education Through Art, 18:1, Special Issue: ‘Reconciliation’, Nadine M. Kalin, Mira Kallio-Tavin, Sheri R. Klein and Alexandra Lasczik (eds) (2022)\u0000Bristol: Intellect Ltd., 136 pp.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"119 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75324653","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
Games in the Finnish art teachers’ curriculum 芬兰美术教师课程中的游戏
IF 0.6
International Journal of Education through Art Pub Date : 2022-06-01 DOI: 10.1386/eta_00094_1
Heikka Valja
{"title":"Games in the Finnish art teachers’ curriculum","authors":"Heikka Valja","doi":"10.1386/eta_00094_1","DOIUrl":"https://doi.org/10.1386/eta_00094_1","url":null,"abstract":"This article takes part in the discussion that revolves around games and gaming and presents an example on how they have been implemented to the curriculum of Finnish art teacher training. The article explores the results of a nationwide survey for art teachers concerning games and gaming and how it supported the curriculum design for pre-serving art education students. The most significant addition to the curriculum was a master’s-level course ‘Games, Gaming and Game Design’. The article presents the course in detail and how it has evolved during four semesters between 2017 and 2020. The theoretical framework for the curriculum design was built on Deweyan pragmatist aesthetics and constructionist ludology. The article suggests that games and gaming are an integral part of art education and best addressed in a holistic manner, not only as visual representations or tools for learning.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"23 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79422166","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
Meme layers in the times of pandemic 大流行时期的模因分层
IF 0.6
International Journal of Education through Art Pub Date : 2022-06-01 DOI: 10.1386/eta_00092_1
Helena Sederholm, Riikka Haapalainen, Tiina Pusa
{"title":"Meme layers in the times of pandemic","authors":"Helena Sederholm, Riikka Haapalainen, Tiina Pusa","doi":"10.1386/eta_00092_1","DOIUrl":"https://doi.org/10.1386/eta_00092_1","url":null,"abstract":"During the first wave of the COVID-19 pandemic in spring 2020, art teachers put remote teaching in Finnish comprehensive schools into operation in varying ways. One popular implementation was classical art memes, an assignment that art teachers shared through professional networks in social media. This phenomenon brought out the question: what kind of meanings did art history-related memes construct during the pandemic in Finland? The authors collected and analysed empirical data that consisted of a questionnaire for art teachers (N = 14), students’ meme works (N = 45) sent to the authors by the teachers, and assignments that were given. The research approach was critical inquiry. The main components of the theoretical framework were meme theories and crisis pedagogy, with which the authors confronted the national curriculum. Although Finland has not been among the most afflicted countries by the pandemic, the sudden flip to remote teaching created anxiety and a sense of crisis among teachers, who tried to find a balance between their own workload, students’ confusion with the new learning situation and the demands of the curriculum. The analysis concentrated on four themes: the COVID-19 crisis in meme manifestations, teaching art history, art education through making and art education as copying and repeating. The authors concluded that it is crucial to highlight the conceptualizing and contextualizing of art beside actual art-making. From this emerges an essential challenge for in-service training: critical knowledge production and discourse practices.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"145 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86207472","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
Multidisciplinary Approaches to Art and Creativity: Fostering Artistic Exploration in Formal and Informal Settings, Karen Knutson, Takeshi Okada and Kevin Crowley (Eds) (2020) 艺术和创造力的多学科方法:在正式和非正式环境中培养艺术探索，凯伦·克努森，冈田武和凯文·克劳利(编)(2020)
IF 0.6
International Journal of Education through Art Pub Date : 2022-03-01 DOI: 10.1386/eta_00089_5
Mary Stokrocki
{"title":"Multidisciplinary Approaches to Art and Creativity: Fostering Artistic Exploration in Formal and Informal Settings, Karen Knutson, Takeshi Okada and Kevin Crowley (Eds) (2020)","authors":"Mary Stokrocki","doi":"10.1386/eta_00089_5","DOIUrl":"https://doi.org/10.1386/eta_00089_5","url":null,"abstract":"Review of: Multidisciplinary Approaches to Art and Creativity: Fostering Artistic Exploration in Formal and Informal Settings, Karen Knutson, Takeshi Okada and Kevin Crowley (Eds) (2020)\u0000New York: Routledge, 296 pp.,\u0000ISBN 978-0-81536-188-6, e-book, £33.29","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"70 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86122804","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
Transcending gender dichotomy through art teacher education in Zimbabwe 通过津巴布韦美术教师教育超越性别二分法
IF 0.6
International Journal of Education through Art Pub Date : 2022-03-01 DOI: 10.1386/eta_00081_1
D. D. Dziwa, L. Postma, L. Combrink
{"title":"Transcending gender dichotomy through art teacher education in Zimbabwe","authors":"D. D. Dziwa, L. Postma, L. Combrink","doi":"10.1386/eta_00081_1","DOIUrl":"https://doi.org/10.1386/eta_00081_1","url":null,"abstract":"Zimbabwe is a patriarchal society characterized by gender dichotomy and male domination that permeates through social, educational and domestic spheres resulting in numerous challenges for art teacher education students. Expanding critical consciousness within art teacher education programmes is an imperative step towards developing art teachers who are self-aware and reflexive concerning the intersections of gender, art and education. This study investigated how engagement with visual art can provoke a heightened critical awareness about gender bias, stereotyping and equity among Zimbabwean art teacher education students. Sixteen selected art teacher education students (eight males and females) at the Great Zimbabwe University participated in the study. Participants were guided by researcher-constructed prompts for purposes of image making, interpretation and dialogue. Visual discourse analysis of the students’ visual narratives and discourse analysis of focus group transcriptions revealed several themes as well as evidence of critical reflection and expanded critical awareness related to gender issues. Visual and dialogic methods offer promise for critical engagement and reconciliation of tensions surrounding issues of gender amongst art teacher education candidates.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"13 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90101816","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
Towards a pedagogy of reconciliation and transformation: A peace education through art initiative in response to 26/11 迈向和解与转型的教育学:26/11事件后的艺术和平教育
IF 0.6
International Journal of Education through Art Pub Date : 2022-03-01 DOI: 10.1386/eta_00082_1
Mousumi De
{"title":"Towards a pedagogy of reconciliation and transformation: A peace education through art initiative in response to 26/11","authors":"Mousumi De","doi":"10.1386/eta_00082_1","DOIUrl":"https://doi.org/10.1386/eta_00082_1","url":null,"abstract":"The 26/11 Mumbai attacks in India severely impacted the already strained Indo–Pak political relations and fuelled prejudice against the common people of Pakistan. Since the attacks, Indian people have found various expressions of collective memory and ways to commemorate the incident. While these serve as a remembrance of the attack, it also reinforces negative attitudes towards Pakistan and its people, hindering any prospects of peace and reconciliation. This article describes a peace education through art initiative implemented in a high school in Mumbai. It draws from a synergy of theoretical concepts in peace, reconciliation and conflict transformation for its curricular framework that has three inquiry processes: Examine–Envision–Envisage. This article describes the implementation and outcomes of the initiative that support the value of an integrated peace- and reconciliation-focused art education pedagogy aimed at promoting reconciliation in relation to ongoing/intractable conflicts. Furthermore, it highlights the importance of addressing negative emotions inherent in ongoing conflicts and how empathy might contribute towards reducing prejudice towards the ‘Other’.","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"22 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73876802","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
‘Art education in the age of COVID-19’, The Museum of Contemporary Art (2021) “新冠肺炎时代的艺术教育”，当代艺术博物馆(2021)
IF 0.6
International Journal of Education through Art Pub Date : 2022-03-01 DOI: 10.1386/eta_00088_5
A. Davenport
{"title":"‘Art education in the age of COVID-19’, The Museum of Contemporary Art (2021)","authors":"A. Davenport","doi":"10.1386/eta_00088_5","DOIUrl":"https://doi.org/10.1386/eta_00088_5","url":null,"abstract":"Review of: ‘Art education in the age of COVID-19’, The Museum of Contemporary Art (2021)\u0000https://www.youtube.com/watch?v=2kgukEQd6Mg (YouTube)","PeriodicalId":43940,"journal":{"name":"International Journal of Education through Art","volume":"51 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75555146","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
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