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Studies in Art Education最新文献

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Ethical Futures in Art Education Research: Unlocking Interlocking Injustices in Academia 艺术教育研究中的伦理未来:解开学术界相互关联的不公正
IF 0.6
Studies in Art Education Pub Date : 2022-04-03 DOI: 10.1080/00393541.2022.2050986
Alice Wexler, Karen Keifer-Boyd, Flávia M. C. Bastos
{"title":"Ethical Futures in Art Education Research: Unlocking Interlocking Injustices in Academia","authors":"Alice Wexler, Karen Keifer-Boyd, Flávia M. C. Bastos","doi":"10.1080/00393541.2022.2050986","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050986","url":null,"abstract":"Three art education researchers conceptualize ethical considerations in conducting research with Indigenous peoples, people of color, and minoritized groups. Three critical dimensions of ethical research emerged: reflexivity, reciprocity, and racialism. We consider how the demands to be successful in academia are at odds with ethical futures. With our examples, we suggest ways to resist academic privilege by foregrounding participants’ subjugated and unofficial knowledges. We suggest that more equitable frameworks might be developed by acknowledging intrinsic power dynamics and working toward partnerships from start to finish. We argue that by articulating and acknowledging ethical research praxis, those who have achieved academic success are in the best position to challenge and change interlocking injustices in academia.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"109 1","pages":"97 - 114"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75770662","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
Artistic and Cultural Impacts of Western-Style Art Instruction in Yoruba Schools in Nigeria 尼日利亚约鲁巴学校西式艺术教学对艺术和文化的影响
IF 0.6
Studies in Art Education Pub Date : 2022-04-03 DOI: 10.1080/00393541.2022.2050984
Christopher O. Adejumo
{"title":"Artistic and Cultural Impacts of Western-Style Art Instruction in Yoruba Schools in Nigeria","authors":"Christopher O. Adejumo","doi":"10.1080/00393541.2022.2050984","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050984","url":null,"abstract":"In this article, I consider the artistic and cultural impacts of Western-style art instruction in Yoruba schools. I discuss the trajectory of Western influence on Yoruba educational institutions, beginning with early Christian missionary activities in Yorubaland through the periods of colonization and postcolonial emendation of Nigeria’s national education policy. The influence of Nigeria’s pioneering modernist artist, Aina Onabolu, on the art curriculum of Yoruba schools is discussed in relation to the ideology that traditional artistic practices must be replaced with modernist art methods for progress. Conversely, some Indigenous Yoruba artists developed transitional practices that evolved beyond the limitations of both Onabolu’s modernist viewpoint and established traditional methods, as exemplified by the dynamic art of Yemi Bisiri. The essence of this transitional artistic paradigm is further clarified through attribution to the philosophical construct of transmodernism. I conclude with a consideration of transmodernism as an ideal philosophy for guiding Yoruba artistic practices.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"326 1","pages":"85 - 96"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77127090","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
A Visual Inquiry: Artist–Teacher Perceptions of Art Education Provision in Singapore 视觉探究:艺术家-教师对新加坡艺术教育提供的看法
IF 0.6
Studies in Art Education Pub Date : 2022-04-03 DOI: 10.1080/00393541.2022.2050988
Rebecca Heaton, Shannon Chan Lai Kuan
{"title":"A Visual Inquiry: Artist–Teacher Perceptions of Art Education Provision in Singapore","authors":"Rebecca Heaton, Shannon Chan Lai Kuan","doi":"10.1080/00393541.2022.2050988","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050988","url":null,"abstract":"Artist–teachers, educators who connect art practice to education, are often subject to marginalization in educational policy, practice, and research. In this visual inquiry article, we mobilize the artist–teacher’s voice to present perceptions of art education provision in Singapore. Successes and tensions are collated and voiced alongside international developments to suggest informed recommendations for educational enhancement. The inquiry reveals that artist–teacher perceptions are complex, layered, and influenced by psychological, physical, and virtual influences like identity fluctuations, geographic or contextual environments, educational systems, and world events. The inquiry acts as a dialogic space for artist–teacher participants to exchange and contemplate perceptions of art education provision alongside policy, practice, research, and societal change. The inquiry values participant voices and suggests that to improve art education provision, the belief systems of those involved in provision need aligning, glocalized concerns need considering, and efficient knowledge cascades need developing.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"63 4 1","pages":"115 - 133"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76690484","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
Review of Picture Pedagogy 图片教育学评论
IF 0.6
Studies in Art Education Pub Date : 2022-04-03 DOI: 10.1080/00393541.2022.2050989
C. Lau
{"title":"Review of Picture Pedagogy","authors":"C. Lau","doi":"10.1080/00393541.2022.2050989","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050989","url":null,"abstract":"T he book Picture Pedagogy (2020) by Paul Duncum is based on two assumptions about pictures: picture power and people power. According to Duncum, picture power refers to the means by which pictures attract our attention through various visual forms, offering pleasure and even challenging our ideas; while people power refers to people’s autonomy to accept or reject the beliefs and values conveyed in pictures. In an educational context, “picture pedagogy explores key concepts and curriculum examples from across a wide range of subjects to empower readers to support students to develop a critical consciousness about images, whether teaching art, media, language or social studies” (p. xii). Based on this rationale, the content of Picture Pedagogy is divided into three main themes. The first theme focuses on the foundation of visual culture, which in turn provides a theoretical framework for picture pedagogy. The second theme consists of the analysis and discussion of specific concepts of the picture. The last theme deals with practical ways in which picture pedagogy can be integrated into the postmodern art curriculum. In this review, I discuss these themes, attempting to inspire and inform further discussion of the theoretical perspective and practice represented in the picture pedagogy.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"185 1","pages":"176 - 180"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78608168","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
Collaborative Video Game Design as an Act of Social Justice 协作式电子游戏设计是一种社会正义行为
IF 0.6
Studies in Art Education Pub Date : 2022-04-03 DOI: 10.1080/00393541.2022.2050985
R. Jackson
{"title":"Collaborative Video Game Design as an Act of Social Justice","authors":"R. Jackson","doi":"10.1080/00393541.2022.2050985","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050985","url":null,"abstract":"This research is about bringing social justice art education into classrooms through the medium of video games and exploring the ways in which video game design can be a learning tool that can make contributions to and engage in social justice work. Drawing from a case-study research project with a small group of middle school students, through the lens of critical pedagogy informed by recent work by Dipti Desai, this project examines how learning happens through dialogue and knowledge weaving. Findings have led me to consider the potential of this type of video game design as a site of resistance and transformation in art education.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"43 1","pages":"134 - 151"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82514642","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
An Interview With Lisa Wool-Rim Sjöblom: Teaching and Learning Difficult Knowledge With Comics and Graphic Novels 采访丽莎woolrim Sjöblom:教学和学习困难的知识与漫画和图画小说
IF 0.6
Studies in Art Education Pub Date : 2022-04-03 DOI: 10.1080/00393541.2022.2050990
Jaehan Bae
{"title":"An Interview With Lisa Wool-Rim Sjöblom: Teaching and Learning Difficult Knowledge With Comics and Graphic Novels","authors":"Jaehan Bae","doi":"10.1080/00393541.2022.2050990","DOIUrl":"https://doi.org/10.1080/00393541.2022.2050990","url":null,"abstract":"Introduction I n my earlier commentary, “Anti-Asian Racism in the Time of COVID-19: The Work of Lisa Wool-Rim ( ) Sj€ oblom” (Bae, 2022), I engaged with Sj€ oblom’s recent work—in particular, her graphic novel, Palimpsest: Documents From a Korean Adoption (Sj€ oblom, 2016/2019). Two topics were at the center of my discussion: (1) the ways Sj€ oblom’s work expresses concerns around the increasing overt and covert everyday racism that Asians have experienced since the COVID-19 pandemic, especially in Western countries; and (2) the pedagogical capacity of Sj€ oblom’s work in developing antiracist art education. In conversation with Robert W. Sweeny, the senior editor of Studies in Art Education, and Laura Traf ı-Prats, the commentary editor, we considered expanding on my commentary by interviewing Lisa Wool-Rim Sj€ oblom and exploring ways of using the interview to continue considering the pedagogic role of graphic novels in grappling with racism. In designing the interview, I sent a series of questions to her by email over the course of the fall and winter of 2021, and her answers are transcribed below. After we emailed, we followed up with a","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"1 1","pages":"169 - 175"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90325290","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
(Re)Thinking Time: Materializing More-Than-Human Empathy in Student Teachers’ Video Artworks (再)思考时间:在学生教师的影像艺术作品中物化超越人类的同理心
IF 0.6
Studies in Art Education Pub Date : 2022-01-02 DOI: 10.1080/00393541.2021.2007714
Rachel Sinquefield-Kangas, A. Ojala, Hanna Niinistö
{"title":"(Re)Thinking Time: Materializing More-Than-Human Empathy in Student Teachers’ Video Artworks","authors":"Rachel Sinquefield-Kangas, A. Ojala, Hanna Niinistö","doi":"10.1080/00393541.2021.2007714","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007714","url":null,"abstract":"In this article, we explore space, time, and mattering in relation to empathy and nature by examining videos created by 10 undergraduate education majors attending university in Helsinki. Completed as part of a cross-curricular project between art and music students, the video artworks were inspired by a garden theme. Using arts-based, postqualitative methods, we trace relationships or threads of interconnectedness between empathy and nature, viewing them as entangled “spacetimemattering” events. Working in the intersection of arts and sciences, and inspired by new materialisms—specifically Karen Barad’s theory of agential realism—we rethink space and time in artmaking as spacetimemattering. Spacetimemattering, understood as a unified concept, reveals how artistic practices work to conjure heterogeneous understandings of empathy, involving more-than-human objects/materials/matter as entangled phenomena that transcend Cartesian dualisms. In concluding, we discuss implications as to why rethinking space and time as spacetimemattering is important for future art education and research practices.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"4 1","pages":"39 - 54"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89741145","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
Same Standards, Different Classes: A Comparative Case Study of Two Art Classes Within Communities of Contrasting Socioeconomic Status 相同的标准，不同的班级:社会经济地位不同的社区中两个艺术班级的比较案例研究
IF 0.6
Studies in Art Education Pub Date : 2022-01-02 DOI: 10.1080/00393541.2021.2007689
Yiwen Wei, J. Broome
{"title":"Same Standards, Different Classes: A Comparative Case Study of Two Art Classes Within Communities of Contrasting Socioeconomic Status","authors":"Yiwen Wei, J. Broome","doi":"10.1080/00393541.2021.2007689","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007689","url":null,"abstract":"In this comparative case study, we critically examined the implementation of art education in two art classes situated within communities of higher and lower socioeconomic status. The findings indicated that art budgets under state regulations were equitable; however, families’ and communities’ external educational resources were starkly different. In addition, school art styles were reinforced in both classes as the itinerant art teacher differentiated her instructions only subtly to produce presentable student works instead of creating content related to students’ interests and concerns. Furthermore, the art teacher’s curricular design and pedagogy, closely aligned with the state visual arts standards, emphasized middle-class ideology, modernist values, and formalist aesthetics.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"162 1","pages":"55 - 68"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75169183","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
Anti-Asian Racism in the Time of COVID-19: The Work of Lisa Wool-Rim Sjöblom COVID-19时代的反亚洲种族主义:丽莎·伍尔林的作品Sjöblom
IF 0.6
Studies in Art Education Pub Date : 2022-01-02 DOI: 10.1080/00393541.2021.2007727
Jaehan Bae
{"title":"Anti-Asian Racism in the Time of COVID-19: The Work of Lisa Wool-Rim Sjöblom","authors":"Jaehan Bae","doi":"10.1080/00393541.2021.2007727","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007727","url":null,"abstract":"I n 2020, the 1st year of the COVID-19 pandemic, overall hate crimes in the United States decreased by 6%, while those targeting individuals of Asian descent rose by 45% (Center for the Study of Hate and Extremism, 2021; Vinopal, 2021). My knowledge of this trend and self-reflection inspired me to consider the pedagogical usefulness of the autobiographical graphic comic art form as a way to explore racism and human rights issues with students in the K–12 art classroom. This commentary extends from this thinking, and considers the use of Lisa Wool-Rim Sjöblom’s autobiographical graphic novel, Palimpsest: Documents From a Korean Adoption, to address anti-Asian racism in the context of the COVID-19 pandemic.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"105 1","pages":"69 - 76"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74013739","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
Preservice Primary-School Educators’ Perceptions of the Usefulness of and Problems With Art Education: A Case Study 职前小学教育工作者对艺术教育有用性的认知及其问题:个案研究
IF 0.6
Studies in Art Education Pub Date : 2022-01-02 DOI: 10.1080/00393541.2021.2007721
Xana Morales-Caruncho, P. Chacón-Gordillo, Rafael Marfil-Carmona
{"title":"Preservice Primary-School Educators’ Perceptions of the Usefulness of and Problems With Art Education: A Case Study","authors":"Xana Morales-Caruncho, P. Chacón-Gordillo, Rafael Marfil-Carmona","doi":"10.1080/00393541.2021.2007721","DOIUrl":"https://doi.org/10.1080/00393541.2021.2007721","url":null,"abstract":"Art education has traditionally been considered a discipline related to leisure. A case study of primary preservice generalist educators at a Spanish university was conducted to determine whether or not this perspective has evolved. It was of interest to examine whether preservice educators understand the way in which art education develops comprehensive and analytical skills. This study integrated both qualitative and quantitative methodologies to examine future teachers’ perceptions of the usefulness of this subject and the problems it presents. Outcomes indicate that there is still a long way to go to transform preservice primary generalist teachers’ false perceptions related to art teaching.","PeriodicalId":45648,"journal":{"name":"Studies in Art Education","volume":"67 1","pages":"25 - 38"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77949084","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
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