International Journal of Art & Design Education最新文献

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-07-25 DOI: 10.1111/jade.12529

Dennis Atkinson, John Baldacchino

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Trying to Undo the Colonialities of Arts Education: The Construction of a Workbook as Curriculum-(Un)Making 试图消除艺术教育的殖民主义色彩：构建作为课程的工作手册--（不）制作

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-07-03 DOI: 10.1111/jade.12511

Cat Martins, Samuel Guimarães

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Creative Pedagogies: School Without Walls and Forest of Imagination 创意教学法：无墙学校和想象森林

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-18 DOI: 10.1111/jade.12512

Penny Hay

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Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education 从跨学科和非殖民化视角看无实体的唯物主义：迈向艺术教育的要素哲学

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-16 DOI: 10.1111/jade.12517

David Rousell, Anna Hickey-Moody, Jelena Aleksic

{"title":"Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education","authors":"David Rousell, Anna Hickey-Moody, Jelena Aleksic","doi":"10.1111/jade.12517","DOIUrl":"https://doi.org/10.1111/jade.12517","url":null,"abstract":"Considering art and its educative potentials as a living experiment with the body's elemental constitution and modes of organisation, this article engages water, earth, air, and fire as milieus through which a body learns to sense, move, and act in the world differently. This leads to a series of propositions for an elemental philosophy of arts education, which recognises the intersectional and decolonial potentials of bodies, and strives to amplify and proliferate these potentials through creative pedagogic practices. If, as Elizabeth Grosz (2017) proposes, “the chain of evolutionary emergence is unbroken not only materially but also conceptually” (p. 250), then arts education offers an expression of the body's incorporeal and material potentials as they change and evolve through time. Further to this position, we argue that arts education has the potential to radically reframe relationships with water, earth, air, and fire in ways that resist their co-option as tools of colonialism and intersecting categories of oppression.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 3","pages":"343-362"},"PeriodicalIF":1.1,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141967929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Arts Practice as the Daily Extraordinary: A Philosophy of Inclusivity 作为日常非凡活动的艺术实践：包容性哲学

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-10 DOI: 10.1111/jade.12520

Miranda Matthews

{"title":"Arts Practice as the Daily Extraordinary: A Philosophy of Inclusivity","authors":"Miranda Matthews","doi":"10.1111/jade.12520","DOIUrl":"10.1111/jade.12520","url":null,"abstract":"To conceive a philosophy of art education that is removed from actual practice would belie the extraordinary experience of developing and making practice. In this article, I propose to explore the philosophical implications of art practice being an experience of the ‘daily extraordinary.’ A view of practice as being at once stretching and comfortable, takes the artist and viewer's responses to the strangeness of the everyday: the delightful, the shocking, or even the miraculous, in what appear to be simple and mundane experiences. If we perceive learning in the arts as a pursuit of ideas, affect and expression that occurs in regular practice, there is an inclusivity that renders both learning in the arts and philosophy of art education accessible to everyone. In this article I will refer to the Goldsmiths Centre for Arts and Learning's research programme of 2022–2023, in which events and connected teaching activities practised being All For the Arts. With visiting speakers, museums and galleries and postgraduate students, CAL researched how the vitality and challenge of art practice, which includes the individualities and expression of persons and histories made ordinary and invisible, could bring the value of learning in the arts to the fore. Including reflections from contributors such as John Baldacchino, A Particular Reality, Carol Wild, Danny Braverman, Raphael Vella, Kevin Tavin and Andrea Kárpáti, we explored inclusivity in art practice from the daily extraordinary of each speaker's developments in educational research. Also, in the company of representatives from arts organisations such as Entelechy Arts, Autograph ABP, Whitechapel Gallery, Young V&A and Bow Arts, we considered the amazing and essential factors of inclusivity in the arts – that could be encountered on a daily basis. I will gather meeting points here among this incredible range of contributors.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 3","pages":"448-465"},"PeriodicalIF":1.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Significance of Art Education for the Post-Anthropocene: Non-Philosophy in a Newer Key 艺术教育对后世的意义：新钥匙中的非哲学

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-07 DOI: 10.1111/jade.12518

jan jagodzinski

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Fugitive Study at University: Moving Beyond Neoliberal Affect Through Aesthetic Experimentation with Space-Times 大学里的逃学：通过时空美学实验超越新自由主义情感

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-07 DOI: 10.1111/jade.12515

Laura Trafí-Prats

{"title":"Fugitive Study at University: Moving Beyond Neoliberal Affect Through Aesthetic Experimentation with Space-Times","authors":"Laura Trafí-Prats","doi":"10.1111/jade.12515","DOIUrl":"10.1111/jade.12515","url":null,"abstract":"The article proposes a relational pedagogy centred on study, to contest the affective condition of the present and how it shapes narratives of young people being disengaged and with a lack of future. In doing so, it draws from affect theory and black radical studies to outline a more complex approach to affect in university experience. It mobilises the concept of study, advanced by Stefano Harney and Fred Moten in their book The Undercommons, to direct attention to less linear and transparent space-times where study, a practice of affecting and being affected by what others do to you and what you do with it, exceeds the frameworks of the university. Further to this, the article connects study and fugitivity to what Moten calls an aesthetics of the break practiced across black studies. In doing so, it links affect to complex spatial-temporal relationalities that emerge from sensuous experimentation and creative speculation, which engage both in university and its escape. These ideas are explored through a participatory study with university students in Manchester, UK called Sensing the Black Outdoors. I present the findings derived from radical sensory-spatial experiments, which led to: (a) visual encounters centred in not looking away and staying with the material presence of blackness and (b) the development of collective experiments with sensory media for feeling and imagining alternative experiences of space and time in the city.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 3","pages":"363-378"},"PeriodicalIF":1.1,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jade.12515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Akokisa River Pedagogies Akokisa 河教学法

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-07 DOI: 10.1111/jade.12519

Nadine M. Kalin

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Like Drifting Sand Dunes: Noisy Lessons in a Porous Field 就像漂流的沙丘多孔领域中的嘈杂课程

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-04 DOI: 10.1111/jade.12514

Raphael Vella

{"title":"Like Drifting Sand Dunes: Noisy Lessons in a Porous Field","authors":"Raphael Vella","doi":"10.1111/jade.12514","DOIUrl":"10.1111/jade.12514","url":null,"abstract":"This paper argues that the teaching of art in Higher Educational Institutions is inherently paradoxical. Informed by the transgressive and interdisciplinary qualities of contemporary artistic practices, education nevertheless is often made to fit into a reductionist, outcome-oriented and individualistic discourse. Taking a weeklong workshop at the Nida Art Colony in Lithuania as a practical axis for its reflections on the fluid nature of art education, the paper discusses possibilities of extending beyond pedagogical, political, human/nonhuman and other borders and treating ‘noise’ and other ‘interferences’ as opportunities for transgression and dialogue. This workshop with students from the Vilnius Academy of Arts took place in September 2022, at a time characterised by the Russia–Ukraine war. Nida's proximity to Russia's exclave Kaliningrad, its location on the narrow Curonian Spit, and its immediate environment characterised by woods and sand dunes provide this paper with a setting for a discussion about a variety of borders: territorial borders, border pedagogies, perceived borders between human and nonhuman entities, between land and sea, and so on. Borders are described as dominant indicators of power and distinction, while educational standards and instruments of measurement often replicate similar distinctions between the known and the unfamiliar. Yet, borders can also be shifted while new connections and dialogues across real and conceptual borders can be forged in a porous process that is predisposed towards flexible scenarios characterised by the ‘not-yet’. The surrounding forest and wetlands and huge drifting sand dunes in Nida become analogies for the changing structure of the workshop, silently yet overpoweringly advocating for a mutable pedagogy. Analysed through the work of various contemporary artists, this nonhuman intrusion into a pedagogical and creative experience is both undefined and vulnerable, unlike the preordained structures of attainment targets often associated with contemporary schooling.","PeriodicalId":45973,"journal":{"name":"International Journal of Art & Design Education","volume":"43 3","pages":"379-395"},"PeriodicalIF":1.1,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141387365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Migrant Form and Art's Education 移民形式与艺术教育

IF 1.1 4区教育学

International Journal of Art & Design Education Pub Date : 2024-06-04 DOI: 10.1111/jade.12516

John Baldacchino

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