Contemporary Art and Citizenship Education: The Possibilities of Cross-Curricular Links on the Level of Content

Metoda Kemperl

doi:10.26529/cepsj.253

Abstract

Unlike the previous phenomenon of modern art, contemporary art strives to return to society and everyday life, while thematising the current issues that the individual faces here and now. One of its more frequent topics is that of sustainable development, and the accompanying issues of environment, values, relations to others, etc. All such topics are part of the concept of active citizenship, which is why understanding contemporary art calls for active citizenship. This particularly holds true for relational art, which demands active participation on the part of the viewer. This paper inquires into the possibilities of the connection of contemporary art and citizenship education in elementary schools. Contemporary pedagogic doctrine highly encourages cross-curricular teaching; therefore, I have focused my analysis on the curricula of the subjects of Art Education, and Citizenship and Patriotic Education and Ethics, determining that (from this perspective) their link is quite troublesome. The absence of contemporary art from the curriculum of Art Education has been criticised on many occasions, but the problem of its curriculum seems to be of a conceptual nature. Only by a more intense inter-institutional link between schools and contemporary art galleries and museums can the common goals of art education and citizenship education be realised. This paper will, therefore, strive to show potential cross curricular links in content on three examples of participatorypractices (Proletarians of All Countries, Beggar Robot and EU/Others), while warning (from the pedagogic perspective) against the often neglected fact that contemporary art is experienced here and now.

Highlights

Unlike the previous phenomenon of modern art, contemporary art strives to return to society and everyday life, while thematising the current issues that the individual faces here and
The analysis shows that we are entitled to wonder whether the pupils of the third triad in AE lessons come into contact with contemporary artistic practices, and if so, to ask ourselves in what way they deal with them
The analysis showed that through familiarity with the contents of contemporary art, we can realise the objectives of active citizenship

Summary

Links between Citizenship and Art education

The doctrine of contemporary pedagogy encourages cross-curricular teaching; the most recent updates to the new 2011 curricula required even further emphasis on cross-curricular activities. Interdisciplinary discussions ought to enable pupils to express their ideas and interpretations more and to offer diverse opinions and perspectives (Hickman & Kiss, 2010) Knowledge conveyed in such a way is integrated and contextualised, stimulating the transfer of knowledge and skills from one field to another. Hickman and Kiss (2010) claim that teaching pupils to transmit knowledge and skills from one field to another would enable applicability as well as a more integral and in-depth understanding of contents and learning concepts. They list examples of content and skills for cross-curricular activities on both vertical and horizontal levels of connection Two among these syllabi limit themselves merely to listing potential subjects for cross-curricular teaching: CPE and Art Education (hereinafter referred to as AE). The visits enable them to bind together these contents, guided by museum educators in their descent into an artwork and its layers of meaning.« (Tavčar, 2008, p. 78)

Contemporary art as a socially engaged practice

Conclusion

Biographical note