Abstract
The authors discuss contemporary visual art, its creation processes and their implementation in art education in primary and secondary/grammar school. Changing the paradigm of studying from “fine to visual arts” within art education is a process itself. Visual art, which involves a participatory and new media art, is also concerned with processes that establish unique relationships between subjects and their effect on the real life of the participants or audience. It is no longer enough to deal with aesthetic concepts, but it is necessary to use art forms to create everyday life, and deal with ethical concepts. Transferring these processes into education connects students’ creative activities and their everyday life context, so that they can learn how to create social and personal relationships by using images. Experimental research in grammar school affirms the importance of teaching topics as are socially and politically engaged art or artistic activism, mediated by new media. Action research in elementary school affirms proposed style of art education as an acceptable way of transferring the way of thinking from visual art, especially a participatory and new media art, to the process of education as a discovering problems in society and offering solutions represented by visual forms.
Highlights
Contemporary visual art, that is postmodern and post-post modern art, as a part of visual culture is generally no different from the so-called popular/mass art (Carroll, 1998) where a work of art resembles another product of popular culture (Groys, 2006)
Immersive method (Vuk et al, 2015) is a concept of art education which involves the transfer of the creative process from visual art to the creation process of students and as a teaching approach
During an action research based on a 4-step developmental approach (Vogrinc, 2008), an immersive method was introduced by which the following is transferred from the contemporary visual art to the art education: 1. processual, participative and playful features, 2. creative process that combines aesthetic, ethical and formal aspects by identifying and solving problems, by learning the ways to produce new ideas and transferring ideas to a form by means of materials and media, 3. equalizing the importance of the creative process and its results
Summary
Contemporary visual art, that is postmodern and post-post modern art, as a part of visual culture is generally no different from the so-called popular/mass art (Carroll, 1998) where a work of art resembles another product of popular culture (Groys, 2006). The interactive process between such a work of art and the audience creates new social relations in everyday life situations, visual art is a mediator among people, just as art education is (Freedman, 2003). Especially a participatory and new media art, is concerned with. Process in contemporary visual art as a paradigm shift in the visual art
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