Abstract
A growing body of literature addressing the need for educational innovations has also stressed the value of interdisciplinary approaches that incorporate art into teaching and learning. This paper aims to extend educators’ understanding of art–science interactions by presenting an empirical study that explores a unique art residency program created on the campus of a university that specializes in science and technology. The study reviews the art practices of three contemporary artists who participated in a program developed in conjunction with an interdisciplinary research project seeking ways to build an ecologically sustainable community and operated by a renewable energy resource-based economic system. Data that include observations, artist talks, and in-person interviews were collected from multiple sources during the residency to understand the distinguished processes involved in the development of individual art projects. A follow-up cross-case analysis revealed a few notable characteristics: connecting art with life through waste recycling, process-oriented practices highlighting resource circulation, and creating value using bricolage strategies. Regarding educational implications, discussions centered upon the potential transformational space identified from the creative art practices in the context of interdisciplinary research.
Highlights
The growing body of literature addressing the need for educational innovations has stressed the value of interdisciplinary approaches that incorporate art into teaching and learning (Lee, Fillis, & Lehman, 2018; Curtis, Reid, & Ballard, 2012; Hudson, 2001; Jacobson, Seavey, & Mueller, 2016; Steelman et al, 2018)
This paper aims to extend educators’ understandings of interdisciplinary practices by presenting an empirical study that explores a unique art residency program created on the campus of a university that specializes in science and technology
The residency program was organized in conjunction with Science Walden, an interdisciplinary research project aimed at building an ecologically sustainable community operated by a renewable energy resource-based economic system (Cho, 2017a, 2017b)
Summary
The growing body of literature addressing the need for educational innovations has stressed the value of interdisciplinary approaches that incorporate art into teaching and learning (Lee, Fillis, & Lehman, 2018; Curtis, Reid, & Ballard, 2012; Hudson, 2001; Jacobson, Seavey, & Mueller, 2016; Steelman et al, 2018). They suggested that art is one avenue for bridging different ways of knowing and that it holds potential for creating boundary objects that create multiple meanings and interpretations for diverse cultural groups. This paper aims to extend educators’ understandings of interdisciplinary practices by presenting an empirical study that explores a unique art residency program created on the campus of a university that specializes in science and technology
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