Art Education Research Research Articles

Black Feminist Theory in 21st-Century Art Education Research

Minority discourses rarely inhabit the intellectual space of dominant theory (masculinist, Eurocentric, White, heteropatriarchical, able-ist, bourgeois); thus, Black women’s ability to be regarded as significant contributors to knowledge creation is negatively impacted. Art education is implicated in such oppression, as seen in the underrepresentation of Black women in art education research and in the field at large. This article presents Black Feminist Theory as an epistemological perspective to inform art education research methodologies in an effort to discontinue the historical and contemporary erasure of Black women’s standpoint knowledge and presence in the field.

In the context of public pedagogy: Transit

Abstract I came to Vancouver, Canada as a visiting Ph.D. student to study a/r/tography at the University of British Columbia (UBC). The multinational and multicultural nature of the city of Vancouver became an unexpected learning resource during my stay. I soon became consumed by my own everyday learning and in time, I began to understand the power of public pedagogy, or in other words, those informal learning opportunities outside institutional forms of learning. In this visual essay, I examine the concept of transit as one dimension of public pedagogy. This concept emerged from photographs and anecdotes taken during my everyday use of public transit. I used a/r/tography as a practice-based art education research methodology to guide my work. Transit became a bodied and embodied form of living inquiry as I investigated the very nature of public transit as public pedagogy.

The Quest: Research and Inquiry in Arts Education

The Quest: Research and Inquiry in Arts Education

Children as observational film-makers: a Deweyan approach to researching primary school children's experience as they make art

ABSTRACTDewey’s philosophy of experience has aesthetic experience at its core as he melds artificial dualities between thinking and experiencing [Dewey, J. 1934. “Art as Experience.” In John Dewey the Later Works, 1925 – 1953, Vol. 10. 1988, edited by J. Boydston, 1–352. Carbondale: Southern Illinois University Press]. This deeply empirical approach underpins a form of art education research, which draws on participant observational film-making in social anthropology. Pedagogy for developing a video camera technique enables primary school children (10 to 11 years old) to use cameras in an observational style. Despite methodological dissonances in this approach, observational film-making offers an empirical means to ensure that vital qualities in children's experience making art such as the aesthetic and material are not lost through the scientificity of education research.

An Analysis of Current Research in Studies in Art Education and the International Journal of Education Through Art

In this article, we present an analysis of current art education research published from 2014–2016 in Studies in Art Education and the International Journal of Education Through Art. Focus is on the state of art education research and the National Art Education Association Research Commission’s Research Agenda. We use comparison charts to highlight critical elements of research studies in these two journals. We conclude that both journals present timely and relevant art education research, and we suggest more specific information be integrated into research reports so readers and researchers know more about how inquiries were conducted. Gaps that exist in the literature could be filled with a more balanced reporting of descriptive, experimental, theoretical/paradigm, historical, and philosophical research. More inquiry also is needed that addresses significant topics, through use of rigorous methods, that might inform future development of an articulate policy and practice in art education.

Posthumanist Movement Art Pedagogy: Geolocative Awareness and Co-Figurative Agency With Mobile Learning

Mobile learning from a posthumanist critical perspective is the co-figuration of learner with geolocative mobile devices that blurs boundaries of the networked body. In this study, four art education researchers explore geolocative co-figurative possibilities of mobile learning. The authors theorize co-figurative agency and heighten awareness of the importance of sociospatial relationships afforded by the current milieu of networked geolocative knowledge to arts pedagogy. Through analysis of case studies of art practice, a new theoretical concept called posthumanist movement art pedagogy is developed to investigate movement as a posthumanist art practice, enacting agency through mobile data co-figuration within spaces of geolocative awareness. Case studies concentrate on mobile new media art utilizing photography, gamification, Global Positioning System drawing, and data collection/broadcasting. Impacts on the field of art and education focus on movement as being co-figured with the body and geolocation data as sites for potential transformation, embodiment, play, and data-identity constructions.

On the Concept of Youth in Art Education: A Review of the Literature

In this article, I analyze how the concept of youth is used in art education scholarship. I review papers from three art education journals that use youth in their titles and/or abstracts. I analyze how the concept of youth frames, produces, and buttresses arguments about the role of art education in society and the need for particular approaches to curriculum and instruction. My literature review is organized around four themes: Youth as (1) transition, (2) culture, (3) difference, and (4) image. In presenting these four themes, my aim is to support art education researchers as they extend, refine, clarify, and deepen their analysis in ways that have positive concrete effects on young people through art education.

Posthumanist and New Materialist Perspectives as Navigational Tool in Art Education Research: A Diffractive Analysis

An art project conducted with twelve Grade 10 learners at an art centre in Cape Town from April 2016 to June 2016 was analysed diffractively using perspectives of posthumanism and new materialism. This post-qualitative approach to research was an attempt to move away from research methods based on humanist thinking. Data consisted of the art project, learners’ responses in terms of source book content and work produced, informal discussions, and videos and photographs taken during the work processes. Several specific agential cuts were performed on the data, some of which are presented here. The analysis of these entanglements of data provided rich content and interesting lines of flight, which led to thought-provoking questions about art education, sensory education, and the possibilities of applying posthumanist thought and methods in the South African art classroom.

A pesquisa de intervenção cartográfica em Arte Educação

This paper focuses on the cartographic intervention research as a method for research in Art Education. The objective is to discuss this methodology, which highlights the educational processes and issues that respect subjectivities and experience. The research methodology is qualitative and the approach is bibliographical, with the main theoretical framework based on Deleuze and Guattari (1995), Kastrup (2008) and Uriarte (2017). As a result, we point out that this methodology requires a change in the narrative practices; presents research and intervention as two plans of the same process; does not dissociate the fields of analysis and intervention; is an open method to relations and connections with other areas of knowledge; requires the immersion of the cartography researcher in the research territory; is always a collective of forces alongside stable outlines called shapes, and proved to be very suitable for the research in Art Education, specifically in Music. Keywords: cartographic intervention research, research methodology, Art Education.

“Ação Educativa em Espaços Culturais”: Formação inicial e continuada de professores – diálogo interativo

Este artigo desenvolve uma reflexão e uma análise sobre a importância da disciplina “Ação Educativa em Espaços Culturais” para a formação inicial e continuada de professores de ensino de Arte, como também pretende descrever a metodologia dialógica e qualitativa utilizada pela professora Dra. Sandra Ramalho e Oliveira, desde bibliografia selecionada para leitura em sala como da interação dos alunos com equipes educativas de instituições culturais de Florianópolis, pesquisadores da arte, do ensino de arte e da mediação cultural, até uma Mostra de Artes Visuais organizada pelos próprios estudantes. Nessa, os conceitos que envolvem tal prática como por exemplo, organização, curadoria, museografia, montagem e mediação são efetivamente postos em ação. Nesse cenário, constata-se a articulação entre teoria e prática como aspecto nuclear para a formação de professores. Os resultados demonstraram que todo educador tem condições de participar de todo o processo expositivo criticamente. Recebido em: 01 agosto 2017Aprovado em: 28 novembro 2017

Creative performances and gifted education: Studies from art education

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 December 2017Creative performances and gifted education: Studies from art education Authors: Kerry Thomas Authors: Kerry Thomas Honorary Associate Professor, School of Education, Arts and Social Sciences, University of New South Wales, Australia, email: [email protected] Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK Abstract This paper acknowledges that there is widespread support in Gifted Education for students' creative aptitudes to be identified as a domain that includes imagination, originality, fluency, and problem solving. I explore where and when these concepts originated and briefly identify how they are represented in Gifted Education. Then various exogenetic factors are considered that contribute to students' realising creative ends, which are often overlooked in educational literature. Drawing on an art education historical archive and my ethnographic research in visual arts education, I show how practice, field dependence, and reciprocity in the reality of social relations in creative classrooms between teachers and students figure more prominently than might be thought. The paper is intended to open up further discussion about some commonly held assumptions of natural creative ability. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:5-15First Page:5Last Page:15Source:Australasian Journal of Gifted Education, Vol. 26, No. 2, Dec 2017: 5-15Date of Publication:December 2017Date Last Modified:05 September 2019 12:02Date Last Revised:01 November 2017Volume:26Issue:2SubjectGifted children--EducationCreative ability in childrenArt--Study and teachingEthnologyEthnographic films METRICS Downloaded 8 times Copyright© Australian Association for the Education of the Gifted and Talented, 2017Download PDFLoading ...

B.リーマーによる芸術統合教育研究の意義 : 『芸術認識論』および「包括的芸術カリキュラムモデル」の検討を通して

B.リーマーによる芸術統合教育研究の意義 : 『芸術認識論』および「包括的芸術カリキュラムモデル」の検討を通して

Hva vet vi (ikke) om elevers opplevelser med friluftsliv i norsk skole – en gjennomgang av empiriske studier 1974–2014

The article aims to provide a systematic review of research literature on students’ experiences with school-based ‘friluftsliv’ (word used to describe a Nordic tradition of outdoor life). Even though 40 years have passed since the word ‘friluftsliv’ first entered the national curriculum in Norway and became part of the expected student experience, no such reviews of empirical research from schools have been conducted. The authors reviewed literature published between 1974 - the year ‘friluftsliv’ became a formulated goal in the new curriculum - and 2014. For this period only 24 studies, of which 18 were master's theses, met the inclusion criteria. The result shows that current research-based knowledge about students' experiences with ‘friluftsliv’ and nature-based outdoor education in schools is extremely limited, and does not allow us to draw synthesized conclusions. However, the analysis of the included studies revealed five themes that the article presents and discusses. These themes are learning outcomes, student involvement, assessment in ‘friluftsliv,’ students with an immigration background, and ‘uteskole’ (outdoor education as a methodology for learning different subjects). (Published: 26 September, 2017) Citation: K. Abelsen og P. E. Leirhaug. ‘‘Hva vet vi (ikke) om elevers opplevelser med friluftsliv i norsk skole en gjennomgang av empiriske studier 1974—2014.’’ Journal for Research in Arts and Sports Education, Vol. 1, 2017, pp. 18-31. http://dx.doi. org/10.23865/jased.v1.615

Students’ motivation in a disc golf-lesson and a soccer-lesson: An experimental study in the Physical Education setting

The purpose of physical education (PE) in both Norway and Denmark is that PE should inspire to a lifelong active lifestyle. Based on the self-determination theory, the aim of the present study was to compare students’ intrinsic motivation, extrinsic motivation, and perceived competence in a lifestyle sport inspired PE-lesson (disc golf) to a traditional PE-lesson (soccer) and general PE. In addition, we aimed to investigate whether differences in motivation and perceived competence was conditional of the students´ relative attitude toward PE. The result of the study revealed that perceived competence was higher in the disc golf-lesson compared to the soccer-lesson and general PE. No overall differences in intrinsic motivation were found. However, when investigating differences in intrinsic motivation according to the students´ relative attitude toward PE, the results indicated that the students with a negative attitude toward PE was significantly more intrinsically motivated in disc golf-lesson compared to soccer-lesson and general PE. The findings may be seen as preliminary recommendations to physical educators to vary the activity choices in physical education classes. (Published: 26 September, 2017) Citation: K. Vernegaard. “Students’ motivation in a disc golf-lesson and a soccer-lesson: An experimental study in the Physical Education setting”. Journal for Research in Arts and Sports Education, Vol. 1, 2017, pp. 32–46. http://dx.doi.org/10.23865/jased.v1.629

Helping Kids Turn Out Queer: Queer Theory in Art Education

This article explores the possibilities of queer theory in art education, and I playfully, perhaps provocatively, ask how art education can help kids turn out queer. Moving away from both victim narratives of queer subjects and the attention on gay artists, who often are the focus of scholarship in art education, I contemplate the ways in which art education researchers address queerness and how those forms of address impact the relations that are (im)possible within the educational dynamic. I ask, “In what ways has queer been addressed in art education research, and how can other scholars push forward with such work to continue queer projects?” I observe a need to challenge fears around queer topics and contemplate how queerness, embedded in theory and practice, disputes and disrupts art education research.

Cultivating Research Through Digital Ecosystems

Abstract The research culture of art education is an ecosystem of ideas and inquiry. This ecosystem of research extends into the varied forms of digital mediation. Now in its fourth year, the National Art Education Association Research Commission’s objective is to cultivate, connect, and amplify art education research. In this essay, we theorize the analogy of research ecosystems and use the example of our Interactive Café as a space that fosters research culture. Digital forums such as the Interactive Café function as a place where individuals who produce and use research can interact and exchange ideas. Our position is that digital mediation needs to strengthen interdependence and vibrancy through spaces and events that connect a diversity of knowledge producers and stakeholders. For the Research Commission, research that is born digital is ripe with potential to connect, evolve, and amplify throughout the field.

Innovation and Application of Sino-Russian Culture and Art Communication in Fine Art Education for Children— A Case of the Innovative Mode of Fine Art Education for Children in “Sino-Russian Twin Cities”

In recent years, with the prosperous development of Sino-Russian culture and art, Russian fine art education resources for children have been introduced by Heihe fine art education researchers and experts by taking the geographic advantage. Depending on the regional advantage formed over many years in the fundamental fine art education for children, a cooperation and innovation platform for Sino-Russian fine art education has been established gradually. Through the introduction of innovative modes of local fine art education by elites from Heihe children-oriented fine art education circle, it is to promote the effective experience in cooperation and innovation of Sino-foreign fine art education for children, thus opening a new way for the innovation and promotion of the fine art education mode for children in China.

어린이 미술교육 현장의 연구 윤리에 관한 제언

본 연구는 어린이 미술교육 현장의 연구 윤리에 대하여 고찰하고자 한다. 최근 여러 교육연구 단체에서 연구 윤리와 관련한 지침이나 강령 등을 마련하고 있다. 그러나 미술교육 연구의 절차에서 형식적으로 행해지는 연구 윤리 이외에 연구 현장에서 벌어지는 연구자와 연구참여자 간의 실천적 윤리에 관한 논의는 거의 전무하다. 이 연구에서는 현재 학계에서 보편적으로 마련되어 있는 연구 윤리 지침이 어떠한 내용으로 이루어져 있는지 살펴보고, 어린이 미술교육 현장 연구에서 고려해야하는 윤리적 관점에 대해 제언하였다. 첫째, 연구자의 전문성이 어린이 미술교육 현장의 연구에서 미치는 영향과 윤리적 관계에 대해 살펴보았고, 두 번째로 동의서의 작성과 실천적 윤리의 딜레마에 대해 살펴보았다. 세 번째로 연구참여자인 어린이들과 친밀감 형성을 통해 신뢰를 구축하는 방법에 관한 윤리적 관점을 제시하였다. 마지막으로 연구자는 연구참여자의 안전을 보장해야하는 윤리 지침에 대해 언급하고 있다. 이 연구는 연구 현장에서 연구자의 성찰적 태도가 보편적 윤리 지침보다 더 윤리적인 연구태도가 될 수 있음을 논하고 있다.

Artful Dodgers: an arts education research project in early education settings

Artful Dodgers is an arts education project developed by two artists and delivered in two early years settings located in two areas of urban disadvantage. It is a music and visual arts programme designed and implemented with early years teachers of children aged 3–5 years. It explored whether the provision of high-quality arts experiences could enhance children’s emerging literacy and numeracy. A novel ‘artist in(formed) residency’ model was developed within a unique arts education research design. Piloting a tripartite relationship between researchers, artists and early years teachers, this study was situated within a qualitative action research paradigm, with both artists located in both services weekly over a 12-week period. The evaluation of the programme indicates changes in pedagogical planning and style in the early years teachers over the period of the artists’ residency. Their language became more reflective and their practice incorporated a wider and richer range of materials; there was greater evidence of more child-led activities and unstructured play opportunities over the duration of the study. The data suggest that children’s social, cooperative and communication skills were enhanced. Recommendations have implications for the professional development of artists and teachers working in early years settings.

Children make observational films – exploring a participatory visual method for art education

Abstract In a well-established domain of social anthropology, observational filmmakers employ digital video cameras and audio-visual editing as a research method to investigate human experience. They embrace qualities such as the material, sensory, aesthetic and ineffable. To review this visual method for art education, this article presents film extracts from the Childhood and Modernity project led by anthropologist David MacDougall. Indian children, 10–12 years of age, shot digital video material to create new knowledge about the circumstances of their lives. This keeps qualities that are difficult or impossible to put into words at the foreground of the research. The article also discusses how MacDougall prepared children to use a video camera for observational filmmaking by teaching specific skills that facilitate close observation and analysis through audio-visual means. In this way, MacDougall’s methodology and methods present a challenge and an opportunity for both art education research and classroom teaching.