Visual Culture Art Education Research Articles

The Re-recognition of Visual Literacy as a Heuristic Concept: The Implications for Visual Culture Art Education

The Re-recognition of Visual Literacy as a Heuristic Concept: The Implications for Visual Culture Art Education

Three Approaches to Teaching Art Methods Courses: Child Art, Visual Culture, and Issues-Based Art Education

(2012). Three Approaches to Teaching Art Methods Courses: Child Art, Visual Culture, and Issues-Based Art Education. Art Education: Vol. 65, No. 3, pp. 17-24.

Adding a chapter to art education history: visual culture curriculum

The purpose of this article is to give a succinct historical analysis of the visual culture art education movement, thus updating art education’s history. This article looks at art education history through two broad perspectives – sociocultural and sociopolitical – for the purpose of gaining new insight into why this type of curriculum developed. Through this analysis six themes emerged in visual culture art education literature, supported by the writings of the leading visual culture art education scholars Paul Duncum, Kerry Freedman and Kevin Tavin.

Rethinking Childhood:Visual Culture Art Education as Crossroad of Gazes and Subjectivities

Rethinking Childhood:Visual Culture Art Education as Crossroad of Gazes and Subjectivities

Analyzing Mass Media through Video Art Education: Popular Pedagogy and Social Critique in the Work of Candice Breitz

This article begins with the premise that art education should engage with forms of popular visual culture in the art classroom so that students can better understand, evaluate, and critique the world around them. The researcher argues that studying video art with students offers a valuable approach to critiquing film and television, among other mass media, because of shared methods of production and persuasion involving sound, language, movement, and time, in addition to visual imagery. Taking the work of South African artist, Candice Breitz, as a case study, this article investigates how video art that re-appropriates multi-sensory popular culture as a form of social critique can provide a model for critical, interdisciplinary conversations in art education. By engaging with Breitz’s videos, which utilize largely “found footage” in their production, art educators can enable students to better analyze the forms and effects of entertainment media and help them “find” their own footage for critical artmaking. This article situates this approach within recent conceptual and contextual literature about visual culture art education, re-appropriation in art and video art, and other topics.

Revisiting Visual Culture in Art Education: What’s Right and What’s Wrong with It?

My presentation attempts to revisit visual cultural art education (VCAE) within the context of designer capitalism. I worry that teachers are not addressing youth fantasies that constitute their popular culture. My own involvement in visual culture since the 1980s through the Social Theory Caucus indicates that it is the digitalized world of the frameless image that is of high concern. I maintain that visual culture art education as it is currently theorized in art education is caught by the limitations of representation. Visual literacy is generally a structualizt endeavor. To move beyond this position requires that art educators necessarily recognize the affective intensity that underlies meaning making. What contemporary art can do and the structuring forces of bodily affect in popular culture are both required for art education in the 21st century. I draw on the ethico-political philosophy of Gilles Deleuze & Felix Guattari to make my case.

Reconceptualiztion of Movie Poster Parody to Investigate the Educational Benefits of Visual Culture Art Education

Reconceptualiztion of Movie Poster Parody to Investigate the Educational Benefits of Visual Culture Art Education

A Case Study of the Influence of Visual Images and the Value of Visual Culture Art Education to Develop Elementary School Students' Deep Motivation and Inner Vision

A Case Study of the Influence of Visual Images and the Value of Visual Culture Art Education to Develop Elementary School Students' Deep Motivation and Inner Vision

Visual culture art education to empower students as global citizens

In this paper, I argue the following points: 1) Globalization is a dominant phenomenon in the contemporary world that brings different geographical parts of the world closer through the interaction and exchange of products, information, knowledge, and culture. 2) Global citizens actively participate in, and recognize their responsibilities regarding socio-cultural, economic, political, and environmental issues they create and share global cultures. 3) The global market and visual culture are both united and interdependent to make a better society; being a cultural consumer and having multicultural awareness have become important issues in a global society. 4) Art education plays an important role in global citizenship education because global citizenship requires active participation through multicultural perspectives and socio-cultural awareness. 5) Visual culture in art education relates art education to sociology and cultural studies, and this facilitates art-centered, cross-cultural, and interdisciplinary approaches to global citizenship education. 6) Visual Culture Art Education (VCAE) is an effective and powerful approach for teaching global citizenship. 7) Teaching and learning about global cultural sites in the VCAE curriculum is a meaningful way to empower global citizenship.

Social/Ecological Caring with Multicultural Picture Books: Placing Pleasure in Art Education

This study explores the concept of finding pleasure in social and ecological caring from the a/r/tographic stance of the author as artist, researcher, and teacher. I combine place-based and visual culture art education with multicultural children’s picture books to promote more connection and pleasure in the teaching and learning process. The article also provides an exploratory model for art education reform, encouraging art teachers to participate in pleasurable forms of social and ecological caring by becoming art educator activists.

A Visual Culture Art Education Curriculum for Early Childhood Teacher Education: Re‐Constructing the Family Album

AbstractThis article reflects on the reading and writing of an art education curriculum for teacher education centred on the biographical and social reconstruction of childhood. The foundations of this curriculum interconnect ideas from different fields like postmodern childhood studies, visual studies, and the performance of subjectivity and memory. This is an interpretative curriculum centred in narrating aesthetic encounters for imagining and producing alternative views of childhood. It stresses the relevance of biographic work in the formation of teaching identities, and constructs dialogues and connections between the private and public discourses of childhood. In this context the family album becomes a powerful resource for visual analysis, cultural critique, and subjective re‐construction.

Press Pause: Critically Contextualizing Music Video in Visual Culture and Art Education

Music video is one of the most influential visual culture forms to hit youth culture since the advent of television. Although provocative, the value of studying such visual culture as the music video in art education is much more than providing mere spectacle or motivational tactic. As many teenagers know, music videos portray meaning. They provoke, sell, promote, and tell stories through densely textured images and sound. They are exciting, dramatic forms of art that are in their own right an excellent source of learning as well as a provocative link to more traditional artistic forms. Like any form of art and educational experience, music video, as well as other visual culture studies, requires meaningful contextual research and analysis as well as alternative approaches to what we think about, teach, and learn in art education. In a quest for a critical, comprehensive, and contextual approach to music video analysis and interpretation, this article examines and correlates theories of critical pedagogy, visual culture art education, and music video. Commensurately, it explores Radiohead's music video entitled Go to Sleep (Radiohead, 2002) and shares descriptions of specific art classroom practice utilizing music videos.

Art education in Chinese primary and secondary schools: Meeting the challenge of Visual Culture

In China today, various images that feature in research into visual culture such as cartoons, TV, films, network games and advertisements are exerting a multifaceted influence on teenagers. Art education in primary and secondary schools is meeting new challenges therefore arising from conflicts between classical art and popular visual images, foreign culture and local culture, and between traditional art education and visual culture art education. As a result, active measures are being taken in primary and secondary art education to meet the challenges of visual culture.

Addressing the Computer Gender Gap: A Case Study of Visual Culture Art Education and Feminist Poststructuralist Pedagogy

Addressing the Computer Gender Gap: A Case Study of Visual Culture Art Education and Feminist Poststructuralist Pedagogy

Clarifying Visual Culture Art Education

Clarifying Visual Culture Art Education

Clarifying Visual Culture Art Education

(2002). Clarifying Visual Culture Art Education. Art Education: Vol. 55, Back to the Future…, pp. 6-11.

Visual Culture Art Education: Why, What and How

Recognising that many art educators are increasingly using the term visual culture, rather than art, to describe their central concern, the author examines why this development is taking place, what visual culture might mean in the context of art education, and how pedagogy might be developed for visual culture. The paper draws on attempts by both art educators to redefine their field and others outside art education who are attempting to define visual culture as an emerging trans‐disciplinary field in its own right.