Glenda Hobdell | Central Queensland University (original) (raw)
Papers by Glenda Hobdell
Distance Education, Apr 23, 2023
Online learning has radically altered educational access; however, challenges emerge for learning... more Online learning has radically altered educational access; however, challenges emerge for learning domains relying on practical learning experiences, such as the creative arts. Research shows praxis is vital to effective arts teacher preparation. However, as Australian initial teacher educators, we noted the challenges of engaging online students in arts praxis and held concerns regarding preparing them adequately for the primary classroom. In exploring solutions, we developed an approach mandating hands-on learning through assessment, theorizing this as praxis-focused pedagogy. Through surveys and interviews, we sought to understand student perspectives regarding the assessment processes and whether this improved online engagement and self-efficacy as future arts educators. Findings confirm students supported a praxis-focused approach to assessment, and reveal beneficial attributes of this approach. The study affirms significant potential for praxis-focused assessment to enhance online arts learning; an approach that may be useful in other online education courses where hands-on experience is central to learning.
Literacy in the Arts, 2014
The visual arts are dynamic, constantly undergoing change. As art educators continue to navigate ... more The visual arts are dynamic, constantly undergoing change. As art educators continue to navigate the early twenty-first century, it is apparent that a revision of teaching practice to parallel rapid change is necessary if we are to successfully engage and empower students to communicate visually. The impact of rapidly advancing technology has necessitated a shift from more traditional teaching approaches based on theories of instructivism, cognitivism and behaviourism to a more learner-centred constructivist approach. Emergence of the contemporary knowledge economy has highlighted the strength of connectivism as an enabler between teachers, learners and beyond the classroom. Transformational learning can be realised when the art teacher uncovers a pedagogical paradigm that aligns learning experiences with the learner. Through a blend of traditional and technological practice, an authentic connection to students’ own lives can be established. Highlighting outcomes of art students as evolving artists, this chapter investigates strategies that successfully develop visual literacies through authentic textual discourse and connected experience. Deep personal understanding is established, together with highly individual, yet rigorously informed, student perspectives.
Creative Industries Faculty School of Media Entertainment Creative Arts, 2014
Addressing possibilities for authentic combinations of diverse media within an installation setti... more Addressing possibilities for authentic combinations of diverse media within an installation setting, this research tested hybrid blends of the physical, digital and temporal to explore liminal space and image. The practice led research reflected on creation of artworks from three perspectives – material, immaterial and hybrid – and in doing so, developed a new methodological structure that extends conventional forms of triangulation. This study explored how physical and digital elements each sought hierarchical presence, yet simultaneously coexisted, thereby extending the visual and conceptual potential of the work. Outcomes demonstrated how utilising and recording transitional processes of hybrid imagery achieved a convergence of diverse, experiential forms. "Hybrid authority" – an authentic convergence of disparate elements – was articulated in the creation and public sharing of processual works and the creation of an innovative framework for hybrid art practice.
Addressing possibilities for authentic combinations of heterogeneous forms within an installation... more Addressing possibilities for authentic combinations of heterogeneous forms within an installation setting, this research tested hybrid blends of the physical, digital and temporal to explore liminal space and image. This practice led research reflected on the creation of artworks from three perspectives – the material, the immaterial and the hybrid – and in doing so, developed a new methodological structure that extends conventional forms of triangulation. Comparative studies and evolutionary working processes revealed distinctions and critical overlaps in artistic agency and in the potentiality of the work. Framed by the development of both physical and digital elements, this study looked closely at how each configuration sought hierarchical presence, yet simultaneously coexisted, extending the visual and conceptual potential of the work.
Contemporaneity challenged concepts of dual perspectives that were informed by Jacque Derrida’s theories of binary opposition and Plato’s Simile of the Cave. Jean Baudrillard, Frank Popper, Oliver Grau, Gilles Deleuze and Pierre Lévy’s theories presented an historical continuum of virtuality toward an understanding of the processual and transformational nature of virtual art. Analyses of contemporary precedents within interactive installation works by Jeffrey Shaw and Wendy Mills, together with consideration of mixed realities in current practice, informed the development and presentation of the work.
Outcomes of the research demonstrated how utilising and recording transitional processes of hybrid imagery could achieve a convergence of diverse, experiential forms. “Hybrid authority” – an authentic convergence of disparate elements – was articulated in the creation and public sharing of processual works. The resulting exhibitions presented suggestions of altered perception and questioned oppositional logic and assumptions of presence. Technical and physical manipulations of digital renderings and tangible objects revealed an interplay between light and dark, reflection and shadow, positive and negative, still and moving, corporeal and immaterial – co-existing parallels in perspective that create an innovative framework for practice.
Literacy in the Arts: Retheorising Learning and Teaching, Apr 30, 2014
The visual arts are dynamic, constantly undergoing change. As art educators continue to navigate ... more The visual arts are dynamic, constantly undergoing change. As art educators continue to navigate the early twenty-fi rst century, it is apparent that a revision of teaching practice to parallel rapid change is necessary if we are to successfully engage and empower students to communicate visually. The impact of rapidly advancing technology has necessitated a shift from more traditional teaching approaches based on theories of instructivism, cognitivism and behav-iourism to a more learner-centred constructivist approach. Emergence of the con-temporary knowledge economy has highlighted the strength of connectivism as an enabler between teachers, learners and beyond the classroom. Transformational learning can be realised when the art teacher uncovers a pedagogical paradigm that aligns learning experiences with the learner. Through a blend of traditional and technological practice, an authentic connection to students’ own lives can be established. Highlighting outcomes of art students as evolving artists, this chapter investigates strategies that successfully develop visual literacies through authentic textual discourse and connected experience. Deep personal under-standing is established, together with highly individual, yet rigorously informed, student perspectives.
Addressing various combinations of actual and virtual representation, my research has presented h... more Addressing various combinations of actual and virtual representation, my research has presented hybrid blends of the corporeal and temporal in an exploration of liminal space and image within an installation setting. Comparative studies and evolutionary working processes revealed potential distinctions and critical overlaps in artistic agency and in the potentiality of the work. Framed by development of both physical and immaterial work, this study looked closely at how each sought hierarchical presence, yet simultaneously co-existed within the final MA exhibition.
Parallel perspectives, informed by experiences inside two different caves – one in Hungary and one in Australia – became coexistent, articulated through a synthesis of the digital and the physical within the artwork. Through embodied experience of the space, new connections have been visually formed between the work itself and the audience. Utilising transitional processes of hybrid imagery, I have demonstrated how a convergence of complementary experiential forms can be achieved.
The resulting exhibitions presented suggestions of altered perception, questioned oppositional logic and assumptions of presence, while syntheses of digital renderings and tangible objects revealed an interplay between light and dark, reflection and shadow, positive and negative, still and moving, actual and virtual: co-existing parallels in perspective that create a new framework for practice. A diagram to present the new methodology has been developed, offering a framework for hybrid art practice based on paired structures, fluidity and dynamic processual relationships.
Distance Education, Apr 23, 2023
Online learning has radically altered educational access; however, challenges emerge for learning... more Online learning has radically altered educational access; however, challenges emerge for learning domains relying on practical learning experiences, such as the creative arts. Research shows praxis is vital to effective arts teacher preparation. However, as Australian initial teacher educators, we noted the challenges of engaging online students in arts praxis and held concerns regarding preparing them adequately for the primary classroom. In exploring solutions, we developed an approach mandating hands-on learning through assessment, theorizing this as praxis-focused pedagogy. Through surveys and interviews, we sought to understand student perspectives regarding the assessment processes and whether this improved online engagement and self-efficacy as future arts educators. Findings confirm students supported a praxis-focused approach to assessment, and reveal beneficial attributes of this approach. The study affirms significant potential for praxis-focused assessment to enhance online arts learning; an approach that may be useful in other online education courses where hands-on experience is central to learning.
Literacy in the Arts, 2014
The visual arts are dynamic, constantly undergoing change. As art educators continue to navigate ... more The visual arts are dynamic, constantly undergoing change. As art educators continue to navigate the early twenty-first century, it is apparent that a revision of teaching practice to parallel rapid change is necessary if we are to successfully engage and empower students to communicate visually. The impact of rapidly advancing technology has necessitated a shift from more traditional teaching approaches based on theories of instructivism, cognitivism and behaviourism to a more learner-centred constructivist approach. Emergence of the contemporary knowledge economy has highlighted the strength of connectivism as an enabler between teachers, learners and beyond the classroom. Transformational learning can be realised when the art teacher uncovers a pedagogical paradigm that aligns learning experiences with the learner. Through a blend of traditional and technological practice, an authentic connection to students’ own lives can be established. Highlighting outcomes of art students as evolving artists, this chapter investigates strategies that successfully develop visual literacies through authentic textual discourse and connected experience. Deep personal understanding is established, together with highly individual, yet rigorously informed, student perspectives.
Creative Industries Faculty School of Media Entertainment Creative Arts, 2014
Addressing possibilities for authentic combinations of diverse media within an installation setti... more Addressing possibilities for authentic combinations of diverse media within an installation setting, this research tested hybrid blends of the physical, digital and temporal to explore liminal space and image. The practice led research reflected on creation of artworks from three perspectives – material, immaterial and hybrid – and in doing so, developed a new methodological structure that extends conventional forms of triangulation. This study explored how physical and digital elements each sought hierarchical presence, yet simultaneously coexisted, thereby extending the visual and conceptual potential of the work. Outcomes demonstrated how utilising and recording transitional processes of hybrid imagery achieved a convergence of diverse, experiential forms. "Hybrid authority" – an authentic convergence of disparate elements – was articulated in the creation and public sharing of processual works and the creation of an innovative framework for hybrid art practice.
Addressing possibilities for authentic combinations of heterogeneous forms within an installation... more Addressing possibilities for authentic combinations of heterogeneous forms within an installation setting, this research tested hybrid blends of the physical, digital and temporal to explore liminal space and image. This practice led research reflected on the creation of artworks from three perspectives – the material, the immaterial and the hybrid – and in doing so, developed a new methodological structure that extends conventional forms of triangulation. Comparative studies and evolutionary working processes revealed distinctions and critical overlaps in artistic agency and in the potentiality of the work. Framed by the development of both physical and digital elements, this study looked closely at how each configuration sought hierarchical presence, yet simultaneously coexisted, extending the visual and conceptual potential of the work.
Contemporaneity challenged concepts of dual perspectives that were informed by Jacque Derrida’s theories of binary opposition and Plato’s Simile of the Cave. Jean Baudrillard, Frank Popper, Oliver Grau, Gilles Deleuze and Pierre Lévy’s theories presented an historical continuum of virtuality toward an understanding of the processual and transformational nature of virtual art. Analyses of contemporary precedents within interactive installation works by Jeffrey Shaw and Wendy Mills, together with consideration of mixed realities in current practice, informed the development and presentation of the work.
Outcomes of the research demonstrated how utilising and recording transitional processes of hybrid imagery could achieve a convergence of diverse, experiential forms. “Hybrid authority” – an authentic convergence of disparate elements – was articulated in the creation and public sharing of processual works. The resulting exhibitions presented suggestions of altered perception and questioned oppositional logic and assumptions of presence. Technical and physical manipulations of digital renderings and tangible objects revealed an interplay between light and dark, reflection and shadow, positive and negative, still and moving, corporeal and immaterial – co-existing parallels in perspective that create an innovative framework for practice.
Literacy in the Arts: Retheorising Learning and Teaching, Apr 30, 2014
The visual arts are dynamic, constantly undergoing change. As art educators continue to navigate ... more The visual arts are dynamic, constantly undergoing change. As art educators continue to navigate the early twenty-fi rst century, it is apparent that a revision of teaching practice to parallel rapid change is necessary if we are to successfully engage and empower students to communicate visually. The impact of rapidly advancing technology has necessitated a shift from more traditional teaching approaches based on theories of instructivism, cognitivism and behav-iourism to a more learner-centred constructivist approach. Emergence of the con-temporary knowledge economy has highlighted the strength of connectivism as an enabler between teachers, learners and beyond the classroom. Transformational learning can be realised when the art teacher uncovers a pedagogical paradigm that aligns learning experiences with the learner. Through a blend of traditional and technological practice, an authentic connection to students’ own lives can be established. Highlighting outcomes of art students as evolving artists, this chapter investigates strategies that successfully develop visual literacies through authentic textual discourse and connected experience. Deep personal under-standing is established, together with highly individual, yet rigorously informed, student perspectives.
Addressing various combinations of actual and virtual representation, my research has presented h... more Addressing various combinations of actual and virtual representation, my research has presented hybrid blends of the corporeal and temporal in an exploration of liminal space and image within an installation setting. Comparative studies and evolutionary working processes revealed potential distinctions and critical overlaps in artistic agency and in the potentiality of the work. Framed by development of both physical and immaterial work, this study looked closely at how each sought hierarchical presence, yet simultaneously co-existed within the final MA exhibition.
Parallel perspectives, informed by experiences inside two different caves – one in Hungary and one in Australia – became coexistent, articulated through a synthesis of the digital and the physical within the artwork. Through embodied experience of the space, new connections have been visually formed between the work itself and the audience. Utilising transitional processes of hybrid imagery, I have demonstrated how a convergence of complementary experiential forms can be achieved.
The resulting exhibitions presented suggestions of altered perception, questioned oppositional logic and assumptions of presence, while syntheses of digital renderings and tangible objects revealed an interplay between light and dark, reflection and shadow, positive and negative, still and moving, actual and virtual: co-existing parallels in perspective that create a new framework for practice. A diagram to present the new methodology has been developed, offering a framework for hybrid art practice based on paired structures, fluidity and dynamic processual relationships.