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The Canadian Society for the Education through Art/ Société canadienne d'éducation par l'art. Ms.... more The Canadian Society for the Education through Art/ Société canadienne d'éducation par l'art. Ms. Haley Toll continues to seamlessly execute her role as the Managing Editor. I am excited for the opportunity to engage with the works of art education researchers, artists, and scholars and to be inspired by the ways the arts, in their many forms, provide a unique and nuanced perspective for issues of importance. This publication was assembled in a year defined by the spectacle of the multiple harsh realities of the persistent pandemics of racism and Covid-19 in Canada and throughout the world. Artists, researchers, teachers, and students experienced lockdowns, travel restrictions, and a rapid shift to online teaching and learning, reimagining the human connection and materiality of our field in a primarily virtual world. The arts became more important for many as a way to mediate the construction and reconstruction of a new normal [sic.]. Promising vaccines raise hope against one pandemic, while we grapple with the structural pandemic in place in our universities, schools, museums and galleries that work against equity for marginalized populations. Berlant's (2011) articulation of cruel optimism as "the condition of maintaining an attachment to a significantly problematic object" (p. 24) is poignant in this moment as we question how to return to a mythic normal good life. Rather than a return, the pandemics have prompted many to pursue a much needed break-up with our attachment to normal. This requires that now, more than ever, we shift our passive optimism for a better world in 2021 and beyond, to individuated and collective action to confront the multiple systems that normalize systemic inequity. I believe that our artistic communities are uniquely positioned to engage with this call to action and in an upcoming publication call for CRAE, we will look to the artistic educational fields of practice for your research and scholarship in an aim to disrupt these systems. In this open issue, we offer four articles and a salon article that, in their own way, advance the arts as enabling alternate insights into the profound and complex issues of grief, sexism, cultural inclusivity, illness, and creative interaction. We being with the artist statement for the cover image for this issue, which features the photographic work of Heather McLeod-as a visual metaphor of the complexity of memory. In the Salon section, Karen Lee challenges particular notions of grief through her poetic examination of the loss of her mentor, Dr. Carl Leggo after his passing in March 2019, as she confronts the discourse that letting go must be a part of grieving. The works of Ellyn Lyle, Cecile Badenhorst and Heather McLeod explore the concept of the archive and autoethnography to examine the personal and historical struggle of women in academia. Jennifer Eiserman challenges the ways in which cultural inclusivity is imagined in Canadian art and art history courses and proposes an argument for the importance of cultural T
The Canadian Review of Art Education
Editorial of Volume 48; No. 1. Éditorial de Volume 48; No. 1.
International Journal of Art and Design Education, 2017
A great deal has been written about the representational use of metaphor to understand teacher ca... more A great deal has been written about the representational use of metaphor to understand teacher candidates’/new teachers’ conceptions of teacher practice. This article will discuss recent research that explored secondary visual art teacher candidates’/new teachers’ visualising of visual metaphors to provoke their a/r/tographical inquiry into their perceptions of practice. This article engages with the Deleuzian conception becoming as well as the ontology of difference to provoke the reimagination of metaphor in research. We offer new understandings about visualising the visual in research and the methodological implications of relational research practices.
Don MacDougall’s death was a rupture in our community of artist scholar educators. After all, how... more Don MacDougall’s death was a rupture in our community of artist scholar educators. After all, how can we imagine our death? Heidegger (1953/2010) argues that death is ‘eminent immanence’ (pp. 241–251). For Derrida (1993), it is an aporia as it is something un/imaginable as a living being. Attached to Don’s research at the time of his death brought about encounters we had not expected. We take up our own creative research practices in response to his writing, through memory work, attentive engagement, and a commitment to deterritorilizations of representation. We encounter and interrupt his text through our responses as we study art encounters that examine affect, territorialization, power and art.
The Canadian Review of Art Education / Revue canadienne d’éducation artistique
In this paper, I discuss research that explored the emergence of an intuitive disposition through... more In this paper, I discuss research that explored the emergence of an intuitive disposition through teacher candidate participants' artistic inquiry of their former school spaces and the conceptualization of time as montage to articulate novel pedagogical conditions in teacher education. Through filmmaking, participants performed as nomads (Deleuze and Guattari, 1987), responding both physically and aesthetically to their affective encounter with memory in place. In doing so, individuated memories of their mundane experiences of schooling emerged, disrupting recollected discourses about why they teach. This suggests the importance of artistic practice in teacher education pedagogical practices and the value of learning through rather than from experience.
The Canadian Society for the Education through Art/ Société canadienne d'éducation par l'art. Ms.... more The Canadian Society for the Education through Art/ Société canadienne d'éducation par l'art. Ms. Haley Toll continues to seamlessly execute her role as the Managing Editor. I am excited for the opportunity to engage with the works of art education researchers, artists, and scholars and to be inspired by the ways the arts, in their many forms, provide a unique and nuanced perspective for issues of importance. This publication was assembled in a year defined by the spectacle of the multiple harsh realities of the persistent pandemics of racism and Covid-19 in Canada and throughout the world. Artists, researchers, teachers, and students experienced lockdowns, travel restrictions, and a rapid shift to online teaching and learning, reimagining the human connection and materiality of our field in a primarily virtual world. The arts became more important for many as a way to mediate the construction and reconstruction of a new normal [sic.]. Promising vaccines raise hope against one pandemic, while we grapple with the structural pandemic in place in our universities, schools, museums and galleries that work against equity for marginalized populations. Berlant's (2011) articulation of cruel optimism as "the condition of maintaining an attachment to a significantly problematic object" (p. 24) is poignant in this moment as we question how to return to a mythic normal good life. Rather than a return, the pandemics have prompted many to pursue a much needed break-up with our attachment to normal. This requires that now, more than ever, we shift our passive optimism for a better world in 2021 and beyond, to individuated and collective action to confront the multiple systems that normalize systemic inequity. I believe that our artistic communities are uniquely positioned to engage with this call to action and in an upcoming publication call for CRAE, we will look to the artistic educational fields of practice for your research and scholarship in an aim to disrupt these systems. In this open issue, we offer four articles and a salon article that, in their own way, advance the arts as enabling alternate insights into the profound and complex issues of grief, sexism, cultural inclusivity, illness, and creative interaction. We being with the artist statement for the cover image for this issue, which features the photographic work of Heather McLeod-as a visual metaphor of the complexity of memory. In the Salon section, Karen Lee challenges particular notions of grief through her poetic examination of the loss of her mentor, Dr. Carl Leggo after his passing in March 2019, as she confronts the discourse that letting go must be a part of grieving. The works of Ellyn Lyle, Cecile Badenhorst and Heather McLeod explore the concept of the archive and autoethnography to examine the personal and historical struggle of women in academia. Jennifer Eiserman challenges the ways in which cultural inclusivity is imagined in Canadian art and art history courses and proposes an argument for the importance of cultural T
The Canadian Review of Art Education
Editorial of Volume 48; No. 1. Éditorial de Volume 48; No. 1.
International Journal of Art and Design Education, 2017
A great deal has been written about the representational use of metaphor to understand teacher ca... more A great deal has been written about the representational use of metaphor to understand teacher candidates’/new teachers’ conceptions of teacher practice. This article will discuss recent research that explored secondary visual art teacher candidates’/new teachers’ visualising of visual metaphors to provoke their a/r/tographical inquiry into their perceptions of practice. This article engages with the Deleuzian conception becoming as well as the ontology of difference to provoke the reimagination of metaphor in research. We offer new understandings about visualising the visual in research and the methodological implications of relational research practices.
Don MacDougall’s death was a rupture in our community of artist scholar educators. After all, how... more Don MacDougall’s death was a rupture in our community of artist scholar educators. After all, how can we imagine our death? Heidegger (1953/2010) argues that death is ‘eminent immanence’ (pp. 241–251). For Derrida (1993), it is an aporia as it is something un/imaginable as a living being. Attached to Don’s research at the time of his death brought about encounters we had not expected. We take up our own creative research practices in response to his writing, through memory work, attentive engagement, and a commitment to deterritorilizations of representation. We encounter and interrupt his text through our responses as we study art encounters that examine affect, territorialization, power and art.
The Canadian Review of Art Education / Revue canadienne d’éducation artistique
In this paper, I discuss research that explored the emergence of an intuitive disposition through... more In this paper, I discuss research that explored the emergence of an intuitive disposition through teacher candidate participants' artistic inquiry of their former school spaces and the conceptualization of time as montage to articulate novel pedagogical conditions in teacher education. Through filmmaking, participants performed as nomads (Deleuze and Guattari, 1987), responding both physically and aesthetically to their affective encounter with memory in place. In doing so, individuated memories of their mundane experiences of schooling emerged, disrupting recollected discourses about why they teach. This suggests the importance of artistic practice in teacher education pedagogical practices and the value of learning through rather than from experience.