Visual Art as a Vehicle for Educational Research (original) (raw)
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Teaching and learning through art : editorial
2015
Teaching and Learning through Art This special issue of the CEPS Journal focuses on specific approaches related to teaching and learning about content and objectives from all school subject areas by transferring artistic expressive activities at the primary and secondary school levels, as well as in teacher training education. The aim of the issue is to present research examples of the resolution of didactic questions through the implementation of methods, activities and approaches that are characteristic of the arts, in order to improve teaching and learning in other educational areas with various goals. Especially noteworthy in today's school is the fact that the majority of students are in daily contact with television, video and video games, with their colourful, fast-moving sequences of images, and, of course, with computers, which provide a wide range of possible uses and experiences. Scanning and combining images and experimenting with the tools offered by different programmes, as well as exploring the possibility of multiple printings and the divergence between printed and screen images, are just a few possible areas to consider. These experiences not only imply an increasing speed of changing images, mechanical simplicity and broad possibilities in the resolution of different technical processes, but above all a specific experience of space perception and representation, which every pupil brings to the classroom, and which is essential to the different school subjects and to education in general. We are referring to a group of competencies that a human being can develop by seeing, as well as by having and integrating other sensory experiences. The development of these competencies is fundamental to normal human learning. When developed, they enable a person to discriminate and interpret the visible actions, objects and symbols-whether natural or man-made-encountered in the environment. Through the creative use of these competencies, the individual is also able to communicate with others. The ability to analyse and interpret images and other visual material, although critical, is not sufficient in itself; it must be accompanied by an ability to create visual material, in order to use a specific language that allows the individual to consider synthesised images that stimulate hybrid sensitive experiences and operative experiences in a holistic way. The described spatial experiences are important not only in the case of art education but for other school subjects, as most of them deal with visual representations of all kinds. This proposition is important when talking about
Teaching and Learning through Art
Center for Educational Policy Studies Journal
Teaching and Learning through Art This special issue of the CEPS Journal focuses on specific approaches related to teaching and learning about content and objectives from all school subject areas by transferring artistic expressive activities at the primary and secondary school levels, as well as in teacher training education. The aim of the issue is to present research examples of the resolution of didactic questions through the implementation of methods, activities and approaches that are characteristic of the arts, in order to improve teaching and learning in other educational areas with various goals. Especially noteworthy in today's school is the fact that the majority of students are in daily contact with television, video and video games, with their colourful, fast-moving sequences of images, and, of course, with computers, which provide a wide range of possible uses and experiences. Scanning and combining images and experimenting with the tools offered by different programmes, as well as exploring the possibility of multiple printings and the divergence between printed and screen images, are just a few possible areas to consider. These experiences not only imply an increasing speed of changing images, mechanical simplicity and broad possibilities in the resolution of different technical processes, but above all a specific experience of space perception and representation, which every pupil brings to the classroom, and which is essential to the different school subjects and to education in general. We are referring to a group of competencies that a human being can develop by seeing, as well as by having and integrating other sensory experiences. The development of these competencies is fundamental to normal human learning. When developed, they enable a person to discriminate and interpret the visible actions, objects and symbols-whether natural or man-made-encountered in the environment. Through the creative use of these competencies, the individual is also able to communicate with others. The ability to analyse and interpret images and other visual material, although critical, is not sufficient in itself; it must be accompanied by an ability to create visual material, in order to use a specific language that allows the individual to consider synthesised images that stimulate hybrid sensitive experiences and operative experiences in a holistic way. The described spatial experiences are important not only in the case of art education but for other school subjects, as most of them deal with visual representations of all kinds. This proposition is important when talking about
Embedding Art as a Research Methodology Within Educational Processes
INTED Proceedings, 2020
The focus of this position paper outlines and explores the way art as a research methodology can be understood and used more fully within the context of education. The paper demonstrates that in artbased research and in the teaching leading to it, art is both the object of investigation and the method of inquiry. Art-based research involves deep reflection on the interplay between mental motivations and physical ones that are present through contact with the medium (artform). The worldwide growing appreciation of using art as research within higher education is gaining considerable momentum with the explicit promotion of having the most relevance to artist-educator-researchers and resisting the dominance of social sciences within education which has not adequately served artistic inquiry.
Journal of Teacher Education and Educators Volume 7, Number 1, 2018, 73-91, 2018
Art education must be studied rigorously through contemporary visual culture which reflects changes in current society, using visual research methodologies that broaden knowledge in the fields of art and education. This paper presents new formats for observing and analysing visual material in art through visual artistic research methodologies applied to education. These methodologies foster new forms of visual narrative discourse and serve as essential experimentation guides to explore and understand complex art concepts, and how they can be used by researchers and trainee teachers as educational material for contemporary visual culture. This study analyses the current formats used to study photographic or visual material, including interactive documentaries, participant mapping and digital storytelling. We also present the design, justification and implementation of a theoretical and practical review including the creation of visual methodologies and their application in education. The aim is for students to acquire tools to understand the images of their immediate visual culture and to generate artworks using different forms of artistic representation with an educational application, such as photographic techniques and audiovisual media.
Art Teacher training: A photo essay
International Journal of Education Trough Art, 2017
This photo essay is part of a performance entitled 'The Topsy-Turvey Classroom'. It involves students participating in a Master's programme for visual arts teachers and was staged by surprise on their first day of class. These photographs help the spectator to relive and interpret the experiences that these students had when the door opened on our peculiar 'Art Basement'. We can see their unexpected reactions, preconceived expectations turned upside down, expressions of uncertainty, unpredictable movements, a performance build-up and their creative interventions. The inter-connection between the text and the photographs presents the practical application of teaching strategies involving an art-based educational research for the teacher's professional development.
Artistic Methods and Approaches to Research in Education
International Journal for Research in Cultural, Aesthetic, and Arts Education
This brief article describes a selection of arts-based studies in education that illuminate the power and potential of the arts to make and communicate meaning within research contexts. The studies described made use of dance, music, drama, and visual arts practices to investigate a variety of topics in education and arts education. These examples demonstrate how arts practices can support meaning making and communicating at multiple points in the research process: in data collection/generation, analysis/interpretation, and representation. The examples also illuminate how multiple research stakeholders-participants, researchers, and audiences-can engage or be engaged in making and communicating meaning through art.
Learning Through Art: International Pictures of Practice
Learning Through Art: International Pictures of Practice, 2022
Published in October 2022, this book draws on projects, interventions and lessons by 57 authors from 28 countries; truly an international snapshot of what is going on in education through art around the world in early education, elementary, high school and inclusive education. Each visual essay has, where appropriate, an introduction in the first language of the authors. The first three sections focus on the pre-college or university years (Section 1: 3-7 years; Section 2: 8-11 years; Section 3: 12 -18 years) and the final section (Section 4) is not linked to age groups, rather it focuses on issues of inclusive education. The contributing authors provide richly illustrated, personal and first- hand accounts of current practice. This book will be of interest to a wide audience including, for example, pre-service teacher education students, elementary and high school teachers, artists, designers, art educators or museum educators in addition to those with a general interest in art education. Editors: Section one: Gabriella Pataky. Section Two: Jonathan Silverman. Section Three: Li Yan Wang & Yungshan Hung. Section Four: Sunah Kim Executive Editor: Glen Coutts Design: Moira Douranou
Art Practice as Research in the Classroom
The article describes Art Practice Research (APR), an art pedagogy in which students independently investigate and interpret a theme of their choice. Based on the concept that art practice is a form of research, this approach blends inquiry and thinking skills associated with the natural and social sciences with interpretive and inventive methods linked to art. Inspired by the Reggio Emilia Approach to Early Childhood Education, APR calls for a structured yet open-ended inquiry-based curriculum. Equally inspired by the International Baccalaureate Program in Art, it stresses in-depth, prolonged investigations by students using "Research Workbooks" as tools to develop and record their inquiry. In emphasizing critical inquiry, creative visual interpretation, and text-based reflection, two important goals are achieved. Students construct deep, personal, and fresh understandings of ideas and issues that are particularly significant to them, and also become acutely aware of their creative research processes. This is evidenced in the work of one typical student
Images and catalysts : the possibilities of arts based approaches for educational research
Icet 2004 Teachers As Learners Building Communities For Professional Development, 2004
During the last twenty years the importance of practising teachers as contributors to the research agenda has been acknowledged. This work has in turn led to the development of teacher professional knowledge as a distinct field of knowledge and educational inquiry. , Loughran and Russell 2002. Perhaps the best known approach to teacher inquiry is action research. In recent years there have been increased opportunities for teacher/researchers to explore a range of methods that broadly fall under the qualitative, ethnographic Arts-based approaches. One of the possibilities is visual narrative through 'image based research' (Prosser 1997). We argue that 'image based research' as opened out in two Australian studies produces some innovative possibilities for educational research in respect to understanding diversity, supporting new relationships with our research participants and ensures we continue to revisit issues of validity. Professional knowledge requires teachers who can inquire into the emergent theories of their practice. We conclude by reminding ourselves that our work is not without innocence and embodies issues of validity and identity simultaneously.