Engaging students in school participatory practice through Facebook: The story of a failure

2016 ◽  
Vol 48 (5) ◽  
pp. 1153-1163 ◽  
Author(s):  
Stefania Manca ◽  
Valentina Grion
2020 ◽  
Vol 4 (4) ◽  
pp. 109-115
Author(s):  
K.I. Shimanskaya ◽  

Artistic communication is the interaction between the viewer and the work of art. Its success is the highest goal of an art mediator, whose role is to establish and maintain a dialogue between the subjects of artistic communication. n this regard, art mediation is understood by the authors of the article as a participatory practice that teaches visitors of art museums and galleries the language of art and its interpretation. This view is confirmed by a review of the concept of artistic communication in scientific literature, as well as an analysis of the practice of art mediation, its basic principles (such as openness, polyphony and the use of an individual approach by an art mediator) are revealed on the example of the Krasnoyarsk Museum Biennale «Negotiators» in the Krasnoyarsk Museum Center.


2009 ◽  
Author(s):  
Margaret Ledwith ◽  
Jane Springett

Author(s):  
Sruti Bala

I have argued throughout this study that participatory art practices need to be understood in conjunction with the anxieties and contradictions that accompany them. Whether or not this is a formally constitutive characteristic worthy of naming as a genre is, in my view, less important than finding ways to account for and be responsive to the questions it poses. This is the place that this study departed from, yet oddly, it also the place it finds itself arriving at. For if this study has inquired into some of the conditions for and articulations of participation in the arts, it has also turned out to be an investigation of the ways in which participation is already circumscribed by the questions we ask of it, such as the social impact of participatory art, or its specific aesthetic features. The frictions in this endeavour will have become apparent to the perceptive reader: on the one hand I attempt to identify commonalities and systematic coherences in a field named as participatory art, and on the other hand I seek to analyse it in terms of its deviations from, and incommensurability with, a systematic narrative, in the emphasis of unruly, subtle, non-formalizable modes of participation. I treat participatory art as an inherited category, looking at its diverse, specific operations, or disciplinary routes and historical legacies. At the same time, I try to alter the terms of received wisdom by extrapolating principles and observations from the confines of one disciplinary arena into another. I search for ways in which affiliation to a given type of participatory practice might be described, only to find that formal coherences are perforated by aspects that exceed those same terms of affiliation. The analysis of participatory art and the conceptualization of participation in and through art thereby become intertwined in complex ways....


Author(s):  
Rita Charon

Teaching healthcare professionals how to be close readers assures that they can listen with attention and empathy to what their patients tell them. The close reader pays attention to such narrative features as temporality, narrative situation, voice, metaphor, and mood. This chapter describes the origins of close reading in the 1920s and its subsequent contentious development within literary studies. It describes the salience of the skills learned from close reading for the practice of narrative medicine. The chapter examines such consequences of close reading as relationship-building among learners and individual awareness of the interior processes of the reader. Close reading helps narrative medicine to achieve its goals of justice in healthcare, participatory practice, egalitarian learning, and deep relationships in practice. With the benefit of the capacities learned in close reading, clinicians and their patients can face the unknown, tolerating the ambiguity that always surrounds illness.


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