scholarly journals Issue of Integrity of Art Education in the Context of Changes in Art and Visual Culture

Pedagogika ◽  
2014 ◽  
Vol 114 (2) ◽  
pp. 167-179
Author(s):  
Edita Musneckienė
Keyword(s):  
Visual Culture ◽  
Art Education ◽  
Contemporary Art ◽  
Cultural Context ◽  
Arts Education ◽  
New Technologies ◽  
Thinking Skills ◽  
Education Programs ◽  
Creative People ◽  
Wide Range

This article examines a paradigmatic change of contemporary art education in the context of visual culture and focus to the integrity of arts in formal and informal art education. The article is based on an international research “Contemporary art and visual culture in education” which reveals the problematic aspects of contemporary arts and visual culture in education in general. The research method was the discourse analysis of the participants and researchers, who presented the insights in reflective groups and during the interview with teachers and educators.This paper explores how contemporary cultural context and the spread of visual culture provide preconditions for changes in art education. The aim of the article is to analyze theproblems and perspectives of integral arts education in formal and non-formal education: what the educational challenges and opportunities appear in the context of contemporary art and visual culture? How the integral arts could be realized in art education practice in different arts disciplines and areas of education?Contemporary art and visual culture is increasingly multidimensional, the wide range of visual art forms integral with per formative arts, new technologies and media merge the limits between the arts disciplines. That becomes relevant pedagogical problem with the fact that arts education is traditionally allocated to the separate arts subjects such as music, art, theatre, dance, which also can also be divided into separate areas. This subject segregation of the school curriculum and strong subject orientation limits multimodal contemporary arts education. Secondary Education programs provide opportunities for several options of arts education disciplines (photography, cinema art, graphic design, contemporary music technologies), but it needs special resources for the schools and professional teachers. Many schools follow on traditional model of teaching art and still focusing on simple interpretation of modern artworks, different media and technical skills.Contemporary model of teaching integrated arts and visual culture in education is challenging, because it is based on visual literacy and critical thinking skills, it emphasizes inquiry-based education, a critical understanding of contemporary art practices, problem solving and creating new valuable ideas. Knowledge and experiences came from various sources: formal, non-formal, accidental, individual.Great potential for contemporary art education has non-formal art education programs and projects. Successful project-based initiatives in art education have been excellent examples of arts integration.Artists and other creative people involved into a process of education, their collaboration with schools and communities could initiate some interdisciplinary and collaborative practices. Non-formal arts education environment creates more space for creativity, freedom and diversity. Additional arts education programs, museum and gallery education, artistic competitions and international projects allows for the wider development of arts education. Art education in the new age requires changing attitudes towards learning and teaching, changing roles of the educator and new learning environments.

scholarly journals The Educating Role of Visual Arts

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Sandra Palhares - University of Minho
Keyword(s):  
Art Education ◽  
Contemporary Art ◽  
Visual Arts ◽  
Community Involvement ◽  
Arts Education ◽  
Visual Art ◽  
Creative Thinking ◽  
Visual Arts Education ◽  
Active Player ◽  
Wide Range

This article discusses contemporary visual arts education current changes. Visual Arts Education is frequently underestimated by most European Curriculum which often gave and still gives priority to other knowledge areas. Nevertheless, culture industries like museums and a wide range of culture and social organizations are doing the opposite, leading visual art education to an increasingly dissemination, even if it is always less than we all expect. This article also focus on a current shift and which seems to be a kind of paradox: visual art education services from alternative culture institutions are becoming integrated on school activities. By recognizing Visual Art Education Value, culture institutions are trying to develop different approaches in order to engage visual arts with communities. By informing and promoting creative thinking, they are trying to reach community involvement and, consequently, breaking down barriers when necessary. In a more and more globalized world, it is urgent to rethink culture, ethnical, social, economical and political diversities and here is where visual arts education can become a more active player. Art always allowed man to create different worlds in our world as Nelson Goodman affirmed. By creating new worlds, art offers possibilities on new world perspectives and therefore it also might make possible a great miracle, which is the possibility of changing into a better world! Isn´t that what next Documenta 14 is doing? Documenta 14, Kassel, considered the world's largest and most prestigious exhibition of contemporary art, will be held in Athens, Greece, and Kassel, Germany, under the following theme: Learning from Athens. Both - visual art education and contemporary art - seem to share this wish and determination in changing to a better world by implicating local, national and international community. And Art always seemed to be a great `educator´ throughout mankind history.

scholarly journals El manifiesto artístico de Alejandro González Trujillo, Apu-Rimak, en sus cartas a Yolanda Bedregal

2020 ◽  
pp. 32-47
Author(s):  
Alejandra Echazú Conitzer ◽  
Rodrigo Gutiérrez Viñuales
Keyword(s):  
Art Education ◽  
20Th Century ◽  
Contemporary Art ◽  
The South ◽  
La Paz ◽  
Palabras Clave ◽  
Wide Range ◽  
Yolanda Bedregal ◽  
Siglo Xx ◽  
Arte Contemporáneo

A partir de un amplio conjunto de cartas, hasta ahora inéditas, escritas por el artista peruano AlejandroGonzález Trujillo, y enviadas a la joven escritora boliviana Yolanda Bedregal entre 1934 y 1936, hemosextractado diversas reflexiones que nos dan la posibilidad de componer una suerte de manifiesto artístico del pintor. Las cartas permiten recrear ese periodo cusqueño de González Trujillo, su vida, sus afanes y sus trabajos en viajes artísticos y patrimoniales por el sur del Perú, a la par que evocar su disciplina y formación en la vida y en el arte, así como su profunda vocación de educador. Sus pensamientos dejan entrever un compromiso inquebrantable con la cultura peruana prehispánica, con su propio arte y su posición dentro de las tensiones del campo artístico peruano de esos años. Se pone también en evidencia el fervor con el que los artistas peruanos abordaron la inconmensurable labor de catalogar el legado de sus ancestros. Palabras clave: Alejandro González Trujillo, Apu-Rimak, Yolanda Bedregal, Cusco, La Paz, arte contemporáneo, enseñanza artística, indoamericanismo, Siglo XX AbstractFrom a wide range of letters, hitherto unpublished, by the Peruvian artist Alejandro González Trujillo, andsent to the young Bolivian writer Yolanda Bedregal 1934 and 1936, we have extracted various reflections that give us the possibility of composing a kind of artistic manifesto by the painter. The letters allow us to recreate that Cusco period of González Trujillo, his life, his efforts, and his works in artistic and patrimonial journeys through the south of Peru while evoking his discipline training in life and art, as well as his profound vocation as an educator. His thoughts reveal an unwavering commitment to pre-Hispanic Peruvian culture, his art, and his position within the tensions of the Peruvian artistic field of those years. It also shows the fervor with which Peruvian artists approached the immeasurable task of cataloging their ancestors’ legacy. Keywords: Alejandro González Trujillo, Apu-Rimak, Yolanda Bedregal, Cusco, La Paz, contemporary art, art education, Indo-Americanism, 20th century

scholarly journals ESTETIKA DALAM KONTEKS PENDIDIKAN SENI

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Sunarto Sunarto
Keyword(s):  
Public Schools ◽  
Art Education ◽  
Public Space ◽  
Contemporary Art ◽  
Arts Education ◽  
Aesthetic Education ◽  
The Core ◽  
Works Of Art ◽  
The Aesthetic

The core of art is aesthetics, then art education is actually aesthetic education. Aesthetics itself is like a building, it has: roof, wall and hallway (foundation). As a roof, aesthetics give the spirit of art; The aesthetic wall gives themes and contents of art creation, and as aesthetic hall is the goal and background of art creation. Aesthetics are built on ideas, ideas and the purpose of creating works of art According to the results of research on the Art of Public Space in Yogyakarta (2015) shows that the aesthetic building of artwork has moved from the position, from the work to the connoisseur. The move is the latest (Contemporary) art phenomenon, resulting from the thinking of teenagers' paralogism and antihistorianism. This antagonistic, recent development is not anticipated by the learning of Arts Education in public schools.

scholarly journals AN EVALUATION ON THE IMPORTANCE OF VISUAL CULTURE IN VISUAL ARTS EDUCATION

2021 ◽  
Vol 9 (61) ◽  
Keyword(s):  
Visual Culture ◽  
Art Education ◽  
Visual Arts ◽  
Arts Education ◽  
Aesthetic Experience ◽  
Visual Arts Education ◽  
Visual Elements ◽  
Life Styles ◽  
Interdisciplinary Field ◽  
The Individual

The dynamics of life styles changing with an unprecedented momentum in the current Visual Culture Age; It affects many fields such as communication, aesthetics, visual arts, art history, art education. Visual culture in lifestyles that develop as a result of a process in which the individual is consciously or unconsciously involved; It represents an interdisciplinary field and refers to the connection of culture with visual elements. Having an aesthetic experience in the dynamics of life styles produced in today's world, developing a solution-oriented identity with a visionary perspective, presents a model of a qualified individual as a part of visual culture. Through visual arts education, which will provide a rationalist response to the requirements of the current era, activities that will increase the individual's life experiences and provide optimum benefit can be organized. Education has a great role in the integration of the individual into society and adaptation to life, and in this case, prioritizing a visual culture-based approach in art education gains value. Keywords: Visual arts education, culture, visual culture, visual culture education

scholarly journals Nordic contemporary art education and the environment: Constructing an epistemological platform for Art Education for Sustainable Development (AESD)

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Helene Illeris
Keyword(s):  
Sustainable Development ◽  
Education Research ◽  
Visual Culture ◽  
Art Education ◽  
Contemporary Art ◽  
Environmental Sustainability ◽  
International Research ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Art Educators

How can art educators address questions of environmental sustainability, accepting to be ethically normative but avoiding becoming dogmatic? How can the complex ‘pool’ of knowledge generated in and through art education research become useful in working with these questions, which many of us find overwhelmingly difficult? AESD – Art Education for Sustainable Development – is a concept coined for this article with the intention of bringing environmental problems onto the agenda. In an attempt to provoke the necessary discussion about environmental sustainability in art education, the article examines selected texts from recent Nordic research in order to build an ‘epistemological platform’ that might function as a research-based ‘tool’ for discussing environmental issues. The article is organized in four sections, which refer to the four ’cornerstones’ of the platform, where each cornerstone corresponds to a recent current in art education. These currents, as defined by the author, are: critical art education, poststructuralist strategies, visual culture pedagogy, and community oriented visual practices. Using selected Nordic texts as material for the analysis, the epistemological perspective of each current is briefly presented and its relationship to evironmental questions is discussed. In the final discussion, eight keywords are presented: praxis, change, performance, reflexivity, visuality, event, situatedness and collaboration. When put together, these concepts offer a dynamic picture of the ‘pool’ of ideas offered by contemporary Nordic and international research, which will be useful for  ‘performing’ AESD both as teaching practices and as research.

scholarly journals Smart city solutions in regard to urbanization processes – Polish cases

2015 ◽  
Vol 6 (1) ◽  
pp. 50-60 ◽  
Author(s):  
Halina Brdulak ◽  
Anna Brdulak
Keyword(s):  
New Technologies ◽  
Smart Cities ◽  
Active Management ◽  
Creative People ◽  
Active Involvement ◽  
Wide Range ◽  
Transport Problems ◽  
Urban Activity

Abstract The aim of this paper is to show the spectrum of problems associated with the growing importance of cities in the context of rapidly occurring processes of urbanization. Therefore the following issues are included: the concept of smart cities, which are a combination of the intelligent use of information systems allowing for active management of the various areas of urban activity with the potential of institutions, companies and the active involvement and creative people; transport problems and the use of new technologies. Particular attention will be given to both, the issue of transport congestion as the strongest factor affecting the quality of life of residents and to the role of social capital in the creation of sustainable development. To exemplify the result of the cooperation between southern Polish communities there will be presented a case of the introducing process of the Silesian Card of Public Services with a wide range of its functionality.

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