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Full-Text Articles in Education
Visual Culture Explorations: Un/Becoming Art Educators, Wanda B. Knight, Karen Keifer-Boyd, Patricia M. Amburgy
Visual Culture Explorations: Un/Becoming Art Educators, Wanda B. Knight, Karen Keifer-Boyd, Patricia M. Amburgy
Journal of Social Theory in Art Education
What we consider to be obvious, true, or commonsense depends on the various assumptions we hold. Becoming aware of our assumptions is difficult at best. Despite our belief that we know what our assumptions are, we are hindered by the fact that we are using our own interpretive filters to become knowledgeable of our own filters. Described as a "cognitive catch-22,” it is the equivalent of our trying to see the back of our head while looking directly into a mirror (Brookfield & Preskill, 1999). Becoming critical requires that we find a mirror that critically reflects our thinking and reveals …
Un/Becoming Digital: The Ontology Of Technological Determinism And Its Implications For Art Education, Alison Colman
Un/Becoming Digital: The Ontology Of Technological Determinism And Its Implications For Art Education, Alison Colman
Journal of Social Theory in Art Education
Artists have been experimenting with analog and digital technologies since the 1960's; early examples include Billy Khiver's Experiments in Art and Technology (E.A.T.) and Nam June Paik (1966). While countless artists have since made highly innovative use of new media such as the computer, artificial intelligence (AD, biotech, the Internet and the World Wide Web, LED, motion capture, gesture tracking, CPS, open source, and robotics, artist/ theorists such as Penny (1995), Lovejoy (1997), Weibel (1996; 2001) and Wilson (2002) have cautioned against appropriating deterministic engineering models underlying such technologies.(l)These models, predominant in commercial industry, government and the military, embrace efficiency, …
“People Should Come To Work”: Un-Becoming Cartesian Subjects And Objects In Art Education, Sara Wilson Mckay
“People Should Come To Work”: Un-Becoming Cartesian Subjects And Objects In Art Education, Sara Wilson Mckay
Journal of Social Theory in Art Education
When asked about how he wants viewers to engage with his often confrontational and difficult work, performance artist William Pope. L responded, "people should come to work" (personal communication, February 3, 2003). Preparedness to engage, to work, is at the core of considering the connection of art education and democracy. All too often that connection is reduced to the idea of beauty being in the "eye of the beholder" and you can do whatever you want-flit's a free country!" Re-imagining the work of art education, I want to talk of rhizomes and cyborgs, perhaps at the risk of alienating readers …