• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Mycological provisions: An a/r/tographic portraiture of four contemporary teaching artists.
【24h】

Mycological provisions: An a/r/tographic portraiture of four contemporary teaching artists.

机译：真菌学规定：四位当代教学艺术家的肖像画。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This is a critical and qualitative research study exploring the work of four contemporary artists using social art practice as a form of public pedagogy. The study examines a collection of projects authored by each artist to understand the political and ethical dimensions of this work and the complexity of teacher/artist identity. The aim is to consider how these practices operate pedagogically, and how social and participatory artworks more generally produce public pedagogies. During the summer of 2013, a series of mushroom hunts were organized to collaboratively discuss each artist's work, and reflect on the field art education. Throughout fungi is used as a post-formal epistemological lens to deterritorialize boundaries between art and education, and as a material for collaborative dialogue and art making.;The findings of the study shed light on the changing nature of art education and teacher/artist subjectivity. Artists involved in this work were found to take on a number of complex and shifting identities that affect their capacity for critical reflection. This is complicated by the institutionalization of social practice and public pedagogy, impacting the ethical and political scope of this work, which is predominantly available to privileged middle to upper class white students and publics. Despite this, the majority of artworks explored in this study are able to circulate critical public pedagogies as an alternative to conventional arts education, offering examples of experiential, project and place-based approaches to learning and critical pedagogy˙
机译：这是一项批判性和定性的研究，探索了四位当代艺术家的作品，并使用社会艺术实践作为公共教学法的形式。这项研究检查了每位艺术家创作的一系列项目，以了解这项作品的政治和道德层面以及老师/艺术家身份的复杂性。目的是考虑这些实践如何在教学上起作用，以及社会和参与性艺术品如何更普遍地产生公共教学法。在2013年夏季，组织了一系列的蘑菇狩猎活动，以共同讨论每位艺术家的作品，并反思田野艺术教育。整个真菌被用作形式主义认识论的镜头，以界定艺术与教育之间的界限，并作为协作对话和艺术创作的材料。研究结果为艺术教育和教师/艺术家主体性的不断变化提供了启示。 。发现参与这项工作的艺术家具有许多复杂且变化的身份，这些身份会影响他们进行批判性思考的能力。社会实践和公共教育的制度化使情况复杂化，影响了这项工作的道德和政治范围，特权中，上层白人学生和公众主要可以使用。尽管如此，本研究中探索的大多数艺术品还是能够传播批判性的公共教学法，以替代传统的艺术教育，并提供了经验，项目和基于地点的学习方法和批判性教学法的实例。

著录项

  • 作者

    Kennedy, Christopher Lee.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Education Art.;Art Criticism.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 294 p.
  • 总页数 294
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号