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Cultural interface as an approach to new media art education .

机译：文化界面：新媒体艺术教育的一种途径。

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摘要

Issues of new media within art education practices are heightened by the pervasive and often invisible infusion of digital technologies and reliance on the Internet in everyday work and leisure spaces. This dissertation is a study of how a cultural interface approach to digital new media was introduced, implemented, and understood by teachers, with a range of technology backgrounds, and their students in the real-world environments of three public high-school art education classes. Participants in this study examined digital new media artworks (art and technology), culture (values, beliefs, and assumptions), and everyday experiences (lives of students and teachers) as they converge in digitally mediated environments. The cultural interface approach through the convergence of new media art, culture and lived experience with new technologies offers opportunities for conversations that explore how new media technologies reconfigure culture as well as how culture creates the environment for the creation of new technologies. As technological change continues to occur, this approach offers art education an opportunity to be informed and take action both critically and responsibly in exploring the reconfiguration of education in empowering ways.;A cultural interface approach facilitates the generation and sharing of multiple perspectives, analyses, and interpretations among artists, teachers, and students as producers and consumers (prosumers) of digital experiences (e.g., software applications, Internet interactions, and social and immersive digital environments) that situate emotions, feelings, memory, and knowledge into our understanding. Ultimately, the examination of these experiences as artistic praxis where identity, community, and culture is affected by new media technologies offers insight into how learning is impacted.;This research involves my engagement in an inquiry process with a diverse set of participants and sites. The research design explores emergent theory instead of predictive theory and engages in a critical, reflexive analysis involving a cultural perspective of technology. The analysis is conducted through an Actor-Network Theory (ANT) lens and examines the interfacing of expressions, experiences, and inscriptions of technology as empowering translations. Through this lens, translation takes on a specialized meaning where a relationship provokes entities into coexisting. The analysis is presented in a narrative fashion, describing the settings, characters, unfolding plots, and analysis of the data. The multilayered, metastory that I create consists of what I observed and interpreted from Actor-Network Theory and social theory art education perspectives and grounded in participants' expressed perceptions. The narratives consist of orientations, complicating actions, evaluations, resolutions, and coda.;This dissertation shows how a cultural interface approach can assist educators and students in understanding issues related to digital learning environments. The approach challenges cultural assumptions for understanding technology; engages critical thinking to expose complicated digital technology practices in culture; interrogates simultaneously natural, social, and discursive practices; and explores connections to the lived experiences of students. The field experience suggests that this approach promotes critical inquiry, self-directed acquisition, and multiple interpretations. The study reveals several examples of adaptations that art educators made and the subsequent strategies used to integrate new media art within their environments.;For this research, new media digital art is characterized as a cultural interface involving technology-experiences situated in communication processes, rather than in objects. This research [re]positioned new digital media art as a cultural interface. The term "cultural interface," described by Lev Manovich (2001a) as "human-computer-cultural-interface" (p. 70), has implications for how art education can conceptualize technology. [Re]framing new media art in art education as a cultural interface facilitates an approach that considers digital media as a portal to cultural conversations.;This study shows how Actor-Network Theory (ANT) can be used to recognize stages (inscription, translation, and framing) in the process of introducing change in practical educational environments. Further, the study reveals patterns of social orchestration and resistances that surfaced---unique to each site---and provides key points in the translation process that shaped the learning/teaching strategies for each site.
机译：艺术教育实践中新媒体的问题因数字技术的普遍且通常是无形的渗透以及在日常工作和休闲空间中对互联网的依赖而加剧。本论文研究了具有多种技术背景的教师及其学生在三门公共高中艺术教育课程的真实环境中如何引入，实施和理解数字新媒体的文化界面方法。 。这项研究的参与者研究了数字新媒体艺术（艺术和技术），文化（价值观，信念和假设）和日常经历（学生和教师的生活）在数字化环境中的融合。通过新媒体艺术，文化和新技术的实践经验的融合，文化界面方法为对话提供了机会，以探讨新媒体技术如何重新配置​​文化以及文化如何为创造新技术创造环境。随着技术变革的不断发生，这种方法为艺术教育提供了一个机会，使他们有机会了解情况并采取批判性和负责任的行动，以授权的方式探索教育的重构。以及艺术家，教师和学生之间作为数字体验（例如，软件应用程序，Internet交互以及社交和身临其境的数字环境）的生产者和消费者（生产者）的解释，这些解释将情感，感觉，记忆和知识置于我们的理解之中。最终，将这些经历作为一种艺术实践进行检验，在这种实践中，身份，社区和文化受到新媒体技术的影响，从而洞悉了学习是如何受到影响的。这项研究涉及到我与各种各样的参与者和场所一起进行的询问过程。该研究设计探索的是新兴理论，而不是预测理论，并且进行了涉及技术文化视角的批判性，反思性分析。该分析是通过Actor-Network Theory（ANT）镜头进行的，并检查了表达，经验和技术铭文之间相互衔接的功能，以增强翻译能力。通过这种视角，翻译具有一种特殊的意义，即一种关系促使实体共存。该分析以叙述方式进行，描述了设置，字符，展开图和数据分析。我创建的多层元故事包括我从演员网络理论和社会理论艺术教育的角度观察和解释的内容，并以参与者表达的观点为基础。叙述包括方向，复杂的动作，评估，解决方案和尾声。本论文说明了文化界面方法如何帮助教育工作者和学生理解与数字学习环境有关的问题。该方法挑战了理解技术的文化假设；运用批判性思维来揭示文化中复杂的数字技术实践；同时询问自然，社会和话语行为；并探索与学生生活经历的联系。现场经验表明，这种方法可以促进批判性探究，自我指导的获取和多种解释。该研究揭示了艺术教育者进行改编的几个例子，以及在其环境中整合新媒体艺术所采用的后续策略。;对于本研究，新媒体数字艺术的特征是一种文化界面，涉及沟通过程中的技术经验，而不是比在对象中。这项研究将新的数字媒体艺术重新定位为文化界面。列夫·马诺维奇（Lev Manovich（2001a）将其称为“人机文化界面”（第70页））对艺术教育如何将技术概念化具有影响。 [重新]将艺术教育中的新媒体艺术构筑为文化界面，促进了一种将数字媒体视为文化对话门户的方法。；本研究表明，演员网络理论（ANT）如何可用于识别阶段（题词，翻译以及框架），以在实际的教育环境中引入变化。此外，该研究揭示了社会编排和抵制的模式-对每个站点都是唯一的-并提供了翻译过程中的关键点，这些关键点决定了每个站点的学习/教学策略。

著录项

  • 作者

    Tillander, Michelle D.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Art.;Education Technology of.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 312 p.
  • 总页数 312
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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