Vol. 8 No. 2 (2012)
IJETA 8.2 Contents
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Authors: Glen Coutts
Page Start: 117
Tools for community: Ivan Illich's legacy
Authors: Stuart Wyllie MacDonald
Page start 121
Although it is 40 years since Ivan Illich published Tools for Conviviality, the word 'convivial' retains an appeal conjuring up liveliness, sociability and, in this age of economic uncertainty, optimism. But in an era of co-creation and co-production the word 'tools' has attracted greater attention, heralding Illich is due for regeneration. Superficially, the rise of technologies like Facebook and smartphones signal Illich's convivial tools have arrived, giving creativity to a mass audience. This article questions whether this is so by revisiting Illich's critique of capitalism and its institutions, particularly education, and examining claims that we have indeed built tools of conviviality. It seeks to reframe convivial tools and the democratization of education by looking at developments beyond digital technology to include design strategy linked to community challenges. The opportunity is taken to re-contextualize Illich's ideas on de-schooling by providing models and a case study exemplar whilst raising issues for design education.
Turning community stories into community art
Authors: Shelley Margaret Hannigan
Page start 135
community art,narrative,Place,identity,art education,Australia
There is a growing interest in community art, yet few resources are available for art teachers to develop curriculum material in this area, and there are few opportunities for students to engage in community arts-based learning. This article reports on an innovative community art project that engaged narrative, and sculptural form, as a way of learning about community, Place and identity. The project is explained from the perspective of an art educator, researcher and artist who was employed in the project both as community artist and as facilitator. This 'insider's perspective' aims to afford some context to relevant theories through which such projects can be understood as potentially beneficial to art education – particularly in the way people have used narrative to communicate issues of Place, and the ways in which artists have translated community narratives into sculptural form. The author's insider perspective is a lens into how community arts could offer students an opportunity to learn about contemporary art whilst at the same time learning about ways of engaging in community.
Art Trek: Looking at art with young children
Authors: Eunjung Chang
Page start 151
young children,looking at art,Metropolitan Museum of Art,Art Trek
The Art Trek is a learning programme for families with children between the ages of 5 and 12 at Metropolitan Museum of Art (Met). It interactively exposes children to different artworks across cultures and styles in multiple artistic experiences, by questioning, listening, discussing, playing and drawing in a group setting. With access to museums at an early age, children can experience impressive images, explore cultures and develop skills to interpret visual language. I was able to observe the Art Trek programme with five pre-service elementary art teachers who were university undergraduate students in an art methods class I taught. In this article, I will discuss the importance of art and museum education for children at an early age. I then will address some suggestions on how art and museum educators can provide more meaningful and quality art experiences for young children as they view and explore works of art.
Children's engagement with art: Three case studies
Authors: Phivi Antoniou And Richard Hickman
Page start 169
children's art,Cyprus,case study,artistic development
This article reviews the literature on children's engagement with art and identifies a gap in the field that is concerned with the relationship between making and judging art. A project that sought to examine this is reported, focusing upon three case studies of 11 year olds attending a primary school in Cyprus. The data were collected through a variety of methods, including interviews, art class observations, document examination and questionnaires. It was found that the way these children created and responded to other children's artworks was determined by the significance and the role they attributed to art. We conclude that individual differences play a significant part in determining children's artistic and aesthetic development.
Transforming practices and inquiry in-between arts, arts education and research
Authors: Teresa Torres de Eça And Maria Jesús Agra Pardiñas And Cristina Trigo
Page start 183
arts education,art activism,community arts,a/r/tography,arts-based research
This Vissual essay intends to discuss possibilities of reframing conceptions of arts and arts education from an art activism perspective and describe the Web-based research platform INTER-Action. The platform is a virtual space for researchers interested in arts-based research, a/r/tography, collaborative research and community arts. Following Paulo Freire's ideals, INTER-Action members claim that educational methods need to change in order to reach a sustainable future. They believe that contemporary community art practices in educational settings can be explored as rituals of transformation in a period of disenchantment and loss of hope, a consequence of centuries of rationalism, materialism and individualism.
The Gate "Illyes": Visual essay of a community art project in Hungary
Authors: Dr. Kinga Ráthonyi
Page start 191
community art,shaping visual environment,ceramics,mosaic,extra curricula,design process
Over the past fifteen years the authors have been working together, creating and promoting community art projects. The main objective of these works has always been to shape the users visual environment, with maximum involvement of the local community. Participation in the projects has allowed people to share creative thoughts, production, ideas, and communicate. These have taken place on site in a communal environment which respects and appreciates the individual. People are free to work/talk/look or just be there. The following visual essay documents a recently completed project.
Further documentation can be found at the facebook page: "az illyes kapuja"
Authors: Brad Buckley And Adele Flood And Su-Lynn Tan
Page start 203
THE PLEASURE OF RESEARCH, HENK SLAGER (2012) Helsinki: Finnish Academy of Fine Arts, Helsinki, 88 pp., ISBN: 978-951-53-3397-1, p/bk
THINK INSIDE THE SKETCH BOOK, GILLIAN ROBINSON, DAVID HULSTON AND ALISON MOUNTAIN (2011) London: Harper Collins Publishers Limited, 93 pp., ISBN: 978-0-00-743479-4, p/bk, £25.00
EXTRAORDINARY SKETCHBOOKS, JANE STOBART (2011) London: A & C Black, Bloomsbury Publishing PLC, 144 pp., ISBN: 978-1-4081- 3442-9, p/bk, £16.99