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JournalISSN: 0039-3541

Studies in Art Education: A Journal of Issues and Research in Art Education 

Taylor & Francis
About: Studies in Art Education: A Journal of Issues and Research in Art Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Visual arts education & The arts. It has an ISSN identifier of 0039-3541. Over the lifetime, 396 publications have been published receiving 7192 citations.


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Journal ArticleDOI
TL;DR: In this article, the authors argue that contemporary cultural forms such as television and the Internet involve more than the perceptual system of sight and more than visual images as a communicative mode, and that to be relevant to contemporary social practice, art education must embrace interaction between communicative modes.
Abstract: The central claim of this article is that contemporary cultural forms such as television and the Internet involve more than the perceptual system of sight and more than visual images as a communicative mode. Meaning is made through an interaction of music, the spoken voice, sound effects, language, and pictures. This means that even the recent shift to visual culture among art educators is insufficient to position art education within a reconceptualized, broad definition of communications. To be relevant to contemporary social practice, art education must embrace interaction between communicative modes. The recent concepts of multiliteracy and multimodality are suggested for this purpose. This article examines why these concepts have emerged, the challenge they make to art education's traditional interest in the visual, and what teachers can begin to do in the classroom.

202 citations

Journal ArticleDOI
TL;DR: The City of Richgate as mentioned in this paper is an ongoing project where meanings are constructed within ongoing a/r/tographic inquiries described as collective artistic and educational praxis, where the arts and education complement, resist and echo one another through rhizomatic relations of living inquiry.
Abstract: A/r/tography is a form of practice-based research steeped in the arts and education. Alongside other arts-based, arts-informed and aesthetically defined methodologies, a/r/tography is one of many emerging forms of inquiry that refer to the arts as a way of re-searching the world to enhance understanding. Yet, it goes even further by recognizing the educative potential of teaching and learning as acts of inquiry. Together, the arts and education complement, resist, and echo one another through rhizomatic relations of living inquiry. In this article, we demonstrate rhizomatic relations in an ongoing project entitled “The City of Richgate” where meanings are constructed within ongoing a/r/tographic inquiries described as collective artistic and educational praxis. Rhizomatic relations do not seek conclusions and therefore, neither will this account. Instead, we explore a/r/tographical situations as methodological spaces for furthering living inquiry. In doing so, we invite the art education community to cons...

170 citations

Journal ArticleDOI
TL;DR: The authors locates art education within a critical pedagogy of place as a prelude to describing contemporary art and art education that is engaged with ecological issues, and provides a robust framework for the theory and practice of art education.
Abstract: In contemporary life and education, the local is marginalized in favor of large-scale economies of consumption that are indifferent to ecological concerns. The consequences of neglecting local human and natural communities include a degraded habitat, loss of wilderness, alienation, rootlessness, and lack of connection to communities. Critical place-based pedagogy provides a robust framework for the theory and practice of art education that is concerned with ecological issues. This article locates art education within a critical pedagogy of place as a prelude to describing contemporary art and art education that is engaged with ecological issues.

154 citations

Journal ArticleDOI
TL;DR: In this paper, the authors argue that visual culture is an essential direction for contemporary art educators who are committed to examining social justice issues and fostering democratic principles through their teaching, and explore how visual culture education can empower students to perceive and meaningfully engage in the ideological and cultural struggles embedded within the everyday visual experience.
Abstract: In this article, the author argues that visual culture is an essential direction for contemporary art educators who are committed to examining social justice issues and fostering democratic principles through their teaching. The study explores how visual culture education can empower students to perceive and meaningfully engage in the ideological and cultural struggles embedded within the everyday visual experience. The author examines the work of resistance theorists and socially engaged artists, including culture jammers, in an effort to support and inform the teaching and learning of visual culture. The study concludes with an investigation of cultural production as a pedagogical strategy within the visual culture classroom for generating and facilitating student awareness, understanding, and active participation in the sociocultural realm.

145 citations

Journal ArticleDOI
TL;DR: A/r/tography as discussed by the authors is a research methodology, a creative practice, and a performative pedagogy that lives in the rhizomatic practices of the in-between.
Abstract: This article explores moments of becoming a/r/tography. A/r/tography is a research methodology, a creative practice, and a performative pedagogy that lives in the rhizomatic practices of the in-between. Resisting the tendency for endless critique of past experience and bodies of knowledge, a/r/tography is concerned with the creative invention of concepts and mapping the intensities experienced in relational, rhizomatic, yet singular, events. Considering several recent research projects, this article explores what it means to be becoming a/r/tography. Rather than asking what an art education practice means, the question becomes what does this art education practice set in motion do? There can be no being a/r/tography without the processes of becoming a/r/tography.

126 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202319
202228
20212
202018
201914
201817