The Practice of Collaboration as Ethical Activity in Art/s Education?

Autor/in	Thomas, Kerry
Titel	The Practice of Collaboration as Ethical Activity in Art/s Education?
Quelle	In: International Journal of Art & Design Education, 34 (2015) 3, S.296-308 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12085
Schlagwörter	Art Education; Cooperative Learning; Foreign Countries; Curriculum Development; Models; Personality Traits; Individual Characteristics; Case Studies; National Curriculum; Educational Change; Definitions; Visual Arts; Art Activities; High Stakes Tests; Praxis; Motivation; Theories; Politics of Education; Australia + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kooperatives Lernen; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Analogiemodell; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Personality traits; Case study; Fallstudie; Case Study; Bildungsreform; Begriffsbestimmung; Optische Gestaltung; Künstlerische Tätigkeit; psychologische; Motivation (psychologisch); Theory; Theorie; Educational policy; Bildungspolitik; Australien
Abstract	Popular wisdom has it that collaboration is "the new black" in the arts and arts education. Collaboration is viewed as the basis for the making of new and novel artefacts in contemporary cultures, while also being repeatedly used as a catchword in the development of curriculum. Yet, collaboration as praxis entails complex and contradictory practices. Collaboration as Brown explains, in its various forms, falls under the category of ethics. It involves people being motivated by various reasons to join in cooperative action with a view to the achievement of a common goal/s. A model of three types of collaboration is proposed based on Brown's explanation. Then concepts of the habitus and symbolic capital are briefly sketched from Bourdieu's theory of practice as a means to further understand what is at stake in collaboration. Three cases of recent collaborations are discussed. Each type involves different grounds for a commitment to action. The first, dialectical collaboration, involves a political identity. The case of the Australian government and ACARA, its curriculum authority, is characterised in an Australian curriculum, intent on critically redefining the Arts. The second, autonomous collaboration, involves an investigative identity and is characterised by "Cultivating Urban Ecologies," a Sydney based Visual Arts curriculum collaboration. The third, consultative collaboration, involves a creative identity and is characterised by the case of an expert teacher and final year school students, who make their artworks under the pressure of high stakes assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01