Visual Borderlands: Visuality, Performance, Fluidity and Art-Science Learning

Autor/inn/en	Grushka, Kathryn; Lawry, Miranda; Chand, Ari; Devine, Andy
Titel	Visual Borderlands: Visuality, Performance, Fluidity and Art-Science Learning
Quelle	In: Educational Philosophy and Theory, 54 (2022) 4, S.404-421 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grushka, Kathryn) ORCID (Lawry, Miranda) ORCID (Chand, Ari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1859368
Schlagwörter	Aesthetics; Imagination; Imagery; Artists; Art Education; Gifted Education; Foreign Countries; Undergraduate Students; Visual Arts; Learning Processes; Independent Study; Science Education; Interdisciplinary Approach; Diaries; Teaching Methods; Visual Learning; Inquiry; Active Learning; Educational Philosophy; Australia + Suchen Sie Ihr Suchwort? Ästhetik; Metaphorik; Artiste; Artist; Künstler; Künstlerin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Optische Gestaltung; Learning process; Lernprozess; Selbststudium; Naturwissenschaftliche Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Diary; Tagebuch; Teaching method; Lehrmethode; Unterrichtsmethode; Visual education; Visuelles Lernen; Aktives Lernen; Bildungsphilosophie; Erziehungsphilosophie; Australien
Abstract	The image is the raw material of the twenty-first century. Images infiltrate all social and cultural spaces. Its digital-mediated realities drive communication, industry and knowledge. Images saturate life and adolescent learners are familiar with the participatory nature of image production and its social, educational and personal communicative realities. Vision and visibility, seeing and being now dominate how we inter-subjectively recognise ourselves and perform our world. We also find our aesthetic and embodied self increasingly constituted within imaging acts that are relational. Visual culture may have colonised the self and learning, but imagination is without borders. The current pictorial turn opens possibilities to explore truth in flux through visual artistic acts. This article embeds Deleuzian method, which is one of intuitions, going beyond the actual, or our limited forms of representing life, to recognising that life has future imaginative potential forms and is always becoming. The article discusses an arts-based inquiry project for gifted artist visualiser/learners at an Australian regional university who are given broad topics on science phenomena and asked to give them expression. It suggests that pedagogies of the visual with their performative acts can prise open curriculum where an art-science interchange between two disciplines is made difficult by the current siloed nature of curriculum knowledge. Drawing on an analysis of Anika's and Joel's artworks and visual diaries it aims to reveal how their learning events dwell and are performed in aesthetic borderlands and how visual pedagogies forge new fluid visual borderlands and new learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01