Artmaking, Subjectivity, and Signification

Autor/in	Walker, Sydney
Titel	Artmaking, Subjectivity, and Signification
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 51 (2009) 1, S.77-91 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
Schlagwörter	Artists; Methods; Cognitive Science; Brain; Psychiatry; Theories; Interdisciplinary Approach; Cognitive Processes; Art Education; Education Courses; Graduate Study + Suchen Sie Ihr Suchwort? Artiste; Artist; Künstler; Künstlerin; Method; Methode; Kognitionswissenschaft; Gehirn; Psychiatrie; Theory; Theorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Cognitive process; Kognitiver Prozess; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Fortbildungskurs; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Drawing upon Lacanian psychoanalytic theory, neuroscience brain research, and the practices of contemporary artists Ann Hamilton, Jasper Johns, Elizabeth Murray, and Oliver Herring, this article argues for the relevance of conscious and unconscious knowledge in artistic practice. Parallels drawn between Lacanian psychoanalytic clinical practice and artistic practice demonstrate a meaningful interdisciplinary alliance forged through a shared interest in conferring agency on the unconscious. The description of a recent graduate art education course, designed around artistic practices with conscious and unconscious knowledge, strongly exemplifies the pedagogical implications of the foregoing investigation. (Contains 4 endnotes.) (As Provided).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10