Art in Education: Identity and Practice (Landscapes: the Arts, Aesthetics, and Education, Vol. 1)

219 Pages·2003·3.82 MB·English

by  D. Atkinson

Art in Education
Landscapes: The Arts, Aesthetics, and Education
VOLUME 1
SERIES EDITOR
Liora Bresler, University of Illinois at Urbana-Champaign, U.S.A.
EDITORIAL BOARD
Magne Espeland, Stord University, Norway
Minette Mans, University of Namibia
Bo Wah Leung, The Hong Kong Institute of Education
Gary McPherson, University of New South Wales, Australia
Janice Ross, Stanford University, U.S.A.
Christine Thompson, Pennsylvania State University, U.S.A.
Francois Tochon, University of Wisconsin-Madison, U.S.A.
SCOPE
Thisseries aims to provide conceptual and empirical research in arts education, (including
music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the
post-modern paradigm shift. The changing cultural, historical, and political contexts of
artseducation are recognized to be central to learning, experience, and knowledge. The
books in this series present theories and methodological approaches used in artseducation
research as well as related disciplines - including philosophy, sociology, anthropology and
psychology of arts education.
ART IN EDUCATION
Identity and Practice
by
Dennis Atkinson
Department of Educational Studies,
Goldmiths University of London, U.K.
KLUWER ACADEMIC PUBLISHERS
NEW YORK,BOSTON, DORDRECHT, LONDON, MOSCOW
eBookISBN: 0-306-47957-5
Print ISBN: 1-4020-1084-2
©2002 Kluwer Academic Publishers
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Print ©2002 Kluwer Academic Publishers
Dordrecht
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CONTENTS
ACKNOWLEDGEMENTS vii
ABOUT THE AUTHOR ix
INTRODUCTION 1
MEMORY SEED 1
THEORIES OF LEARNING 5
LEARNING THEORY IN ART EDUCATION 6
REPRESENTATION AND SIGNIFICATION 8
IDENTITY AND DIFFERENCE 9
THE IDEA OF EXPERIENCE 10
OUTLINE OF THE BOOK 12
PART ONE: INTERPRETATION AND PRACTICE 15
CHAPTER 1. SEMIOTICS AND HERMENEUTICS 17
INTRODUCTION 17
SEMIOTICS 18
The Saussurian legacy 19
The Peircian legacy 21
Metonymy and metaphor in drawing practices 26
HERMENEUTICS AND THE PROBLEM OF INTERPRETATION 28
Phenomenology and hermeneutics 29
Hermeneutic circle 30
HERMENEUTIC STRATEGIES 32
Hermeneutics of reproduction 33
Hermeneutics of dialogue and tradition 35
Phenomenological hermeneutics: narrative and textuality 36
Hermeneutics of emancipation 38
Gadamer, Habermas and Ricoeur: a summary of implications
for art in Education 40
POST-STRUCTURAL HERMENEUTICS 42
Surveillance, regulation and power 42
Dissemination, deconstruction and differance 44
Summary 45
iii
iv CONTENTS
CHAPTER 2. SEMIOTICS, HERMENEUTICS AND
OBSERVATIONAL DRAWINGS 47
CHAPTER 3. THE SEMIOTICS OF CHILDREN’S DRAWING
PRACTICES 57
LANGUAGE GAMES, DRAWING GAMES 62
DRAWINGS FROM AUSTRALIA 66
CHILDREN DRAWING OBJECTS 67
MYSTERY 76
SUMMARY 77
CHAPTER 4. EXPERIENCE AND THE HERMENEUTICS AND
SEMIOTICS OF VISUALITY 79
PERSPECTIVE AND VISUAL REPRESENTATION 84
VISUALITIES OF DIFFERENCE 86
PART TWO: IDENTITY AND PRACTICE 93
CHAPTER 5. CONSTRUCTIONS OF IDENTITY 95
THE TRUMAN SHOW 95
CHANGING THE SUBJECT 96
ALTHUSSER 98
FOUCAULT 98
NORMALISATION 99
DISCOURSE 100
DISCOURSES OF NORMALISATION AND IDENTIFICATION IN ART
EDUCATION 102
POWER-KNOWLEDGE 104
VIDEO SEQUENCE 109
CHAPTER 6. IDENTITY AND PSYCHOANALYSIS 113
LACAN: THE IMAGINARY, THE SYMBOLIC AND THE REAL 114
The imaginary 114
The symbolic 116
The Other is always lacking 117
The Other and marginalized identifications 118
The subject of discourse and the subject of desire: a
rapprochement 119
The Ambassadors 121
Assessment and the pedagogised other 121
Pedagogised identities: inclusion and exclusion 124
Identity and objet petit a 125
Point de capiton 126
Fetishism, assessment and identity 129
CONTENTS v
Identity and the Real 131
Summary 134
CHAPTER 7. THE FIELD OF ART IN EDUCATION 137
RECENT PEDAGOGIES FOR ART EDUCATION IN ENGLAND 138
THE NATIONAL CURRICULUM FOR ART IN ENGLAND 140
BOURDIEU’SNOTIONSOFFIELDANDHABITUS 145
CHANGE IN THE FIELD 147
CHREODS AND EPIGENETIC LANDSCAPES 148
TEACHER AND LEARNER IDENTITIES IN THE FIELD OF ART
EDUCATION 151
NARRATIVE 1 151
NARRATIVE 2 153
NARRATIVE 3 155
NARRATIVE 4 156
PART THREE: DIFFERENCE AND PRACTICE 159
CHAPTER 8. EXPERIENCE, DIFFERENCE AND PRACTICE 163
FORMS OF LIFE 163
TWO NARRATIVES 164
PRACTICE AND CHANGE 167
EXPERIENCE AND EXPERIENCING 169
DIFFERENCE 172
STUDENTS’ WORK 173
CHAPTER 9. EXPERIENCE AND PRACTICE: THEORISING
NEW IDENTIFICATIONS 185
CONSEQUENCES OF THE CRITIQUE OF EXPERIENCE FOR ART IN
EDUCATION 188
END PIECE 194
REFERENCES 197
SUBJECT INDEX 203
NAME INDEX 205
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ACKNOWLEDGEMENTS
I want to thank a number of people who, over the years, have helped me to
develop my thoughts in relation to the contents of this book. Tony Brown, Paul
Dash, Alex Moore, Anna Horsley, Sheila Cox, John Matthews, John Willats,
John swift, Jacquie Swift, John Johnston, Steve Herne, Rosalyn George, my
PGCE, MA and MPhil students at Goldsmiths University of London, Keith
Walker. Special thanks must go to Bill Brookes my former tutor who has
always supported my work and provided constant advice, comment and
stimulation. Thanks must also go to Tony Brown, Paul Dash and Rosalyn
George for reading and commenting on drafts of the manuscript.
I want to thank a number of teachers and their children and students for
allowing me to reproduce art work. John Johnson and his students at Thomas
Moore School and Crofton School, Folami Bayode, Jonathan Archibald, Andy
Gower and his students at Fortismere School, Carla Mindel and her students
at Highgate Wood School, Sarah Dore and Robin Tipple. I am also grateful
to John Johnson, Folami Bayode, Jonathan Archibald and Andy Gower for
participating in a series of interviews contained in Chapter 7.
I am grateful to the International Journal of Art and Design Education
for allowing me to reproduce images from previous publications. I thank
Irene van den Reydt and Michel Lokhorst from Kluwer for their initial encour-
agement and enthusiasm for the project and their constant support. A final
but special mention for my wife Karen, my daughter Emma and my son
Luke.
Dennis Atkinson
September 2002
vii