International Dialogues about Visual Culture, Education and Art

281 Pages·2008·22.85 MB·English

by  ECa, Teresa(Editor);ECa, Teresa(Editor)

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International Dialogues about
Visual Culture, Education
and Art

International Dialogues about
Visual Culture, Education
and Art
Edited by Rachel Mason and Teresa Torres Pereira de Eça
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International Dialogues.qxd 14/5/08 11:14 Page
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First Published in the UK in 2008 by
Intellect Books, The Mill, Parnall Road, Fishponds, Bristol, BS16 3JG, UK
First published in the USA in 2008 by
Intellect Books, The University of Chicago Press, 1427 E. 60th Street, Chicago,
IL 60637, USA
Copyright © 2008 Intellect Ltd
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
written permission.
A catalogue record for this book is available from the British Library.
Cover Photographs: Nelson Hoedekie
Cover Design: Gabriel Solomons
Copy Editor: Holly Spradling
Typesetting: Mac Style, Nafferton, E. Yorkshire
ISBN 978-1-84150-167-3/EISBN 978-1-84150-227-4
Printed and bound by Gutenberg Press, Malta.
C
ONTENTS
Preface: The Politics of International Art Education 9
Ana Mae Barbosa
Introduction 13
Rachel Mason & Teresa Eça
PART 1: GLOBAL PERSPECTIVES 19
Creativity and Culture: Redefining Knowledge Through the Arts in Education for the
Local in a Globalized World 21
Elizabeth Grierson
Folk Arts and Traditional Media in Environmental Education 33
Durgadas Mukhopadhyay
Leading toCreativity:Responding to Policy in Art Education 39
Kerry Freedman
Post-colonization and Art Education: Standards, Aesthetics and the Place of the
Art Museum 49
Nancy Barnard
PART 2: CRITICAL PEDAGOGY 61
Between Circumstances and Controversies: Proposals for a Visual Arts
Critical Pedagogy 63
Irene Tourinho & Raimundo Martins
Cultural Literacy: An Arts-based Interdisciplinary Pedagogy for the Creation of
Democratic Multicultural Societies 69
Dan Baron Cohen & Manoela Souza
6 | INTERNATIONAL DIALOGUES ABOUT VISUAL CULTURE, EDUCATION AND ART
Social Justice Through Curriculum: Investigating Issues of Diversity 81
Patricia L. Stuhr, Christine Ballengee-Morris, Vesta A. H. Daniel
Contemporary Artworks as Sites for Identity Research 96
Rachel Mason
Face (in) the Mirror 111
Nelson Hoedekie
PART 3: NEW TECHNOLOGIES 119
Blended Learning in Art Education: New Ways of Improving Visual Literacy 121
Dolores Alvarez-Rodriguez
Developing a Learning Environment for Drama with Hypermedia 131
Daniela Reimann
Implications of Media Technology-based Workshops for Art Education 141
Kaziju Mogi, Kinichi Fukomoto, Nagamori Motoki, Toshifumi Abe, Toshio Naoe &
Yuuka Sato
Creating, Developing and Maintaining a Digital Magazine: Revista Digital Art& 149
Jurema Luzia De Freitas Sampaio-Ralha, Martha Prata-Linhares, Anna Rita
Araújo & Gisele Torres Martini
PART4: COMMUNITY AND ENVIRONMENT 159
Sementinha: School Under the Mango Tree 161
Ana Angélica Albano
Cultural Brokerage and Regional Arts: Developing an Enabler Model for Cultural and
Economic Sustainability 171
Robyn Stewart & Christine Campbell
Art, Ecology and the Giant Sequoia Project 181
Elizabeth Kenneday
The Visual Arts and Development of Marine Ecological Values:
The WorldFish Center Project 187
Lindsay Broughton, Jane Quon & Peter Hay
Environmental Art and Community Art Learning in Northern Places 197
Timo Jokela & Maria Huhmarniemi
CONTENTS| 7
PART 5: ART EDUCATION FOR PEACE 211
The Iraqi War Through Our Eyes 213
Bitte Fossbo
Art Educators’ Positions on Violent Conflict in Israel 223
Nurit Cohen-Evron
Fostering Community Cohesion Through Visual Arts: An ‘Art for Peace’ Project
with Young British-Muslim Girls 231
Mousumi De, Alan Hunter & Andree Woodcock
Children’s Pictures in the Aftermath of War. What do they Tell Us? 243
Victoria Pavlou
POSTSCRIPT: CHILDREN'S DRAWINGS 255
The Ethiopian Village in Jewish Children’s Drawings 257
Rachel Kroupp
Young Adults’Constructions of Meaning in Child Art 265
Lourdes K. Samson
About the Contributors 269
Index 275

P : T P I
REFACE HE OLITICS OF NTERNATIONAL
A E
RT DUCATION
Ana Mae Barbosa
University of São Paulo, Brazil
Warm congratulations to Rachel Mason and Teresa Eça for proposing a book about art
education so heavily embedded in political thinking. Since the beginning of my professional
lifein arteducation, politics has been mymain concern. I remember a publisher questioned my
first article in a North American publication because he said art education has nothing to do
with politics. Robert Ott, who defended the text, told him that whereas this might be the situation
in the USA it was probably different in my country. Indeed it was. My text showed how the
dictatorship in Brazil (1964–1984) attempted to detach art education from its social context
and promoted teacher training that resulted in incompetent teachers. It wasn’t translated into
Portuguese because this would have caused more damage to my family and me. By that time
the army had invaded the house in Recife where I Iived with my husband (a professor of
literature) on two occasions and we had moved to Brasilia and been fired from very good jobs
at the university there. We finally gained internal asylum in São Paulo, a big city where young
people likeus wereinvisible.
Afew years later when I was invited to contribute to a book about art education and democracy
published in the USA, my text was refused because, for the people concerned, democracy
signified the politics of gender and multiculturalism, not presidential elections or the direct vote.
I was influential in the participation of art teachers in the movement in favour of elections in
Brazil (Diretas Ja), the strongest movement for democracy we had, in which millions of people
took to the streets with meaningful posters and beautiful images.