"The Council," Artist Adelita Husni-Bey and Young Adults Envision the Future Museum

Artmaking, when used as a form of pedagogy and approached in a socially-conscious manner, has the potential to promote agency and create a democratic learning environment for students. This study examines one such project, "The Council," created by artist Adelita Husni-Bey in collaboration with former Teen Program attendees of the Museum of Modern Art. The Council is a collection of large-scale photographs created from a series of workshops in which 13 young adults imagined themselves reshaping the museum's societal role after a major global crisis. The final photographs were exhibited in the museum's main galleries, representing a participatory, socially-engaged artwork produced from a pedagogical process. While there is a prevalence of these types of pedagogy-based artworks, contemporary art literature tends to focus mainly on the artist, disregarding the participants. Therefore, from the stance of an art educator, I examined the learning experiences of the participants as well as the pedagogical framework of the artist. The reviews from the participants were overwhelmingly positive, with many noting a significant increase in their confidence and a greater sense of agency. A liberating experience of collaboration was also stated as a common experience. These outcomes were attributed to the artist's innovative use of multimodal learning and effective facilitation grounded in Francesc Ferrer's philosophy of anarcho-collectivism and integral education, as well as critical pedagogy. This study suggests that creative methodologies can significantly enhance intrinsically motivated learning and emphasises the importance of nurturing the next generation as they envision a more equitable and just society.     

以社会化模式为突破口,加快学前教育专业艺术实践教学转型升级

学前教育专业艺术实践教学是整体教学中的重要一环,针对新时期专业学生成才需要和社会实际需求,应广泛采取社会化工作方式,推进院校和社会有关方面加强合作,整合利用好各类社会资源,搭建学前教育专业艺术实践教学平台,探索推行一整套全新的教学模式,抓好专业教师实践教学能力提升,服务专业实践教学,实现均衡科学发展,努力培养一大批优秀的学前教育专业人才。     

Distance Artist: Building the Skills of Future Creatives. Developing Evidence‐Based Criteria for Global Virtual Team Tutoring and Management in Art and Design Education

This article reflects on six years of research activities in the field of long‐distance collaboration and more specifically on how creative virtual teams operate and respond to challenges set by emerging and developing technologies. Furthermore, it considers how to build, manage and shape a more inclusive virtual team, documenting the methodologies applied in each activity, the experiences of both tutors and students and the educational context in which the international study took place. The project set out with a methodology for observing, managing and developing the interaction dynamics between each creative team member involved in the design of activities and practice of delocalized teams. The project is positioned within the field of educational technology and identifies a set of operative recommendations aimed at educators so that remote creative collaborative work can result most effective. The article explores the potential of virtual teams supporting communication and design.     

Learning to Be: The Modelling of Art and Design Practice in University Art and Design Teaching

Learning to be an artist or designer is a complex process of becoming. Much of the early phase of ‘learning to be’ occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their maturing identities as artists and designers is played by artist/designer‐academics teaching in university art and design programmes. By maintaining active art/design practices and drawing from these in their teaching, artist/designer‐academics model professional practice to students. Witnessing and interacting with such modelling is part of the process of students learning the shared discourses, views and practices of the art or design worlds to which they aspire to belong. The modelling of professional practice is critical to an artist or designer's ‘learning to be’ experience because it enables students to access the tacit and nuanced behaviours, languages and cultures that constitute contemporary art or design practice. This article outlines findings from a recent Australian study revealing the role of professional practice modelling in university art/design teaching. It highlights the centrality of professional practice modelling to artist/designer‐academics in their beliefs and approaches to teaching their academic disciplines. In critically exploring the research data and findings this article describes the role that modelling of practice plays and how it comprises a core part of the value that artist/designer‐academic participants contribute to the teaching of art/design education.     

Art and Design Blogs: a Socially‐Wise Approach to Creativity

Many images of the ‘artist’ or ‘designer’ pervade the media and popular consciousness. Contemporary images of the artist and creativity that focus solely on the individual offer a very narrow depiction of the varying ways creativity occurs for artists and designers. These images do not capture the variety of creative processes and myriad ways artists and designers work. Young creatives in particular are choosing to work with a social approach to creativity. An example of this approach is the world of blogging, a form of social media where young creatives have a very active voice. This article explores how creative bloggers, that is, artists, designers and makers who blog about their practice, use a social approach to foster creativity with a sense of community, environmental and ethical awareness, a value framework that is in opposition to the market‐driven notion of liberal individualism. Is there a way to include participation in the broader art and design blogging world as part of art and design education? What can we learn from such a social approach to learning in higher education art and design programmes? This article explores these questions and shares findings of an ethnographic approach to an analysis of art and design blogs. In doing so it argues for a socially‐wise approach to creativity in art and design education as a means of promoting values other than those usually connected to the market.     

排斥与融合:民办园教师生存状态的社会学考察

采用自编问卷调查民办园教师的生存状态,结果表明:相对于公办园教师,民办园教师由于占有的资源和权利有限,因而在经济收入、生活条件、工作环境、专业成长、社会关怀以及社会支持与社会保障等方面遭遇到了种种"社会排斥",表现出明显的弱势特征.建立以各级政府为主导、多方协作配合的社会融合机制是改善民办园教师生存状态的策略选择.     

The Process,Challenges and Opportunities of Developing a Curriculum in a Creative and Therapeutic Arts Undergraduate Degree Programme

This article reflects upon the process, the challenges and the opportunities realised in the recent revalidation activity of an undergraduate degree programme in Creative and Therapeutic Arts (CTA) in the UK. The premise of the revalidation activity and the historical context of the course are briefly encapsulated, before engaging with theoretical frameworks at the forefront of contemporary Participatory Arts practice. This includes an initial focus on the relevance of Critical Disability Studies to Participatory Arts education, followed by exploration of the contrasting approaches of Socially Engaged Art practice, Inclusive Arts practice, Participatory Arts practice, Arts in Health and Arts Therapies. The challenge of defining a diverse practice which draws from such contrasting perspectives is further explored in relation to the challenge of working on the boundary between artistic and therapeutic practice. Geographical context is considered, drawing from the Welsh evidence base to inform culturally relevant provision. Curriculum design is reviewed in relation to experiential learning and inclusive practice literature, as well as relevant higher education policies. Upon briefly summarising the revalidated curriculum, a critical discussion around the future of the training and the discipline more broadly is developed, considering the contribution of the critical review and focus groups facilitated as part of this revalidation activity. It is hoped that this discussion will further nurture and challenge educators, students and practitioners in this exciting area of evolving, contemporary practice.     

论民族艺术在当代艺术设计教育中的重要性

文章以当前本土艺术设计教育发展时代背景为前提,深入阐述了在艺术设计教学中培养学生的民族文化意识的重要性,旨在强调民族文化对艺术设计的重要影响,并引起设计教学工作者和设计师对民族文化传承的重视。     

Negotiating a ‘Radically Ambiguous World’: Planning for the Future of Research at the Art and Design University

Theoretically and methodologically, understanding the role of research within art and design practices is a recurring theme within contemporary dialogue and debate. In the published literature, there are many questions around how categories and definitions of artistic research are employed within the increasingly under‐resourced realm of higher education. This article contributes to this larger discussion by building up our knowledge of a particular feature of this landscape: how research policy and planning documents at art and design universities represent and define artistic research. While examining research at the level of practice remains important, we must also understand the symbolic and practical weight that institutional directives carry. In light of recent literature on artistic research and the debates concerning its evaluation and institutionalisation, this article develops our contemporary understanding of the role of the art and design university as an important mediator of conflicting perspectives on the ‘value’ of art and design research. Based on a discourse analysis of research planning documents from Canada's three independent public art and design universities, this article will argue that it is not the definition of artistic research itself that is the most contentious feature of university research planning – it is defining the value of this research that invites conflict and concern.     

Derrida and the Philosophy of Education

Abstract

This article proposes a reading of Michel de Certeau’s TheWriting of History which derives an understanding of the concept of practice as authoritative to the establishment and development of Enlightenment rationality. It is seen as a new form of legitimation established in the redeployment of religious ‘formalities’ in early modernity, supportive of the ostensible deliverance of the projects of reason.Subversive of its moral and ideological operations and geneses, this is an understanding of practice whose subject is the state. Practice, as de Certeau advances it, led to the development of a concept of education productive of a regulatory ambit of social utility, and the student as both a figure of the utile and its moral postulate.This article thematizes the authoritative formality of the concept of practice in its hegemonic origins from early modernity to the thought of Karl Marx. It provides a needed supplement to Marx’s still provocative contribution to a persistent counternarrative (of practice as stark corrective to the ineffectual interpretive vagaries of ‘theory’), one which elides,and thus reinforces, significant prior,and no less persistent, functions of the concept of practice as here elaborated from de Certeau’s TheWriting of History.     

I/MLEs and the uneven return of pastoral power

Abstract

Informed by the work of the work of Michel Foucault, Ian Hunter, and Ansgar Allen, this paper argues that I/MLEs are not the creation of a ‘modern’ or ‘innovative’ learning environment but rather the reclamation of an educational technique that was pioneered en masse almost two centuries ago (and based on practices many centuries older than that), where established pastoral methods were key to shaping particularly formed educated subjects. Drawing on work produced by the OECD, as well as UK and NZ education policies and school building design guidance, this argument couches two claims, the first of which is that whether or not education systems and school buildings are conforming to I/MLE models, the ubiquity of ideologically narrow conceptions of the learning subject are enforced regardless, through subtle or unsubtle means. However, the second claim is that, despite their overarching and unsurprising ideological homogeneity with other more outcome oriented forms of schooling, I/MLEs have the potential to offer a much more substantial formative experience than other schooling systems due to their implicit recovery of the traditional pastoral aspect of education.     

The Design of Stereotype and the Image

Our everyday life is influenced by an overproduction of images and by an iconogenic surplus that is connected to the proliferation of media. These contribute to both the quality and quantity of communication, but simultaneously amplify the knowledge gap between an audience that is able to critically process messages and another that is affected uncritically by prejudices and stereotypes. Bellino argues for a critical media education to address this gap by encouraging the development of students' critical thinking and social awareness. In this article we will discuss the results of a research‐driven design project in which visual communication design students engaged with theories of cultural stereotypes and critiqued the role of media in their perpetuation. We adopted Kolb's model of experiential learning as recent published research demonstrates that art and design students have difficulties in conventional academic approaches to learning theory. In this regard students learned theories of stereotype through doing and making and embodied this learning in their critical project outcomes.     

论转变师范院校美术教育实习观念的急迫性与重要性——对美术教育实习后的思考

教育实习是高师院校教育教学活动中重要的实践环节,是高师院校课程体系的有机组成部分,师范院校必须认真对待教育实习。文章主要就师范学生美术的教育实习进行剖析、分析,从实习基地、课程安排、实践时间、实习内容、管理体系、实习教师队伍等方面进行探讨,以期提高教育实习质量。     

社会实践促进大学生思想政治教育的探索与实践——以西安建筑科技大学土木工程学院为例

近年来,大学生社会实践的重要性得到全国的广泛认可,社会实践种类增多、范围扩大、人群提升、成果显著,但仍存在许多问题和有待提高的方面.该文旨在指出当前大学生社会实践中存在的问题与不足,寻找解决方案,最后通过具体实践,提出具有指导意义的、可供其他高校借鉴的经验方法.该文选取西安建筑科技大学土木工程学院四个年级的本科生作为调...     

论联想义的模糊性与民族文化之关系马芝兰

词义既有理性义又有色彩义,还有联想义。词义的联想义是指在言语交际中,通过对某个客观对象的那些构成义位的义素和那些处于被抑制的、潜伏状态中的义素进行联想而凸现出来的、但尚未成为义位的理性义的言语意义。联想义之模糊性在不同语言中既有相同的一面,也有相异的一面。本文通过汉语与其他一些语言的对比,从联想义的模糊性方面,探讨了词义模糊性的民族文化差异。     

音乐专业艺术实践中的思想政治教育——以衡阳师范学院音乐系为例

衡阳师范学院音乐系在学生思想政治教育过程中创立音乐艺术实践中贯注思想政治教育的一五多模式。在音乐艺术实践中注入思想政治教育具有有利于培养讲政治、有道德、行为美、有才情的音乐人四方面的意义,具有教育隐蔽性、专业实践性、操作程式性三个特色。     

Artistic Constitutions of the Civil Domain: On Art,Education and Democracy

How can we understand the relationship between art, education and democracy in the contemporary Western political condition? The recent presidential elections in the USA showed that the classical model of liberal representative democracy is shaking on its foundations. The question is how can artists and education respond to this political condition? In this article it is argued that art has a special quality to address political, and especially democratic, issues. It can strengthen education in its lessons in democracy and citizenship. Art has a special quality to walk on an alternative path of democracy, namely that of the civil domain. In the civil sphere artistic qualities and skills of designing and of imagination can play a crucial role.     

社区教育:解决农民工社会排斥问题的有效途径

随着社会的发展、城市化进程的加速、社会流动的加剧,大批农民流入城市,而这些外来人员的生存和发展,以及伴随的社会问题更发人深思。可以从社会排斥的视角来看当今农民工的生存现状,包括经济排斥、政治排斥、社会关系排斥、文化排斥、社会保障排斥和教育排斥,而开展针对农民工的社区教育是解决农民工社会排斥问题的有效途径。     

高职艺术设计类专业利用非物质文化遗产开展教学改革的探索——以柳州城市职业学院为例

在国家大力发展文化产业和推进职业院校民族文化传承与创新的时代背景下,高职艺术设计类专业要突破原有的教学模式,提升学生的创新实践能力,形成自身的办学特色,就应该结合本地区的产业特点和文化背景,利用本地区非物质文化遗产资源,改造原有的课程和艺术设计手段,建立稳定的校企合作创意工作室,通过开展民族化设计项目,提升社会服务能力,从而建立自己的教学模式和办学特色。     

加强高校思想政治理论课社会实践教学环节的思考

加强高校思想政治理论课的社会实践教学，是由马克思主义理论和思想政治理论课自身特点、性质、教学目的及教学任务决定的，也是人的认识规律和青年学生思想品德形成发展规律的逻辑必然。高校思想政治理论课社会实践教学模式的构建，应遵循大学生的成长规律和思想政治教育教学规律，切合高校教学改革的实际，有较强的可操作性，应建立健全“思政课”社会实践教学的长效机制。