Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/922253
- Title
- Valuing visual learning as self-narrative and embodied knowing in the post-compulsory visual art classroom: voices of parents, students and teachers
- Author/Creator
-
Grushka, Kathryn
- Institution
- The University of Newcastle. Faculty of Education & Arts, School of Education
- Description
- The visual arts experiences and their centrality to the learning of the 21st century is presented as it supports adolescent identities and participatory democracy through narrative and embodied education. The paper reports on an aspect of a research project that employed a critical phenomenological methodology to explore longitudinal and case study learning insights about post-compulsory student learning in a visual art curriculum in New South Wales, Australia. The research is informed by the theories of visuality, performative theory and embodied education. It is foregrounded by vision as a governing trope. The voices of students, parents and teachers are used to reveal how visual socio-cultural inquiry through self-narrative in the art studio classroom, is a deeply felt, embodied and performative experience that informs identity insights.
- Relation
- Australian Art Education Vol. 33, Issue 2, p. 99-112
- Relation
- http://www.arteducation.org.au/journal/index.html
- Date
- 2010
- Publisher
- Australian Institute of Art Education
- Keyword(s)
-
visual art curriculum;
post-compulsory student learning;
performative experience;
visuality
- Resource Type
- journal article
- Identifier
- http://hdl.handle.net/1959.13/922253
- Identifier
- ISSN:1032-1942
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