- Title
- Transdisciplinary art-science identities and the artification of learning
- Creator
- Grushka, Kathryn
- Relation
- Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications p. 1-19
- Relation
- Education and Human Development
- Publisher Link
- http://dx.doi.org/10.5772/intechopen.101092
- Publisher
- IntechOpen
- Resource Type
- book chapter
- Date
- 2022
- Description
- Transdisciplinary art-science learning is linked to semiosis and the performative nature of learning. At the core of contemporary learning is sensemaking through images. We learn through how we perceive, remember, and imagine the world. An ethics-approved inquiry looked at the artmaking practices of gifted secondary school students between the ages of 15 and 17 years (n = 108) with a focus on their art-science performative learning. The study applies Deleuzoguattarian thinking and other post-structural perspectives on contemporary representational practices for learning and communication in art-science spaces. One of the research key findings is that artified visual pedagogies can both transverse and/or facilitate meaning-making across art-science spaces and brings forth the creation of science-linked identities. Educators must now engage with the idea that visual reasoning as performative action is now the connecting pedagogy in all epistemic fields.
- Subject
- science-linked identities; visual borderlands; transdisciplinary learning; art-science; semiosis; artification
- Identifier
- http://hdl.handle.net/1959.13/1470750
- Identifier
- uon:48544
- Identifier
- ISBN:9781803550886
- Rights
- © 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- Language
- eng
- Full Text
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