Critically Reframing Post-Internet Art toward the Future of Art Education Curriculum

Autor/in	Smith, Timothy J.
Titel	Critically Reframing Post-Internet Art toward the Future of Art Education Curriculum
Quelle	In: Art Education, 73 (2020) 3, S.38-44 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Timothy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2020.1717821
Schlagwörter	Art Education; Curriculum Development; Futures (of Society); Internet; Inquiry; Group Activities; Computer Use; Media Literacy; Critical Literacy; Cultural Influences; Teaching Methods + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Future; Society; Zukunft; Gruppenaktivität; Media skills; Medie competence; Medienkompetenz; Kritisches Lesen; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, the author details how art teachers can reframe post-internet art as a catalyst for teaching and learning toward the future in art education curriculum development. The ideas presented here could be adapted to K-12 and university-level teaching and learning in art education, particularly coursework that focuses on introducing digital artmaking. The significance of reframing post-internet art as a mode of inquiry for art classrooms points to a future of art curriculum that actively (1) opens modes of inquiry that encourage a shift toward collective and collaborative artmaking and sharing, (2) embraces online interaction as a conduit for offline interaction and material engagement, (3) stimulates more horizontal and networked structures of learning, (4) qualitatively decenters digital artmaking curriculum from hegemonic art canon narratives, and (5) privileges artist and student voices in the cultivation of critical media literacy through artmaking. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01