"Toward Emergent and Relational Curricula": Engaging Preservice Teachers in Social and Interventionist Art Practices for an Uncertain Future

Autor/inn/en	Hegeman, Kira; Sanders-Bustle, Lynn; Hanawalt, Christina
Titel	"Toward Emergent and Relational Curricula": Engaging Preservice Teachers in Social and Interventionist Art Practices for an Uncertain Future
Quelle	In: Art Education, 73 (2020) 3, S.45-53 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hegeman, Kira) ORCID (Hanawalt, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2020.1717822
Schlagwörter	Art Education; Preservice Teacher Education; Art Activities; Social Change; Preservice Teachers; Teacher Education Curriculum; Group Activities + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehramtsstudiengang; Lehrerausbildung; Künstlerische Tätigkeit; Sozialer Wandel; Gruppenaktivität
Abstract	Recent trends in art suggest that contemporary artists are increasingly more interested in "making" social change and less interested in "making" stand-alone objects. In this spirit, artists and educators are exploring what art can do to address future global challenges associated with accelerating climate change, displacement, social inequities, violence, and poverty. As reactions, participatory and pedagogical turns in art offer unique opportunities for art education at the K-12 level, which remains largely product-driven (Gude, 2013), and at the university level, where teacher preparation programs emphasize building sound lessons that meet standards and align with outcomes. The authors wondered what might open up if, as teacher educators, they intentionally positioned themselves and their students at the center of the uncertainty and ambiguity afforded by relational art practices. In this article, the authors offer curricular examples of engaging preservice educators with social, participatory, and interventionist art practices to offer alternative visions of lived experiences (Loftus, 2009; Pinder, 2008; Richardson, 2010). Each effort brings with it unique contexts and perspectives while at the same time opening up sightlines through which to contemplate what's next for the field of art education. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01