The Case for the Primacy of "Visualcy" within a Neoliberal Artschool Curriculum

Autor/in	Riley, Howard
Titel	The Case for the Primacy of "Visualcy" within a Neoliberal Artschool Curriculum
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 20 (2021) 2, S.133-154 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riley, Howard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022220903444
Schlagwörter	Neoliberalism; After School Programs; Literacy; Numeracy; Teaching Methods; Visual Arts; Art Education; Aesthetics; Social Environment; Political Influences; Correlation; Higher Education; Freehand Drawing; Authors; Foreign Countries; Social Structure; Curriculum Development; Visual Perception; Undergraduate Students; United Kingdom + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Optische Gestaltung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ästhetik; Soziales Umfeld; Political influence; Politischer Einfluss; Korrelation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Drawing; Zeichnen; Author; Autor; Autorin; Ausland; Sozialstruktur; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Visuelle Wahrnehmung; Großbritannien
Abstract	Whilst the faculties of literacy and numeracy are rightly recognised as worthy of pedagogical nurturing, this article champions a more venerable articulacy -- "visualcy" -- crucial to a healthy culture, arguing that the one domain of human inquiry which distinguishes the visual arts from other disciplines is surely that surrounding the faculty of "vision." The ascendency within the contemporary artworld of a relational aesthetics is traced through a brief history of the relationships between visual artforms and their socio-political contexts. It is suggested that the shift of emphasis away from the perceptually intriguing is in part a consequence -- perhaps unintended -- of the neoliberal values permeating the UK Higher Education sector in the last decade. The article ends with a proposal for a visual arts pedagogy based on five key principles of visualcy explored through the medium of drawing, illustrated with work by the author and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01