Activating postmodern pedagogies in art education
Ashton, Linda (2008) Activating postmodern pedagogies in art education. Australian Art Education, 31 (1). pp. 80-98.
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In this paper I elaborale on five shifts which teachers and pre-service teachers might consider in recognising and taking up postmodern, postcolonial pedagogies. The shifts align the teaching of art with the productive pedagogies of Luke et al (1999). The pedagogy challenges conventional positioning of children as solitary, miniature, modern (DWEMPS) artists and also age-stage notions of artistic development (DAPcentrism). The changes reflect a more critical, collaborative approach to investigating the purpose of images and objects in our lives _ wonderfully diverse, functional, decorative, symbolic, persuasive and increasingly pervasive. Finally, I present a tangible example of a postmodern, art-based learning project which activates many of the recommended shifts, including a rich literacy emphasis.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||art teacher education; postcolonial reflexive strategies|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Deposited On:||12 Feb 2010 09:44|
|Last Modified:||13 Feb 2011 03:56|
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