Research on Arts Education, 2013, Istanbul

ECER-Conference in Istanbul 2013

Creativity and Innovation in Educational Research

Network: 29. Research on Arts Education
Session: 29 SES 13
Session Title: 29 SES 13: Symposium: Art in Education
Time: 13/Sep/2013, 11:00am – 12:30pm
Room: STD-201
Format of Presentation: Symposium Paper

Art in Education

It is common to introduce works of art into school lessons on one hand in order to mediate theories and ideas about art history as well as about subjective realities, and on the other hand to foster the abilities of the students to express themselves by means of art. Pictures, sculptures, installations, films etc. are then mainly understood to represent insights and imaginations, or to illustrate shared realities. -Beside that it is also possible to interpret art works as translations of subjective intentions, even theories, in particular experiential settings. Especially open to this kind of interpretation is an artwork or artistic action that emphasizes its object character as a central theme. Then art can serve to generate theories revealed through the senses. This view on art allows for a broadened didactics. Thus, art then could be used in schools, whenever interdependencies and contexts are in the focus of learning. This approach to art is founded in a rather wider-spread concept of pedagogy that localizes processes of Bildung and education overall in esthetics (cp. Schiller 1801, Schleiermacher 1826, Mollenhauer & Wulf 1996, Sava 1993, Østern 2008, Kraus 2008, Herbert 2010, Steinnes 2012; Rat für kulturelle Bildung 2012 et al.). Here, the senses and the body of an individual as well as historical heritages and actual societal situations as collectively shared phenomena are considered as the broad base for our learning and for Bildung. Then, not so much the cognitive processes, but other origins of experiences and insights are explored. As factors of learning they become visible in practices. In the latter decades of pedagogy one can perceive a growing interest in the theoretical foundation and empirical exploration of practices (Wulf 2004, Althans et al. 2007, Nentwig-Gesemann 2001, Herbert 2011, Bergstedt 2012, Kraus 2012 et al.). Processes of learning and Bildung are here regarded as mainly ruled by their nonverbal, not thematized, “tacit” aspects. In the field of pedagogical anthropology and critical pedagogy sensual-bodily relations beyond language are recognized. Here it is also worked out how another person or thing may be approximately understood in terms of differences.

By regarding the senses and the body as integral elements of the processes of Bildung and learning central tasks for didactical and pedagogical practices arise. Vice versa, by reflecting such practices one can get insights which are fundamental for educational sciences.

In our group we will deal with the special challenges and potentials that are connected to an esthetical foundation of processes of Bildung in pedagogical, didactical, in empirical-methodical and methodological regards, we will discuss these and draw consequences for “creative” and innovative practices in the pedagogical field.


Teaching and Learning in School According to the Paradigm of Aesthetics and Art in Education
“If a revolt is to come, it will have to come from the five senses”
Jenny Steinnes
Lillehammer, Norway

Esthetics and Tacit Dimensions of Pedagogy
Anna Herbert
Växjö, Sweden

The Effect of Creative Drama Education on Critical Thinking Skills and Dispositions of Teachers in Preservice Physical Education
Gıyasettin Demirhan & Fatma Sacli
Ankara, Turkey

Learning as Displacement and Transformation
Anja Kraus
Ludwigsburg, Germany

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