Week 5 | Educational Turn Redux
Miro-Red Basho
Q 1. Map out some key examples of the ‘Educational Turn’ in Contemporary Art
Each member of your group should have some examples to offer
1.Visual Gallery
we could go to the gallery online, and see the artworks and have a digital experience by advanced techonology. Such as AR and VR on your devices.
2.CAT programme
We use innovative approaches to our lessons, teachers encourage us to collaborate and practice while we think, comment and interact while we read, and participate in experiential lessons that are all educational innovations
3.Study on the Art Websites
Finish the art assignments with inspiration. interacting in an open learning experience to enhance our artistic abilities.
4.OER
Access and use arts resources for theoretical and practical learning in a global open learning context.
Q2. Origin Stories & Causality
Q. Can you add more? Can you refine or revoke some of those listed above? Are there sub-hypotheses you could add?
Social support: It’s vital to enhance the social value of art.The social recognition of the arts and the rise in the social status of the arts can effectively help the educational turn towards the arts. Already, more and more schools are placing greater emphasis on the arts in basic education, raising the proportion of the arts in the primary and lower secondary school curriculum, but too much of the educational model is too rigid and focused on grades. Or the opening of some arts institutions has become the exclusive domain of aristocratic children. These are not conducive to an educational turn.
Q3. Educational Aesthetics?
Q. Why is it such a sticking point?
Because of the rapid increase of causal explanations, there are many sub-categories in the mode of educational turn in schools, artworks and exhibitions, and there are some controversies about the form of educational turn. Different people have different understandings of educational turn. It is also hard to implement.
Q. Who is un/supportive and why? Are they justified in being suspicious in this way?
Rugoff thinks that educational aesthetics itself is not an educational process or institution, and thinks some examples of the turn are mere style. he thinks that educational turn is an environment, an architecture (the platform, The social pod, the reading circle). His reason is this pathological argument is really just an observation.
Q. What other non-causal critical discussion of the turn can you identify?
I’m not sure whether leading students to practice art in workshop and public space is within the scope of educational turn, and I will consult more information. Once I have a new idea, I will add it here.
