Session Information
29 SES 07 A, Parallel Paper Session
Paper Session
Contribution
How research into art? We intend to bring to the discussion some key points for the pedagogy and research into the knowledge of artistic field, starting up with the importance of systematization these issues inside of School, within the in which we understand to be research into the artistic knowledge.
What we mean by research? How can we research or search ?, How to show search / research inherent in the artistic process?
These are questions that throw the discussion of how the research process as the arts is a different territory, and is school's responsibility provide and activate mechanisms so that their students be capable of producing knowledge critically.
Prospects of arts education in the face technology effects and potential of digital technology in online environments, when integrated into the teaching / learning within the arts, creating an alternative to the traditional practice pedagogical is the field of our works.
The idea that digital technology expands the communicative possibilities applied to the teaching / learning art, promoting more collaborative and participatory dynamic was the starting point for the development of research work.
We base our approach in the division proposed by Frayling (1993) on the text "Research in Art and Design" as he, we differentiate the territories of search and research inherent to artistic knowledge. For us this division is of greater relevance, because before as think about what is research in art, we should take into account the context which we are working these issues.
Not only, because we think, that in the art field there processes and construction methods of learning, that depend primarily on differentiated knowledge, but also, that research is different than search, and that, we shouldn't want that everything be always research, at the risk of choke and negate the more advantages prevalent of the field of artistic knowledge that is a divergent thinking.
Not should we fall into the error of reducing a single question or a single reading, an object of study that has a polysemic universe, different and subjective as art.
The difficulty is to work in this territory, asserting ourselves with knowledge that is based primarily on reflection / action. This is responsibility of the School. Safeguarding such work is done by creating structures for discussion and reflection, knowing that this workspace is to be sediment bases practical understanding and reflective, critical to the development of knowledge for life. Considering according to a constructivist approach, that collaborative practical and theoretical reflection of the processes and work methods in arts should be worked continuously.
Method
Expected Outcomes
References
The scope of this work is not generated by a technological problem, but rather by the need to activate mechanisms in teaching drawing close to a reality that yes every, increasingly digital and technology. John Ruskin (nineteenth century) was a reference baseline in this study, and was perhaps the first teacher to teach drawing distance via mail. With particular focus on issues that relate to technology with dynamic teaching, promoting a sense of collaboration and shared knowledge, develop our work in supporting us as authors Lévy, Anderson, Castells, Jonassen and Dias fundamental to the analysis of relevant dichotomies in the context of the study such as: presence / distance; student / Teacher, control / spraying of visual models; linearity / organicity, thinking / technology.
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