This edited volume broadens the understanding of the media arts at a global scale bringing together practices and ideas from artists and art educators from around the world. Authors explore issues of cultural and social diversity in fields of education, media theory, and critical theories of education and pedagogy with particular attention to digital technologies' impact on visual arts learning. Researchers utilize a range of methodologies including participant-researcher ethnographies, action research, case study, and design based research. These artists and art educators share new research about the pedagogical and theoretical aspects of media arts in educational systems that are facing unprecedented change. This volume begins to map why and how experts are working within networked society and playing with digital innovations through media arts education as a critical and creative practice.
Author(s): Aaron D. Knochel, Osamu Sahara
Series: Palgrave Studies in Educational Futures
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 392
City: Cham
Acknowledgments
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
Chapter 1: Introduction
Considering the Necessity of Global Media Arts Education
Media Arts and Educational Policy in the US
Media Arts and Educational Policy in Japan
Grasping a Global Perspective on Media Arts Education
Guiding Themes in the Collection
Part I. Activism in Global Media Arts: Political Mediascapes and Speaking Back to Power
Part II. Reframing Global Media Arts: Theorizing Innovation in New Media
Part III. Engaging Difference in Global Media Arts: Cultural Diversity and Empowerment
Part IV. Contextualizing Global Media Arts: Case Studies in Pedagogy
A Mapping, Not a Geography
Wayfinders: Guides to Practice
References
Part I: Activism in Global Media Arts: Political Mediascapes and Speaking Back to Power
Chapter 2: Media Arts as Political Advocacy in Hong Kong’s Social Movements
The Anti-Extradition Law Amendment Bill Movement
Media Arts and Political Advocacy
Media Arts in the Anti-Extradition Law Amendment Bill Movement
Movement Anthem: “Glory to Hong Kong”
Video-Game Activism
Art Invasion of Public Spaces
Mobile Apps and Real-Time Updates
Disinformation Campaigns and Fake News
Documentation and Archiving of Media Artifacts
Media Arts Education for Political Advocacy
References
Chapter 3: Back to the People: Transforming the Role of Media Arts in the Context of the Chilean Social Uprising of October 2019
The Social Uprising
Chilean Media Arts after the Social Uprising through the Lenses of Artivism and Public Pedagogy
Summary of Discussion and Suggestions for the Chilean Art Education Field
References
Chapter 4: Patriotism and Nationalism: Sounds of Dissent and Resistance in Contemporary India
Poetics and Protest Culture: Participatory Traditions in South Asia
Rap, Hip-Hop, and the Digitization of Protest Culture: Social Media and Social Movements
Relevance to Art Education
References
Chapter 5: Disruption, Innovation, Creativity, and the “Right Thing” in the Age of Global Media Arts
Statement of the FAAMG Problem
Gather and Manipulate
Control
Limited Knowledge
Limited Competition
Resistance
Parasitic Artistic Behavior
Conclusion
References
Chapter 6: Zooming In: Learning with Videoconferencing as Posthuman Pedagogy
Methods of Social Assemblage
Assembling Nodes in the Network Being of Videoconferencing Platforms
The Body and Zoom Fatigue
Zoom as Performance in Cinema and Terror
Zoom and Algorithmic Bias
Conclusion
References
Part II: Reframing Global Media Arts: Theorizing Innovation in New Media
Chapter 7: Digital Making, Digital Breaking: Technological Dysfunction and a Postdigital Art Education
Dysfunction
Postdigital Art
Digital Making, Digital Breaking
Glitch Art
Post-Internet Art
Postdigital Art Education
References
Chapter 8: Emerging Technologies in Art Education: What If I Don’t Want To?
Vlogging: An Old Technology That Can Help Us Find a New Way
Teaching: Then and Now
I Don’t Want To: Resistance to Curricular Incorporation of Creative Technologies
A Path Forward
Community and Collaboration
Do-It-Yourself Learning
Playfulness
Creative Resource Sharing
Conclusion
References
Chapter 9: Digital Media and Art Education: The European Digital Competence Framework
Digital Literacy
Digital Competence
The Soundscapes Project
Digital Media Arts Program
The Pixel Project and Intergenerational Collaboration
Augmented Reality and Collaborative Virtual Learning
Summary
Media Arts Education Gives a New Perspective for Digital Literacy
References
Chapter 10: The Significance of Media Arts Education from a Cognitive Science Approach
Meeting Point of Image Media and Art Education
What is V-TISK?
Methodology for Utilizing the Material Characteristics of Image Media
An Example Model of the V-TISK Learning Process
Is V-TISK Really Happening in Our Brain?
Conclusion
References
Chapter 11: Entanglements in AI Art
Theoretical Framework
Becoming with Robots, Becoming with Earthworms
Intelligence as Material
Artificial Stupidity and Earthworms
Becoming with AI
Conclusion
References
Chapter 12: Artificial Intelligence, Ethics, and Art Education in a Posthuman World
Posthuman Framework
The Ethics of AI
Current Landscape of Global AI Ethics Policies
Posthumanist Ethics and the Work of AI Artists
Implications for Art Education
Conclusion
References
Part III: Engaging Difference in Global Media Arts: Cultural Diversity and Empowerment
Chapter 13: Decoding Stereotypes in Child-Oriented Media toward LGBTQ+: Preservice Art Teachers’ Perspectives
Literature Review
Media Literacy
Queer Representation: Queer Main-Text and Queer Subtext
Study Design and Research Methods
Participants
Design of the Project
Initial Viewing (Selecting Films and Media)
Introducing Approaches to Queering Art Education
Group Discussion with Prompts
Creating a Cartoon Character
Individual Reflection on the Designed Character
Research Methods
Discussion
Challenging Binary Categorization and Misrepresentations
Practicing Critical and Divergent Thinking
Designing and Teaching an Inclusive Art Curriculum
Becoming Allies and Advocating for Equality and Diversity
Limitations, Recommendations, and Opportunities
Conclusion
References
Chapter 14: Creating Social Dialogues through a Media Arts Education Project in the Canary Islands
The Competence-based Art Education Curriculum in the Canary Islands
Art and Diversity for an Engaged Art Education
Setting the Context for an Art Education Project
Cultural Identities beyond Stop-Motion Movies
Stop-Motion Movies about Social Justice Issues
Reflection Dialogues
Results and Conclusions
References
Chapter 15: Media Arts and Assistive Technologies as Empowering Global Communication Tools for Students with Visual Impairments
How Do You Teach Art to Students with Visual Impairments?
Teaching with Multisensory Resources and Assistive Technologies
Creating Stop-Motion Animations: “It’s Always Fun. It’s Always Crazy in the Art Room”
Navigating New Spaces
Script Development
Stop-Motion Animation Production
Empowering Implications for Global Education
Making Accessible Technologies Accessible
Professional Development: “You Can Actually Make a Difference in Someone’s Life”
Fostering Independence and Leadership Roles
Conclusion
References
Chapter 16: Uganda-US Creative Collaborations in Media Arts
Uganda: Makerere University’s Media Arts Forays
United States: Penn State University’s Art Education Media Arts Forays
Technological Challenges
Transcultural Dialogic Arts-based Collaborations
Two Transcultural Dialogic Arts-based Collaborations
Sensory Immersion in Narratives of Places: (Re)creating Histories (2019)
Remix Exquisite Engendering (2020)
Future Dialogic Media Arts Collaborations
References
Part IV: Contextualizing Global Media Arts: Case Studies in Pedagogy
Chapter 17: Case Studies of High School Art Teachers’ Perceptions of Media Arts Teaching under the New Arts Curriculum Guidelines in Taiwan
Past, Present, and Future: Art Teachers’ Attitudes toward New Media
The Past
The Present
The Future
Present Research: Understanding Teachers’ Perceptions of Teaching Media Arts
Research Questions
Research Method
Participants
Data Analysis and Discussion
Early Learning Environments and Art-Learning Experiences
Experiences and Perceptions of Teaching New Media
Perceptions of and Reactions to the New Policy
Conclusion
The Past: Influences on Perceptions of New Media
The Present: Triggers to Teach New Media
The Future: Responses to the Policy Change
Implications
References
Chapter 18: Time Management in Media Arts Education: Stories from Taiwan
Time Management in an Educational Setting
Organization of This Study
Jack: Time Creates Co-Teaching Opportunities
Madeline: Time Motivates Learning
Olivia: Time Expands Limited Resources
Discussions and Shared Concerns
Time for Collaboration and Networking
Time for Professional Development Support and Guidelines
Time for Bonding with Students
Time for Self-Regulated Learning Opportunities
Conclusion
References
Chapter 19: The Meaning of Animating in the Digital Era: Animation Education Practice in Japan
Animating as Activities of Make-Believe Using Motion
Two Bodies in Animating
Animating Based on the Phenomenal Body
Animating as Understanding Others
Educational Significance of Animating in the Digital Era
References
Chapter 20: New Media Arts Education at the Institute of Advanced Media Arts and Sciences
An Overview of IAMAS
IAMAS Over the Years
Higher Education in Japan
Specialized Training Colleges
Foundation and Objectives
From Textiles to Digital Media
The Academy
The Multimedia Studio and the Art and Media Lab Programs
A Period of Experimentation
The Core Characteristics of Education at IAMAS
IAMAS’s International Identity
Facilities
The Institute
Local Engagement
A New Campus
IAMAS’s Academic Approach
Collaborative Projects at IAMAS
Multimedia Installations for the Hon’ami Kōetsu Exhibition
MIRAGE: Computer Vision for Artists
Neo Co-Creation
Conclusion
References
Wayfinders: Guides to Practice
Index
