This open access edited volume provides theoretical, practical, and historical perspectives on art and education in a post-digital, post-internet era. Recently, these terms have been attached to artworks, artists, exhibitions, and educational practices that deal with the relationships between online and offline, digital and physical, and material and immaterial. By taking the current socio-technological conditions of the post-digital and the post-internet seriously, contributors challenge fixed narratives and field-specific ownership of these terms, as well as explore their potential and possible shortcomings when discussing art and education. Chapters also recognize historical forebears of digital art and education while critically assessing art, media, and other realms of engagement. This book encourages readers to explore what kind of educational futures might a post-digital, post-internet era engender.
Author(s): Kevin Tavin, Gila Kolb, Juuso Tervo
Series: Palgrave Studies in Educational Futures
Publisher: Palgrave Macmillan
Year: 2021
Language: English
Pages: 330
City: Cham
Acknowledgments
Praise for Post-Digital, Post-Internet Art and Education
Contents
Notes on Contributors
List of Figures
1 Introduction: It’s All Over! Post-digital, Post-internet Art and Education
Why This Book Now?
The Diversity of Posts
The Old and New: Theories and Configurations
Pedagogical Observations, Suggestions, and Teaching Practices
About This Book
References
Part I How did we get Here: Historical, Theoretical, Critical, and Future Oriented Perspectives on Post-Digital, Post-Internet Art and Education
2 Post-digital, Post-internet: Propositions for Art Education in the Context of Digital Cultures
Introduction
Digital Cultures
Post-Digital & Post-Internet: A Brief Introduction
Post-Digital
Post-Internet
Post-Digital & Post-Internet: Attempts to Understand the Present
Aesthetics and Technological Infrastructures
Distributed Artworks
Hybrid Subjects
Fluid Materiality
Digital Imaginaries
Summary
References
3 Post-Internet Art and Pre-Internet Art Education
Art on, Through, About, and in the Internet
Art Education and Network Topologies
Post-Internet Art and Pre-Internet Art Education
References
4 A Meditation on the Post-digital and Post-internet Condition: Screen Culture, Digitalization, and Networked Art
Post-digital and Post-internet Condition
Cybernetic Consciousness
Where to Now?
Networked Digital Images
References
5 Bodies of Images: Art Education After the Internet
The Postdigital Condition
The Image as Dominating Cultural Entity
Diffusion Processes and Virals
Habits and Modes of Reception
Object Orientation: Networks and Image Objects
Bodies of Images
Meme Theory: Image Complexes
Relational Entities and Doing Images
Conclusions: Understanding Image Complexes
References
6 Post Scripts in the Present Future: Conjuring the Post-conditions of Digital Objects
Conjuring This Moment of Post-conditions
Per(form)ing the Matter of Digital Objects
Conclusion
References
Part II Why is This Important for Art Education? Transdisciplinary Networks, Research, and Subjectivities of the Post-Digital and Post Internet
7 Educating the Commons and Commoning Education: Thinking Radical Education with Radical Technology
Introduction
Situating Ourselves
Converging Histories
What Do We Mean by Commons?
Re-appropriating the Commons
References
8 A New Sujet/Subject for Art Education
The Network Sujet
Knots
Quasi-Subjects
Quasi-Objects
What to Do?
References
9 New Intimates
Physical Anonymity/Virtual Intimacy
Digital Intimacy Through Contemporary Art
Intimate Bodies Online
Live and Lively Absence
Digital Intimacies in Art Education
New Intimates
References
10 Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts
Introduction
Corpoliteracy and Corpoepistemology
How Can Bodies Be Read in the Context of Education?
Body Knowledge vs. Body Ability
How to Read Learning Bodies?
To Practice Something for the Future: Strategies of Pre-enactment5
Addendum: #TalkingHeads: An Update on the Learning Body
#talkingheads
#platforms9
#heyhost
#privacy
#simultaneity
A Digital Corpoliteracy?
References
11 Aesthetic Practice as Critique: The Suspension of Judgment and the Invention of New Possibilities of Perception, Thinking, and Action
Critique as the Practice of Analyzing Limitations of Perception and Thought and the Possibility of Transgressing Them
Apparatuses: Subjectivation and Agency from a Media-Ecological Perspective
Aesthetic Apparatuses of Critical Practice
An Example: Ryan Trecartin’s “Re’Search Wait’S”
Conclusion
References
12 What Is the Poor Image Rich in?
In Defense of the Poor Image
What Is a Poor Image (Today)?
What Do Poor Images Want (to Be)?
@Poorimagearteducation—From Pictorial Poorness to Pedagogical Richness
The Poor Image in Motion—Art Education
References
Part III How can we Create Educational Futures? Classroom and Pedagogical Practices Examples of Post-Digital and Post-Internet Art Education
13 Educating Things: Art Education Beyond the Individual in the Post-Digital
Subjectivity In The Post-digital
Looking on Co-workers. Network as Artist
First Level: The Structures
Second Level: The Artworks
Third Level: The Title
Network as Subject
References
14 Toward an Anti-Racist and Anti-Colonial Post-Internet Curriculum in Digital Art Education
The Problem of Mainstream Post-Internet Art
Reflections on Digital Art Curriculum Development
Decentering the Art and Technology Canon
Anti-Racist and Anti-Colonial Decentering in Tabita Rezaire’s Artist Practice
Conclusion
References
15 Embracing Doubt: Teaching in a Post-digital Age
Unknowingness
Experiments in Social Media
Disturbances
Pedagogics
References
16 Creative Coding as Compost(ing)
Introduction
Feminist Approaches of the Post-Digital
Digital Compost
Humus
Care
Waste
Going Further
References
17 Post-internet Verfremdung
Prologue
Introduction
Instagram as an Arena for Artistic Exploration
Verfremdungseffekt and the Theatre
The Concept of Verfremdung
From Representation to Commentary
Conclusions
Create Fiction on Instagram
References
Index
