Visual Art as a Communicative Cultural Narrative in Adolescent Student Artmaking: Meaning Making as Social and Ethical Action, becoming Cultural Participants and Developing Visual Performative Communicative Proficiency

By:
To add a paper, Login.

Post-compulsory secondary visual art curriculum in NSW, Australia, informed by postmodern and popular culture perspectives is providing performative sites for the individual to make meaning, explore subjectivities, an ethico-aesthetic understanding and visual performative communicative capacities. This paper investigates the value of visual artmaking to the adolescent beyond the classroom. The findings of a longitudinal analysis of student learning outcomes informed by two case studies reveals how students use artmaking as social inquiry and a meaning making tool. It demonstrates how visual education can contribute to the development of students’ capabilities to be active cultural participants with the communicative capacity to interpret contemporary society and the critical and self-reflective skills to understand themselves, others and how society shapes identities towards becoming.


Keywords: Post-Secondary Visual Education, Visual Education, Visual Identities, Visual Performative Communicative Proficiency, Ethico-Aesthetic
Stream: Art and Education
Presentation Type: Virtual Presentation in English
Paper: Visual Art as a Communicative Cultural Narrative in Adolescent Student Artmaking


Dr. Kath Grushka

Senior Lecturer, School of Education
Faculty of Education & Arts, University of Newcastle

Australia

Senior lecturer in Visual Art and Design/Technology education at the University of Newcastle, Australia. Kathryn has a national reputation as a visual and textile artist and visual art and design educator. Current areas of research lie in reflective practice in visual artmaking, subjectivity in visual education, visual performative pedagogy, social-cultural and ethical understandings in artmaking, visual literacy and design and technology education

Ref: A07P0142