marți, 27 decembrie 2011

Take the Money and Run? Can Political and Socio-critical Art “Survive”?

Take the Money and Run? Can Political and Socio-critical Art “Survive”?

Martha Rosler

"Categories of criticality have evolved over time, but their taxonomic history is short. The naming process is itself frequently a method of recuperation, importing expressions of critique into the system being criticized, freezing into academic formulas things that were put together off the cuff. In considering the long history of artistic production in human societies, the question of “political” or “critical” art seems almost bizarre; how shall we characterize the ancient Greek plays, for example? Why did Plato wish to ban music and poetry from his Republic? What was to be understood from English nursery rhymes, which we now see as benign jingles? A strange look in the eye of a character in a Renaissance scene? A portrait of a duke with a vacant expression? A popular print with a caricature of the king? The buzz around works of art is surely less now than when art was not competing with other forms of representation and with a wide array of public narratives; calling some art “political” reveals the role of particular forms of thematic enunciation.1 Art, we may now hear, is meant to speak past particular understandings or narratives, and all the more so across national borders or creedal lines. Criticality that manifests as a subtle thread in iconographic details is unlikely to be apprehended by wide audiences across national borders. The veiled criticality of art under repressive regimes, generally manifesting as allegory or symbolism, needs no explanation for those who share that repression, but audiences outside that policed universe will need a study guide. In either case, it is not the general audience but the educated castes and professional artists or writers who are most attuned to such hermeneutics. I expand a bit on this below. But attending to the present moment, the following question from an intelligent young scenester may be taken as a tongue-in-cheek provocation rooted in the zeitgeist, reminding us that political and socio-critical art is at best a niche production:

We were talking about whether choosing to be an artist means aspiring to serve the rich. . . . that seems to be the dominating economic model for artists in this country. The most visible artists are very good at serving the rich. . . . the ones who go to Cologne to do business seem to do the best. . . . She told me this is where Europe’s richest people go . . . ."

full text:
http://www.e-flux.com/

miercuri, 26 octombrie 2011

Curs :UTILIZAREA PROGRAMELOR DE EDITARE FOTO ŞI VIDEO PENTRU A CREA MATERIALE SI ACTIVITATI DIDACTICE

Casa Corpului Didactic „Alexandru Gavra” Arad, în parteneriat cu colaboratori externi, vă propune şi pentru anul şcolar 2011-2012 o serie de programe şi activităţi de formare prin care sperăm să răspundem afirmativ cererilor dumneavoastră. În acest an înscrierea la programele de formare din oferta CCD Arad se face on-line. Dacă doriţi să participaţi la unul sau mai multe programe de formare continuă oferite de noi, vă rugăm să completaţi şi să trimiteţi, până în data de 4 noiembrie 2011, formularul de înscriere on-line de pe pagina web a CCD Arad (www.ccdar.ro). În cazul în care doriţi să vă înscrieţi la mai multe programe de formare din ofertă, vă rugăm să completaţi un formular de înscriere pentru fiecare program.

UTILIZAREA PROGRAMELOR DE EDITARE FOTO ŞI VIDEO PENTRU A CREA MATERIALE DIDACTICE

Grupul-ţintă vizat – Cadrele didactice din învăţământul preuniversitar (programul necesită cunoştinţe de bază în utilizarea calculatorului)

Scopul programului – însuşirea unor cunoştinţe de bază în utilizarea programului de editare imagine Gimp, a programului de editare video Windows Movie Maker şi folosirea lor pentru realizarea unor materiale didactice sugestive pe diferite teme specifice curriculumului şcolar

Tematica
M1. Programul Gimp – procesare computerizata imagine
M2. Programul Windows Movie Maker – productie video
Forma de certificare – Adeverinţă, eliberată de CCD Arad
Durata programului – 20 ore de formare
Calendarul programului: trimestrele I şi II ale anului 2012
Locul de desfăşurare: – Casa Corpului Didactic Arad
Formator – prof. Stoica Nicoleta, Liceul cu Program Sportiv, Arad

marți, 25 octombrie 2011

Webminar Linux

Laboratoare de GNU/Linux in scoli pe Moodle Romania

Webminarul I din seria Linux in scoli:

joi, 6 octombrie 2011

Web 2.0 - tutoriale video pentru profesori

The Web 2.0ERC European Union funded project is designed to help educators who find ICT confusing to have a simple and secure environment to use ICT in their work and in their classes.

Web 2.0ERC este un proiect finantat de Uniunea Europeana. Este creat pentru a ajuta profesorii/educatorii, care gasesc tehnologia informationala (ICT) derutanta, sa aibe un mediu simplu si sigur pentru a folosii la clasa aceste tehnologii.



Youtube channel/ canal youtube :

www.youtube.com/user/Web20ERC

marți, 21 iunie 2011

Visual Culture Art Education: Critical Pedagogy, Identity Formation and Generative Studio Practices in Art

Barker, Kim, "Visual Culture Art Education: Critical Pedagogy, Identity Formation and Generative Studio Practices in Art" (2010). Art Graduate Theses and Projects. Paper 1.
http://scholarworks.boisestate.edu/art_gradproj/1/

Abstract

This paper explores visual culture and its emergence as a (inter-) disciplinary field of study and practice within art education. Visual Culture Art Education (VCAE), while still in the process of defining itself, inserts itself among myriad academic disciplines as well as our everyday living experiences outside the classroom. Due to its discursive nature, VCAE draws extensively on contemporary pedagogical praxis.

I advocate for the integration of visual culture, with an emphasis on popular culture, into art curricula as a means to increase the relevancy of art instruction for students. The inclusion of (popular) visual culture in the art classroom also serves as a means to facilitate the development of higher order thinking skills that can assist students in their ability to navigate the seemingly infinite clusters of signs aimed at shaping them (inside and) outside the art classroom.

I advocate for inquiry-based educational methods within the framework of constructivist theory with an emphasis on critical pedagogy and psychoanalytic pedagogy. These contemporary pedagogical models position the learner as a key agent in meaning making. By modeling questioning strategies and facilitating critical connections to course materials and student interests, art educators share the responsibility of learning with the students thereby creating a democratic community within the classroom. Connections to democratic principles are made throughout this paper as a means to communicate the several opportunities art educators have in the classroom to foster student questioning, student-initiated research, and student constructed meanings that are independent of authority and distinct from dominant ideologies.

My research focuses first on the scope of visual culture, then on contemporary constructivist pedagogies that reveal multiple access points for art educators to begin to integrate VCAE. This research becomes the foundation for several instructional resource guides written for art educators in K–16 classrooms. These guides present research on several contemporary fine artists whose work collectively makes use of (popular) visual culture and (popular) media to communicate meaning and affect social change. A focus on contemporary fine art demonstrates the applicability of a visual culture art education while at once elucidating the importance of empowering students to critically engage their visual worlds whatever they might be. Questioning strategies are provided to encourage student construction of meaning in a manner that informs student-initiated research and art making.

full text on: http://scholarworks.boisestate.edu/art_gradproj/1/

sâmbătă, 18 iunie 2011

Harta conceptuala realizata cu programul FreeMind

Ce este o harta conceptuala?

”Hartile conceptuale (conceptual maps) sau harti cognitive (cognitive maps) pot fi definite drept oglinzi ale modului de gandire, simtire si intelegere ale celui/celor care le elaboreaza. Reprezinta un mod diagramatic de expresie, constituindu-se ca un important instrument pentru predare, invatare, cercetare si evaluare la toate nivele si la toate disciplinele”. Crenguta-Lacrimioara Oprea ”Strategii didactice interactive ”

Hartile conceptuale sunt un mod de a reprezenta vizual structuri informationale si relatiile dintre conceptele, notiunile, ideile, informatiile din sistem. Rezultatul este un sistem de retele interconectate, ierahizate, conform modului de gandire a persoanei care realizeaza schema.

Un exemplu de harta conceptuala cu tema ”Elementele limbajului plastic” foarte util in Educatia Vizuala, este realizat sub forma de desen :

img. ”Elements of art mind-map” Michael Petiford

FreeMind - un software special facut pentru a creea harti conceptuale
FreeMind este un program sub licenta GNU General Public License, adica liber, dezvoltat in Java. Functioneaza pe sistemele de operare Microsoft Windows, Linux si Mac OS X.
Programul permite utilizatorilor sa organizeze un set de idei ierarhic in jurul unui concept central.
Mai multe informatii se gasesc AICI

Asa arata programul :



Un tutorial video pentru incepatori: