Making Artistic Learning Visible: Theory Building Through A/r/tographical Exploration

Making Artistic Learning Visible: Theory Building Through A/r/tographical Exploration

Amy Ruopp;
Kathy Unrath

Unrath: University of Missouri

Winter 2019

I do not seek, I find.
—Picasso

If art educators are going to teach to meet the needs of the 21st-century learner and an ever-changing global society, art education needs to move beyond teaching content and embrace creativity, process, and ideation as interdependent components in teaching and learning art. Communicating and teaching the complexities of ideation and process are critical for reading and engaging an increasingly visual world. This article offers insights into how multimodal reflection in action and on action intersecting with rhizomatic thinking creates conditions for paradigm shifts about identity and conceptualizations of creative knowledge acquisition with pre-service art education students. By capturing the multimodal moments of their own creating through video format, a layered text capturing material, action, voice, intention, and reflection emerges to make process visible. Pre-service teachers entering the field of art education cognizant of their epistemology and the "how" of knowledge construction not only empower their students as active learners but are also living advocates for art education.

University of Illinois Press

vol. 45, no. 2

reflection; a/r/tography; identity; creativity; rhizome

29-48

Yes