Author ORCID Identifier

Document Type

Article

Publication Date

3-3-2022

Publication Title

Studies in Art Education

Volume

63

Issue

1

First Page

9

Last Page

24

Abstract

Teaching and learning through contemporary art has gained validity as a powerful and effective pedagogy in contemporary art education practice. In this article, we highlight characteristics of contemporary art and rhizomatic learning theory, and then we propose a pedagogical model that combines them for teaching and learning through experiential contemporary art. We also explain how to implement this model by showing examples of students’ rhizomatic encounters with inter/transmedia art created by Taiwanese artist teams. As the artworks offered present moments as sites of learning or places in process, students were triggered by the intersection of sounds and visuals and recalled their memories along with relevant themes; they then re/created personal meanings and/or new knowledge. Thus, the proposed pedagogy model with the implementation guidelines (autonomy, documentation, and group discussion of collective rhizomatic learning artifacts) is effective. Strategies and challenges for implementing this model in art education are recommended and discussed.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Art Education on March 3, 2022, available online: https://doi.org/10.1080/00393541.2021.2007726

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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