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What is art education? : after Deleuze and Guattari

  • 其他作者：
  • 其他題名：
    • Education, psychoanalysis, and social transformation.
  • 出版： New York : Palgrave Macmillan US :Imprint: Palgrave Macmillan
  • 叢書名： Education, psychoanalysis, and social transformation
  • 主題： Art--Study and teaching--Philosophy. , Education. , Educational Philosophy. , Teaching and Teacher Education. , Arts. , Philosophy of Education. , Creativity and Arts Education. , Higher Education.
  • ISBN： 9781137481276 (electronic bk.) 、 9781137481269 (paper)
  • FIND@SFXID: CGU
  • 資料類型: 電子書
  • 內容註: Introduction -- 1. Learning by Swimming in Signs -- 2. Performing The Refrain of Art Research and Practice -- 3. Folding Pedagogy: Thinking Between Spaces -- 4. What Art Thinks -- 5. Some Thoughts on the Finitude and Infinitude of Learning and Teaching in the Context of Art in Education -- 6. What is Art Education, What Might it Become? -- 7. Arts Ped(ago)gies -- 8. The Disappeared Future of Arts-Based Research, Pts. I-VI: Towards a Reality-Without-Givenness -- 9. Betraying Further: Arts Based Education at the 'End of the World'.
  • 摘要註: This edited book gathers seven established art educators-educator artists who address art education from the philosophical position of Deleuze and Guattari. This book raises questions as to where the future of art and its education might be heading if the focus on art was to be repositioned along Deleuze and Guattari's philosophy of immanence. The chapters are speculative as they query what is 'thinking' in the art process. There is an attempt to project other forms of what art can 'do,' and the curriculum that can emerge when a student-centered problematic is explored along such lines.
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  • 系統號： 005382024 | 機讀編目格式

    • 館藏資訊

    This edited book gathers seven established art educators-educator artists who address art education from the philosophical position of Deleuze and Guattari. This book raises questions as to where the future of art and its education might be heading if the focus on art was to be repositioned along Deleuze and Guattari’s philosophy of immanence. The chapters are speculative as they query what is ‘thinking’ in the art process. There is an attempt to project other forms of what art can ‘do,’ and the curriculum that can emerge when a student-centered problematic is explored along such lines.

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