This book explores learning in the arts and highlights ways in which art and creativity can ignite learning in schools, informal learning spaces, and higher education. The focus is on learning in, with, and through the arts.
Written from a range of international perspectives, Multidisciplinary Approaches to Art Learning and Creativity draws upon the fields of cognitive science, art education, technology and digital arts; the learning sciences; and museum studies to explore the theoretical underpinnings of artistic creativity and inspiration, and provide empirical explorations of mechanisms that support learning in the arts. Critical factors that help to facilitate the creative process are considered, and chapters highlight connections between research and practice in art learning. This volume offers a rich variety of positions and projects which underpin creativity in schools, museums, and other venues.
An illustrative text for researchers and educators in the arts, Multidisciplinary Approaches to Art Learning and Creativity demonstrates how artistic ways of thinking and working with artists empower art learners and support their needs and opportunities across the lifespan.
Table of Contents
Section 1: Exploring the nature of art practice and art learning 1.Art appreciation for inspiration and creation2. Embodying artistic process in art gallery visits. 3. Relaxation and Reorganization of "Internal Constraints" in Artistic Creation: Studies Focusing on the Embodiment of Ideas and Interaction with Others in Breakdance 4. Stories: Trauma, Theater and Theory 5. The centrality of artistic practice to learning in the art museum. Section 2: Designing for teaching and learning 6. Flexibility and social interactions: Two exercises to help art students to be more creative 7. Teaching Composition with Digital Tools: A Domain-Specific Perspective 8. Integrating Poïétique and cognitive science to analyze the creativity learning process in a drawing course for art education majors 9. The Role of Critique in the Development of Student-Artists Metacognitive Practices Section 3: Systems for change in art learning and art education 10. Learning to be creative through the arts in Danish artist-school partnerships 11. Approaching art education as an ecology: Exploring the role of museums. 12. A different kind of learning: The value of a studio art class for Non-art graduate students 13. Growing up with art: How interest, opportunity and support shape learning pathways of visual arts professionals.
Karen Knutson is co-lead of the University of Pittsburgh Center for Learning in Out of School Environments (UPCLOSE), USA.
Takeshi Okada is Professor of Psychology and Cognitive Science at the Graduate School of Education and Graduate School of Interdisciplinary Information Studies at the University of Tokyo, Japan.
Kevin Crowley is Professor of Education at the University of Pittsburgh and co-lead of University of Pittsburgh Center for Learning in Out of School Environments (UPCLOSE), USA.