Virtual Walks
Details on how to participate will be announced after the opening ceremony of the conference!
A
Adámková Turzová Magdalena
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Same Ol‘ Pictures
The author presents a series of paintings created during the coronavirus lockdown. The process of painting almost always takes place in a certain loneliness and isolation. In this respect, this period did not bring much change for painters. The difference was more in the ability to respond to the outside world; our radius of action has changed and for me personally the inspiration was more of a home environment. I focused my attention on the issue of an image in an image. Be it a screen, a display, an image in a frame or a distorted reflection, the meaning can be found in the context of the observed image or object and its surroundings. The name of the cycle refers to a certain exhaustion given by the repetition. We follow the constellations of the ‘old familiar’ image and the space in which it is currently located.
Adeniyi Olusegun
Caleb British International School, Lagos, Nigeria
Virtual Learning Space and Its Impacts During the COVID-19 Pandemic Lockdowns: A Case Study of Art Educators’ Hangout
There is a growing demand for global competence and cross-cultural skills, and that international experience is invaluable for teachers and their students; but the lockdown due to the COVID-19 pandemic has put a halt to so many social and academic gatherings. For this reason, Teaching Visual Art has created a virtual meeting place for art educators tagged Art Educators’ Hangout. Reality of today’s world during the COVID-19 pandemic is that things are no longer the way they were. The world is observing social distancing and this has made it impossible for art educators to come together physically as the boarders are closed and countries are on lockdown. The Art Educators’ Hangout has offered the art educators the platform to discuss their works, interact and inspire one another towards advancing the learning field of Art and improving the quality of art education on the continent of Africa. The initiative is to foster dialogue and sharing stimulating art projects to improve creativity and art appreciation with the vision to build network of art educators across the continent of Africa that are locally relevant and influential with global perspective. This presentation provides the broad overview of the virtual learning space, Art Educators’ Hangout and its socio-economic impacts on Art educators during the COVID-19 pandemic lockdowns.
Adenle John Oyewole
Department of Creative Arts, Faculty of Arts, University of Lagos, Nigeria
Developing Coping Mechanism during Covid 19 Lockdown through the Art of Paper Folding
The outbreak of Covid 19 pandemic all over the World was unprepared for, Nigeria was among the first countries in Sub-Saharan Africa to identify COVID-19 (corona virus) cases and has since implemented strict measures to contain the spread of the virus. Lockdown became inevitable to curtail the spread of Corona virus. Although government relaxed the lockdown on some days when people go out to stock the house food and essential needs, yet the psychological torture from this confinement is evident in idleness, feeling of stress, loneliness and boredom as a result routinely eating, playing, sleeping and perhaps a few other things away from their gainful engagement of the past. It was house arrest indeed, time is ticking, morale at a very low ebb, voluntarily or mandatorily because of the suspension of active economic, social and religious engagements. This study discusses the how engaging of youths in art related activities helped and provide a form of coping mechanism and escape therapy from boredom during Covid 19 lockdown. 50 participants were were selected online based on interest and engaged in creative paper fold called Origami therapy challenge. The results shows that engaging hands on hands on skills at a time of lockdown and isolation as witnessed during this pandemic would be a positive intervention to boost morale and serve as escape avenue from stress and boredom.
Akutsu Taichi
Okayama Prefectural University, Seisa University & Shujitsu University, Japan
Musicking philosophy into practice: Online virtual workshop on the theme of Beethoven’s 9th Symphony "Ode to Joy"
Musicking is the term originally introduced by Christopher Small (1998) that simply means the act of music making. For Small (1998), music is not a fixed artwork, but an act, which is defined by singing, listening, playing, practicing, composing and dancing (Small, 1998). Dissanayake (2015) criticized the contemporary changes in the concept of overemphasis on performance outcomes, which, like sports, requires tough competition, and ignores the community sense of musical sharing. According to Dissanayake (2015), in a traditional society in any culture, music was originally shared in community from the religious ceremony to the local carnivals, and there was no wall between performing and listening. Everyone used to participate in music in a shared sense either by singing, dancing, playing instruments, composing. Although there is a vast array of literature describing musicking as a philosophy, there are very few examples of practicing musicking, especially in the field of educational settings. Ultimately, this study aims to construct a practice model of musicking by offering online virtual workshop via Zoom on the theme of Beethoven’s 9th Symphony "Ode to Joy".
Almeida Teresa
Faculdade de Belas Artes da Universidade do Porto. Av. Rodrigues de Freitas, Portugal
Contextualized Art/education between Brazil and Portugal: mosaic and glass
This work aims to discuss Art / Education contextualized from experiences carried out in the mediation of Professor Teresa Almeida from the University of Porto, Portugal, in Juazeiro / BA, Brazil. That researcher was in August 2016 in the city with support for the visiting researcher scholarship via CNPQ. In addition to conducting thematic workshops, from mini degree courses, students, technicians and professors from the Federal University of Vale do São Francisco - UNIVASF, guided in the Mosaic area and the Glass area. Given the above, we analyzed what artistic / educational possibilities were built and reflected on the context of Art / Education contextualized since the semiarid. Finally, we intend to demonstrate the characteristics of the activities carried out in terms of research, teaching and extension and how a collaborative work between bridges can establish broader views on the teaching / learning processes.
Alvarez-Rodríguez Dolores
Facultad de Educación. Universidad de Granada, Spain
Back to basic in art education in corona time: the contribution of arts to the lockdown at home
In this period of several moths when the society is at home, and the community has been restrained to the minimum expression, one the activities more developed in family the has been the artistic ones. This phenomena has been common in several countries. This is just the oposite to what happen in a regular school situation when the movements are free and the daily activity led people express themselves, including children, without apparent restriction. It is interesting to analyse why what happened that and how has been developed, obtaining data from what has been shared and published in different social networks. Indeed, the artistic activities developed, and also the theoretical background, seems to reflect a tendency to the basic in art education.
B
Amaral Gabriela
Higher School of Education of Paula Frassinetti, Av. Jean Tyssen – Oliveira do Arda, Portugal
COVID-19: Art education for the awareness of today's society
The dizzying spread of the pandemic - Covid-19- is producing unprecedented social, economic, educational and cultural challenges and changes and has sown discomfort, uncertainty, insecurity and fear around the world. There are many measures to prevent the spread of the virus, which has impacted the lives of the population. Children, not being detached from the society in which we live, have also been subject to major changes in their way of being and relating to others. The aim of this conference is to understand the perceptions of pre-school children about the pandemic through artistic education. The choice of this area of knowledge lies in the proximity it establishes with children not only as an artistic language but as a pedagogical tool that enables expression and communication but also because of the possibility it offers children to access a “reading of the world”, enhancing more and better your participation in today's society.
This work focuses on qualitative research. The data collection instruments included direct observation of the activities carried out by the children and their individual narrative. The results showed that artistic education is a privileged way for children to express themselves and share feelings, concerns and ask questions, giving them greater confidence and social responsibility and inducing them to be transforming agents in the community in which they live. We also realized that we need to reorient artistic education towards responsible citizenship, prepared to make decisions around problems that humanity faces.
Ash Andrew
UCL IOE, 20 Bedfrod Way, London, UK
InSEA ERC panel discussion: re-learn, re-think, re-frame
Members of the InSEA European Regional Council will reflect on the pandemic and offer insights from five different European countries perspective (Finland, Germany, Greece, Hungry & UK). We intend to share experiences and examples of good practice. The panel will ask questions of the past, present and future art teaching. The panel hopes to generate a discussion on pedagogy, curriculum and speculate on the future challenges for art teachers. It is intended that the audience will be active participants in the discussion and therefore opportunities will be generated for the audience to engage with the panel and explore ideas. It is intended to be a generative and inclusive session designed to share and explore possibilities for Post Pandemic art teaching.
Bakalová Andrea
Ateliér dušetvorby Kvark, z. s., Brno, Czech Republic
Art therapy group at the time of coronavirus pandemic
Specifics of art therapy approach in a closed group. Description of the course of a six-member art therapy group during 8 weeks during the coronavirus crisis. An attempt to define the characteristics of this period: manifested in the creation and actions of clients, in the overall character of the group, in the approach of an art therapist. What new phenomena has the coronavirus crisis brought in the area of client creation? How can these phenomena be used in further art therapeutic work?
Baker Sabrina
University of Melbourne, Victoria, Australia
Balsa Raquel
Apecv, Portugal
Bartoš David
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Baštanová Pavla
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Untitled. Undated.
Our workshop is based on the project of the same name, which deals with the methodological support of art education. It is based in the web platform www.nedatovano.cz (with accompanying Facebook and Pinterest pages), where you can find animated videoclips and worksheets with ideas for art education. This project has gained special significance during quarantine (in the Czech Republic the period started in March 2020, when all schools had to be closed), when it developed greatly and became an important volunteer-based activity that provided support not only to teachers, but also to children and their parents. In our workshop, participants can try one of the ways to implement distance art education. We will offer participants five animated videoclips and a set of worksheets inviting them to dive into a creative activity and to share their works. The materials will be available to download and to be used freely.
Belzová Denisa
Start-Art, z.s., www.start-art.cz, Brno, Czech Republic
Distance learning, teaching art techniques and topics online
How to teach art lessons at a distance? We dealt with this topic throughout the corona period, when we had no choice but to teach at a distance. We have developed e-learning courses. We created the first lessons and tried online lessons. E-learning is a project for us that we want to develop further and we are looking for friendly organizations and financial support for our projects.
Blazey Miranda
York University Faculty of Education, North York, Canada
Teaching Visual Arts Online to Teacher Candidates
My workshop will provide participants with three interactive arts based projects that can be used in teaching and learning in Faculties of Education for teacher candidates. The projects can also be used by intermediate and secondary educators. The projects that will showcased will include a collaborative line drawing, an animated collage and a folded and fractured mix media photo. The workshop will include lesson plans, powerpoint presentations and accompanying assessment and evaluation methods.
Blažek Timotej
Faculty of Education, University of Ostrava Department of Art Education, Ostrava, Czech Republic
Spatial Art in the Context of Online Education
The paper discusses the benefits of online education in the field of spatial art, and describes its considerable pitfalls. It focuses on creating a lecture as a document – a stand-alone ‘living’ file – a video that is always accessible and that combines elements of visual communication and visual language. The teacher views the emerging document from the perspective of the interpretation of the static and moving image. In the lecture as a documentary, the teacher – creator consciously works with mise-en-scène, montage and editing, sound and music and narration with the help of a moving image editing program. The paper compares the way of developing a classic lecture and a lecture as a separate document in the form of a video.
Object Art and Artistic Jewellery [online]
The paper presents one of the options for substituting contact teaching of the subject titled the Art Studio of Metal Works, Object Art and Jewellery, which has been transferred to the online environment. Using software that has helped produce videos with instructional elements, it was possible, at least partially, to overcome the irreplaceability of contact teaching of the given subject, which is commonly based in the demonstration of techniques and work procedures while students work on their half-year artistic assignments. The paper analyses the processing of the videos and the available software tools, as well as the nature of the videos with instructional elements, which relate to technological procedures and working with tools. The conclusion of the paper points to the demands placed on the teacher and a brief confrontation of the classic lesson with the videos, that is, a direct demonstration of the techniques and procedures on one hand with the instructional videos on the other.
Boček Ronovská Anna
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
„InkApril“ – Art Lessons during Corona Time
Project „InkApril“ has been focused on practicing of drawing every day, as a daily creative routine. Designed for art students to work continuously on their own sketches, ideas, drawings. Sharing on social sites was the way they could communicate through art during Corona time. #inkaprilWorkshop is a remake of project „InkApril“, which was started April 1st 2020 and happened to last whole month. Project was focused on practicing of drawing every day, as a daily creative routine, designed for art students to work continuously on their own sketches, ideas, drawings. Sharing on social sites was the way they could communicate through art during Corona time. #inkapril So now you can follow! Make one drawing every day. Register here https://classroom.google.com/c/MTUzMzQzMTE5NTk1?cjc=eyqf6lg You can also share it via social sites under the hashtag #inkapril on FB or Instagram. Share your drawing with others and make creative communication around the world! Invite other colleagues / friends / artists!
Art Projects during Coronavirus Time | Experimental Art, Body and Landscape Projects
The workshop was conceived as encounter of artists and students in order to enrich the experience of body perception with the art. Program offered an approach to somatic art and focused on deep immersion to the principles of mindfulness, but in motion and art. Accenting Covid 19 situation, climate changes and local problems was trying to inspire students to find a path leading to peaceful but conscious state through creative process.
Buček Robert
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Ceramics at the Time of Quarantine | Workshop
The workshop is a continuation of the project, which took place during the quarantine within the subjects of Ceramics at the Department of Art Education, Faculty of Education, Palacký University Olomouc (CZ). Students could not visit a fully equipped studio, and from this limitation came the idea to explore the possibilities of "home" production of ceramics. The aim of the workshop is to find soil rich for clay in nature, prepare it with primitive equipment for working and then create any object (statue or utility vessel) from it. Then dry this product and burn it in homemade kiln – I attach a few examples of the whole process as inspiration, but participants can find their own solution.
4 + 1/3 + kk
A videopresentation titled 4 + 1/3 + kk presents the exhibition project of Robert Buček, which was interrupted by quarantine in March 2020. This unique exhibition project was designed for five gallery and non-gallery spaces in the centre of Olomouc. Each realisation was connected to either an established gallery, a non-profit gallery, or a university or sacral space. Thus, the project presented the centre of the city of Olomouc with a great aesthetic potential.
C
Caban Noel
Pratt Institute Center for Art, Design and Community Engagement, USA
Unmask. A Study of Pandemic Form.
Last January, our school canceled classes, we went into quarantine. As the days and news dragged, ambulances screamed late into the night, Brooklyn and the Bronx were hard hit with Corona, as our spread and death counts soared. I often thought about my students, their health, sanity, and what kinds of things were they making or not. If being quarantined was stressful for adults, I couldn’t imagine what kids in lockdown must be going through. Then came the riots – so much distrust with the structural and racist systems in place. Shops boarded up. People marched day and night, the police and their helicopters took to the streets and air. Black Lives Matter, and so do Latino, indigenous, and the lives of countless others. The media cacophony was deafening as the collective we yelled, screamed, and raged against real and perceived social and political inequities. By July, New York’s death count stabilized. We made headway into a flattened curve, and so did our spirits in the wake of devastating loss. Against this backdrop, I was tasked to develop an online class curriculum for the Fall. The work would also have to engage parents as supervisors. I accepted the challenge and ran with it, it's why I teach art. Soon, I will be teaching virtual classes, this time we will be building a city out of cardboard. As New York struggles with how to reactivate one of the largest school systems in the nation, my students will be busy building and making. Over the trajectory of this pandemic, I've debated how can artists respond or create in the wake of so much pain and loss? How do we stay relevant and make work that isn’t about decorating living rooms or gallery walls? These are questions central to my art practice, as well as the use of the found, situated and discarded.
Cieslar Milan
University of Ostrava, Czech Republic
Virtual Plein Air Workshop
It has been decades since the Department of Art Education of the Faculty of Education of the University of Ostrava started to organize summer and autumn plein air workshops, where students consolidate theoretical and practical knowledge and skills acquired during their studies in the field. The plein air workshops, as a traditional part of teaching art education at universities, was unfeasible in its usual form this year due to the global pandemic situation. As it is an indispensable part of teaching, teachers and students had to look for another alternative. The chosen solution was a virtual plein air workshop, which took place in the form of electronic communication in MS Teams. The paper will be an evaluation not only of the operating conditions, but also a reflection on the inputs and the achieved results of the chosen teaching form.
Coleman Kathryn
University of Melbourne, Victoria, Australia
Learning to Teach from Home as a Radical Collaboration: Becoming Art Educator in Lockdown
This is a moment to capture and archive for art education; a moment in time to recall later in a career embarked upon in a global pandemic. This paper presents how we have continued to ‘learn to learn’ how to teach, while learning at home and teaching in remote virtual placements from home as a form radical relatedness (McKernan, 2004). We have developed new agile, responsive and ethical ways to design and co-design learning experiences to create curious and critical encounters for students who were also at home (Coleman & MacDonald, 2020). We have been working in our home studios developing new ways of learning art pedagogies and practices as individuals, as well as within an a/r/tographic collective. We have remained connected several physical ways: co-writing a speculative pandemic zine and sending artworks to each other while sharing all learning experiences as a co-lab for becoming.
Coles Susan M
Artist, Coach and former President of the National Society for Education in Art & Design, United Kingdom
Networking and advocacy, or The Wisdom of Crowds
I want to explore the theme of collaboration through networking. In his book "The Wisdom of Crowds" James Surowiecki, the American writer and journalist, contends that groups of people can be collectively more effective at solving problems, undertaking innovation and decision making than individuals or elite groups. What happens when you also start to learn collaboratively and together in a network? How does the community of inquiry create learning space, and also support the well being and self esteem of those involved? Our community, our collaboration, our networks – they all give us opportunities to promote and to defend art craft and design education. This then, is my story.
Cope Paul
Independent artist and researcher, United Kingdom
A Sequence of Artworks Made in Response to Lockdown
In this research, I set out to document creatively the experience of domestic isolation during the pandemic. Finding ourselves listed as vulnerable, I began the practice of depictive drawing on paper folded into simple sketchbooks. At the end of each day, I have posted images of the drawings onto social media, finding an audience and a community online. The drawings map the disordered attention span of lockdown, track incremental changes and closely examine domestic space. The daily paper’s folded faces and TV news on various screens reflects the wider crisis. The drawings represent a sort of mindfulness practice, an engaged distraction, keeping busy with a creative project. Using a visual research methodology, I have accumulated data through a creative process to explore themes of isolation and reclamation of creativity in a time of crisis. The research is an ongoing art project. The presentation in the form of an mp4 file will represent a documentation of the continuing visual research.
Coutts Glen
InSEA, University of Lapland, Rovaniemi, Finland
Welcome and Introduction: Three C's for Art Education?
Welcome and introduction speech as President of the International Society for Education through Art
Drop in Question and Answer Session with InSEA President Glen Coutts
Glen Coutts, the president of InSEA, will host a discussion room on Monday 12 October, 2020 from 15:00 EST (14:00 GMT). You are all welcome to join the meeting that will take place in ZOOM. We will provide the link and the log-in details to the discussion room at the commencement of the conference. This drop-in session will offer delegates the chance to find out about the International Society for Education through Art (InSEA). He will answer any questions you may have about InSEA; its aims, what it does, how it operates, how you can contribute and how to join the worldwide community of education through art.
Č
D
Čapandová Tereza
University of Ostrava, Czech Republic
Virtual Plein Air Workshop
It has been decades since the Department of Art Education of the Faculty of Education of the University of Ostrava started to organize summer and autumn plein air workshops, where students consolidate theoretical and practical knowledge and skills acquired during their studies in the field. The plein air workshops, as a traditional part of teaching art education at universities, was unfeasible in its usual form this year due to the global pandemic situation. As it is an indispensable part of teaching, teachers and students had to look for another alternative. The chosen solution was a virtual plein air workshop, which took place in the form of electronic communication in MS Teams. The paper will be an evaluation not only of the operating conditions, but also a reflection on the inputs and the achieved results of the chosen teaching form.
Čermáková Terezie
Muzeum umění Olomouc, Olomouc, Czech Republic
EDU on Wire │ Series of Educational Videos of Olomouc Museum of Art
We invite you to join our on-line workshop and to watch and try one of the five creative activities presented through the educational videos from the series EDU on wire prepared by the lectors of Olomouc Museum of Art for the summer holidays of 2020. The lectors reacted in this way on the new demand of distance education during the pandemic period. In total, they have created nine videos offering ideas and suggestions for creative activities inspired by the world of visual arts. These are focused on children and are suitable for indoor performance at home. These videos have been presented during the whole summer holidays. During the conference programme, you can try all the ideas and get creative, too. If you send your work to horak@muo.cz, we will publish it on our website. Do not forget to add your name, age and country.
Daniel Tara
Heide Museum of Modern Art, Victoria, Australia
Visual Art as Provocation for Contemporary Performance Making
The presentation will include an overview of three projects undertaken with secondary school students who created performances in response to artworks and performed them alongside the exhibitions in the galleries. It is a model that has been refined to suit the needs of schools and arts institutions.
Dell Agnese Liliana
Universidade Anhembi Morumbi, São Paulo, SP – Brazil
How to Teach Art History, for High School, Online
The present work presents a series of classes developed with high school students, aged between 14 and 15 years old, held at the State School of São Paulo – Brazil. The lesson planning provides for the presentation of periods of art history with online classes. The contents were taught with projection of visual images and historical context (period, artist, works and technique used), through the TEAMS platform. The educational proposal aims to give the student a base of theoretical and expository classes, in online form, and from the information received, create, write and design their own art history book, with the essential characteristics that determine each period and creative layout to compose his work.
Dočkalová Hana
Národní galerie Praha, Czech Republic
A Buried Spring or Why Do Students Need Art Education During the Crisis? How Was Art Taught during the School Closures?
Does it make sense to teach art remotely? Or should instruction focus on math and languages? The contribution presents the results of a survey among art and art history teachers, conducted by the Programming Department of the National Gallery Prague, and reveals what the emphasis on the "main" subjects during the lockdown distance learning meant for art education. Why is art education important? What can it offer students in the time of crisis? Conference contribution: Lucie Štůlová Vobořilová in collaboration with Hana Dočkalová, both educators at NGP. The animation was created by the artist Matěj Smetana. Because the contribution also discusses the results of a survey concerning the situation in Czech schools during the period of remote learning, it will be presented in Czech with English subtitles.
Dokoupilová Monika
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
My Place (on Earth) Imprinted in Clay
The workshop will focus on working with ceramic material, with malleable material. Working with clay – with natural material has a broadscale effect on a person, a pupil, on anybody. The workshop will take us from the haptic, relaxing, therapeutic effect that working with clay has on an individual, through perfecting one's own realisation while reflecting on creativity, to having control over technological pitfalls. An object will be created in the reaction of the creator to the environment that s/he knows best, that s/he can identify with, in which s/he resonates. This time we will work with clay without the final burning process, the material will be returned to nature by its gradual disintegration.
F
Dytrtová Kateřina
Department of History and Art Theory of the Faculty of Art and Design and at the Department of Fine Arts at the Faculty of Education, UJEP Ústí nad Labem, Czech Republic
Challenges to Educational Methods in the Time of Coronavirus
Using a number of examples, the presentation shows solutions to significant questions arising in the discipline at the topical time of a seemingly remote crisis. The Coronavirus threat of what are, to most of us, still unknown consequences and the quarantine, which had never before taken place to this extent, determined very naturally and very quickly an existentially exacerbated situation in the spring of this year. This has posed fundamental questions regarding the meaning of our efforts in the realm of work and leisure; the effectiveness of disciplinary methods; and the media’s agility and capacity for action. We have been trying to answer questions relating to reasons as to why share and not withdraw into uncertainty. This is to say, the context of instruction has changed so fundamentally that the merely “remote” and different quality, medialised teaching of “what I would have taught anyway” became insufficient.
.jpg)
Ferreira Cristina
Faculty of Fine Arts, University of Oporto, Portugal
Stay Safe and Make Design" in the Design and Visual Communication course of the Degree in Communication Sciences, University of Oporto, Portugal
In this second half of 2020, the COVID-19 pandemic forced a sudden and necessary reshaping of the way students are taught and contacted. To this end, a work proposal was launched in the Design and Visual Communication course unit, in which students had to apply the content learned during the semester to graphically and imagetically translate the message that in recent months proved to be most essential. Thus, it was proposed to the students to design a graphic composition that would translate the idea of "Stay Safe". In this way, while performing a graphic exercise using shapes and colors, images and typography, they could process their emotions and experiences - sometimes difficult and restless - during such a new and peculiar moment. This proposal was embraced with great enthusiasm and the answers are in sight in the compositions they have elaborated. But the best experience was the working process itself, which, although stressful, was rewarding. The technology allowed to explore a new interactive way of teaching in a Design class, while requiring the students to communicate in a more visual than oral way.It also made it possible to search for references more quickly, use online resources, and make live notes on the work itself. All this contributed, in a holistic way, to the enrichment of each student's individual path, and in the end it was possible to observe a great evolution that might not have happened otherwise. Whenever the camera turned on and we shared a common space, even if it was virtual, the leitmotiv was "Stay Safe and Make Design".
Ferreira Célia
Quinta da Cruz-Estrada de S Salvador
Learning Spaces
The video is a visual narrative about a pilot experience with activist artists/social designers and art educators (Angela Saldanha; Dori Nigro; Celia Ferreira; Raquel Balsa; Matias Pancho) and other people from an organisation offering leisure and learning activities for people with mental disabilities. The experience, an arts based study, aims to enquire about learning spaces using photo voice.
G
The list of all speakers and full conference papers of our speakers will be available from October 12, 2020. We look forward to your visit!
You can visit the grand opening with contributions from conference organizers.
You can look forward to the speeches of our keynote speakers.
You can visit the conference paper pages of our guests from all over the world.
Filipová Petra
University of Hradec Kralové, Faculty of Education, Department of Art, Visual Culture and Textile Studies, Czech Republic
Visual Artist as a Superhero
This contribution represents a particular experience from the pedagogical practice, which is focused on a connection between the art and popular culture. Within the framework of the project, pupils created superheroes action figures equivalents according to their own design concept, to which were given an appearance of chosen artists of the 20th and 21st century. This allowed pupils to apply visual information about the artists and their specific characteristics of their work processes, which are known from the field of popular culture in a way that fans of the artist recognised their hero and the figure was able to become a collectible item. The assignment and its realization took place in a period of coronavirus distance education at schools in the Czech Republic. Each of the students had a different reaction to the assignment, but what all the works have in common is that the students would get acquainted with so far unknown artistic personality, his or her artwork and discover that all of these artists indeed were and are (super)heroes of visual art.
Greenwood Janinka
University of Canterbury, Research Lab for Creativity and Change, New Zealand
Inside-Outside: A Post-Covid Exploration of the Possibilities of Art Education
At the same time as lockdown has isolated and insulated many inside the space of an apartment, in the world outside tempestuous movements rage. The virus, wildly infectious and minimally understood cuts an alarmingly rising curve. Hundreds of thousands mass in demonstrations about race, power, political interests, human rights, sectarian angers. Truths, speculations, petty gossip and lies mingle in social media and journalism. Economies teeter. Existing territorial and power disputes continue, perhaps grow. The power we have as individuals, always somewhat fragile and limited, now appears further restricted by enforced seclusion and technologically mediated communication. A widely lauded function of the arts is that art –making provides both a medium and a critical yet visceral framework to question, explore and make at least transient and perhaps troublesome sense of the inner human situation and the world outside. In arts education we probe how artists in our heritages have struggled with such sense-making and work to facilitate new relevant navigations into making meaning in the face of problems. In this post-Covid era (and I use the term post- in the sense of something begun but not yet completed) we have plenty of material that needs to be made sense of. However, it seems that many of our most familiar tools have been confiscated and our opportunities curtailed. Some arts may be made in solitude; others depend on physical interaction. All expect and need audience. The varied ways of using one or more of the arts as a medium for learning, for research or for health have developed in contexts that allow embodied and interactive collaboration. Can we usefully adapt our existing practices to survive the restrictions of this time? And can we do so with aesthetic flair as well as with educational effectiveness? This presentation will be in part theoretical, teasing out the core elements of what makes arts education effective. It will also examine some post-Covid examples of communal art-making that have sought to break through the barriers of separation, more or less successfully.
H
Halvová Dominika
Moravská galerie v Brně, Czech Republic
Towards Performance Art: Embracing Beauty in the Mundane
The presentation is reflecting upon stay-at-home activities created by the Department of Public Programming of the Moravian Gallery in Brno that are inspired by the Gallery´s art collections, introducing the various art works with emphasis on the creative process instead of the result as an artistic object. The activities are aimed to reinforce collaboration and connection within families and communities and to inspire creative thinking in the context of the everyday objects or situations.
Havlík Vladimír
Department of Art Education, Faculty of Education, Palacký University Olomouc
(Distant) Contacts
In 1990, I realised an event titled Contacts in the Olomouc park with students. It was about making visible the mutual connections in space, the experience of the relationship to nature, trees and to each other. It was about experiencing the closeness. In 2020, a remake of the original event will take place. Again, we will want to experience and make our relationships visible. However, the context has changed radically. I assume that the feelings of the participants will be quite different ... And you are all invite to do the event wherever you like.
Hay Penny
Bath Spa University, UK
House of Imagination
House of Imagination provides a range of spaces for children and young people to collaborate with creative professionals. It is a home for improvisation, creativity and innovation and a place to make these visible through research. House of Imagination celebrates an experimental, research-based approach to explore the potential, challenges and opportunities in the area of creative resistance and how this invites a new pedagogical approach. Signature research projects include School Without Walls, Forest of Imagination and House of Imagination pop-up spaces. These research projects develop new ways to approach creative learning across the arts education sector, prioritising creativity, critical thinking and co-enquiry. Artists and creative professionals work alongside young people to co-design a creative pedagogy using the city/village as a campus for learning and an experimental pedagogical site.
Heretakis Lefteris
Alicante, IE University, Madrid, Spain
Design Education Talks Podcast. From Practice to Education
The voice of the practitioner’s will give us a more complete picture about the way we need to reshape Art and design education now and in the future.
Ho Ka Lee Carrie
University of Saint Joseph, Macau, China
Musicking philosophy into practice: Online virtual workshop on the theme of Beethoven’s 9th Symphony "Ode to Joy"
Musicking is the term originally introduced by Christopher Small (1998) that simply means the act of music making. For Small (1998), music is not a fixed artwork, but an act, which is defined by singing, listening, playing, practicing, composing and dancing (Small, 1998). Dissanayake (2015) criticized the contemporary changes in the concept of overemphasis on performance outcomes, which, like sports, requires tough competition, and ignores the community sense of musical sharing. According to Dissanayake (2015), in a traditional society in any culture, music was originally shared in community from the religious ceremony to the local carnivals, and there was no wall between performing and listening. Everyone used to participate in music in a shared sense either by singing, dancing, playing instruments, composing. Although there is a vast array of literature describing musicking as a philosophy, there are very few examples of practicing musicking, especially in the field of educational settings. Ultimately, this study aims to construct a practice model of musicking by offering online virtual workshop via Zoom on the theme of Beethoven’s 9th Symphony "Ode to Joy".
CH
Horáková Romana
The Brno House of Arts, Czech Republic
ZET ZET
Martin Zet’s exhibition named Sculptor Miloš Zet: Walls, Plinths and Mock-ups, dealing among others with the profession of a sculptor, was one of the Brno House of Arts projects marked with the coronavirus crisis. Several worksheets have been prepared for the closed exhibition, thanks to which those interested could try the profession of a sculptor while comfortably at home. One of the creative activities allowed to get acquainted with the technique of casting – making a small-scale plaster model of Martin Zet’s large concrete sculpture.
Husová Beáta
Múzeum mesta Bratislavy, Slovakia
Stop boredom – Museum Online
Atelier Museum has a future, felt the effects of the COVID-19 pandemic by suspending the unique one forms of education in the museum. For this reason, the studio moved it's activities to the virtual space. We have created a virtual educational and playful space for children, their parents, and teachers. Successful cycle "How our parents played" ... was replaced with the event Stop boredom – museum online in the series "Stories from the Museum." From March to June, we entered homes every Friday with a new story of toys from the museum depository and a video tutorial on how to make their own paper toys. We played together and showed how our parents and grandparents played. The project aimed to promote intergenerational dialogue between children, parents, and old parents through games and toys. We focused on creative activities inspired by historical toys.
Chen Yu-Hsiang
National Taiwan University of Arts, Taiwan
Attitudes of Art Teachers Toward Implementing New Media Art
This study explored art teachers’ latent attitudes toward implementing new media artteaching by investigating their cognition. Postsecondary students studying art teaching were investigated. A technology acceptance model was used as the theoretical basis, and external variables were expanded to construct a questionnaire on art teachers’ perceptions regarding implementing new media art teaching. The questionnaire comprised six latent construct domains, including the ease of implementing new media art teaching, the effectiveness of implementing new media art teaching, attitudes toward implementing new media art teaching, the intention to implement new media art teaching, and facilitating conditions thereof. The maximum likelihood estimation of the structural equation model was used to analyze the relevant parameters and fitness index of the measurement mode to verify the rationality of the model. The model used to verify the hypothesis factor displayed a reasonably good fit, and the path of the structural model demonstrated that the research hypothesis was correct. The research results indicated that the facilitating conditions of teaching positively affect the ease and effectiveness of the implementation of new media art teaching. The attitude toward implementing new media art teaching, the ease of implementing new media art teaching, and the effectiveness of implementing new media art teaching positively affect the intention to implement new media art teaching. In particular, the effectiveness of implementing new media art teaching has a crucial effect on the intention to implement new media art teaching.
J
Chorý Tomáš
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Welcome speech by the Head of the Department of Art Education, Faculty of Education, Palacký University Olomouc (Czech Republic)
Christopoulou Martha
1st Regional Center of Educational Planning (RCEP) of Attica, Greece; National and Capodistrian University of Athens, Department of Early Childhood Education & AKTO Art & Design College
Teaching art education in time of Covid-19: Reflections on an art educator’s journey
This paper presents a reflective case study of an attempt to teach a studio-based art course for preservice early childhood teachers during the Covid-19 lockdown, between March and June 2020, in Athens, Greece. It presents my efforts to redesign the course syllabus and artmaking activities and create an interactive and supportive distance learning class environment to enable students to keep a creative mindset through this challenging time. Reflections on choices regarding synchronous and asynchronous instruction, lesson objectives and content, art making assignments and assessment illustrate the observations, feelings and lessons learned in regards to how teaching and learning has been kept up during lockdown and how it worked (or not) for students and me as an art teacher. This paper concludes with highlighting the strengths and challenges of the pedagogical and instructional responses used during this crisis and proposes changes in the curriculum instruction in order to facilitate transformative learning experience for diverse student needs, preferences and aspirations. It, also, suggests ways to incorporate the transformations made into my future teaching.
Jacobs Rachael
Western Sydney University, Australia
Adapting pedagogies in digital performance with young refugees and migrants
Inside. Outside. And Beyond is a digital storytelling project conducted with migrant and refugee youth in Ireland. The study used digital storytelling workshops and interviews, investigating how the 2020 lockdown affected students’ sense of belonging and motivation to speak English. Nested within a study on performative language learning and belonging, the study examined whether the lockdown restrictions have re-written the boundaries of inclusion and exclusion or sense of belonging in young refugees and migrants. This workshop demonstrates storytelling and drama pedagogies which were adapted for the online learning environment. We discuss successful aspects of the project that assisted in giving learners connection and agency in their learning environment, as well as the technological, personal and performative challenges.
Jakubcová Hajdušková Lucie
Univerzita Karlova, Prague, Czech Republic
No miracle. Augmented reality in gallery education.
We would like to present brief case study from future teacher education environment. This text describes development of educational materials for gallery education in one group of students of Art Education at the Charles University, Faculty of Education (Prague, Czech Republic). The students were asked to design worksheet with augmented reality (AR). The aim was to use AR as educational tool - for example as solution verification. Lectures were interrupted with the Covid pandemic and closure of faculty but continued in distance learning mode.
Jedlička David
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Painting of Students in the Period of Isolation
The painting medium as a classic and slow method, in contrast to new media, is characterized by necessity higher concentration on the painting process itself. The topic for a painting project is usually assigned as a semester work. In the past semester, students worked on works with the topic of Reality Construction. They were invited to deal with the concept of reality as a separate fact that cannot be neutral for the subject. At the moment of an attempt to interpret reality, our knowledge, assumptions, as well as projections of one's own mental state apply. Painting as an attempt to reinterpret reality, which presupposes its own restrictions and limits, is probably not a linear optical perception, but rather resembles an interpretive collage, which is based on meaning-laden perceptions, memories, ideas. Painterly realism thus finds itself in the field of researching the symbols and signs of the contemporary world, where the mediated information prevails over personal experience. In the current artistic context, the realistic conception of painting finds itself on the border between postmodernity and new surrealism. The period of coronavirus isolation set new conditions for creation. Unintentionally, the individual deviates from established stereotypes. The functional system, which, among other things, determines the place of an individual in society and defines his social role, is suddenly different. I would like to offer the results of the students' work as a pictorial presentation.
Jiroutová Jana
Czech Section of INSEA, Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Opening speech of the event organisers | Grand Opening
Untitled. Undated.
Our workshop is based on the project of the same name, which deals with the methodological support of art education. It is based in the web platform www.nedatovano.cz (with accompanying Facebook and Pinterest pages), where you can find animated videoclips and worksheets with ideas for art education. This project has gained special significance during quarantine (in the Czech Republic the period started in March 2020, when all schools had to be closed), when it developed greatly and became an important volunteer-based activity that provided support not only to teachers, but also to children and their parents. In our workshop, participants can try one of the ways to implement distance art education. We will offer participants five animated videoclips and a set of worksheets inviting them to dive into a creative activity and to share their works. The materials will be available to download and to be used freely.
K
Kaspar Jiří
Rugao International Academy, Longyou Lake Foreign Language School affiliated to Beijing Foreign Studies University
Case study of Rugao International Academy during the COVID-19 Pandemic and the Importance of Active Art During the Pandemic.
This paper lays out the context of Beijing Foreign Studies University affiliated Rugao International Academy (RIA) and the way it has tackled the COVID-19. The health and safety measures brought about a number of issues, such as isolation, frustration and boredom, often leading up to conflict and divorce, all stemming from the lack of social contact. At a time of online learning and general frustration and lack of motivation caused by the psycho-social factors, it was the active role of art that offered a means of mitigation of the negative effects of the isolation. Particularly the lack of access to resources and the absence of social contact is what made the students and the audience of UK’s show Taskmaster turn the disadvantage into an advantage.
Klesnil Svatopluk
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Temporary presence, Mr. Oswald
The word ‘isolation’ in connection with human experience carries many meanings and connotations, both negative and positive. Both physical and emotional isolation, if not based on one’s voluntary choice, can leave its mark deeply affecting one’s life. In some cases, an affected person can transfer their trauma, even unconsciously, to next generations, and thus, such traumatic experience might become part of collective memory. It comes back to us and even future generations, often with the same intensity. After the end of World War II, the German population in Czechoslovakia became a subject to the principle of collective guilt and more than 90 % of ethnic Germans were expelled from their homes in Czechoslovakia without any compensation properties and property rights. The German family of Oswald P. (*1938) had lived on their family farm located in the North Moravia in Czechoslovakia since many generations ago. It was where Oswald and his three siblings were born and spent part of their childhood. In 1946, the family was forced to leave Czechoslovakia, as well as the rest of the village residents. It was their feeling of nostalgia and curiosity about what happened to their family home that encouraged them to visit the place of which they became only helpless observers, with no power to prevent its deterioration.
Koudela Tomáš
University of Ostrava, Czech Republic
Virtual plein air workshop
It has been decades since the Department of Art Education of the Faculty of Education of the University of Ostrava started to organize summer and autumn plein air workshops, where students consolidate theoretical and practical knowledge and skills acquired during their studies in the field. The plein air workshops, as a traditional part of teaching art education at universities, was unfeasible in its usual form this year due to the global pandemic situation. As it is an indispensable part of teaching, teachers and students had to look for another alternative. The chosen solution was a virtual plein air workshop, which took place in the form of electronic communication in MS Teams. The paper will be an evaluation not only of the operating conditions, but also a reflection on the inputs and the achieved results of the chosen teaching form.
L
Kučerák Michal
DOX Center for Contemporary Art, Prague, Czech Republic
Fake it! (Workshop)
The Internet and especially social networks are actively exploiting the phenomenon of popularity. More likes, followers, tweets, posts, blogs, photos… and we are tend to trust the virtual identity even more. But everything can be "fake". In the world of synthetic media, we find ourselves facing new challenges. The future is in our hands. But what does that mean? How do we imagine it? Where are its boundaries? What does it mean to live in a synthetic world and how to navigate ourselves in a reality in which it is no longer possible to believe our own senses? Online workshop is part of the long-term project of the DOX Center #DATAMAZE that deals with our digital and data literacy. Target group: 2nd grade elementary school and high school students.
Kulazhenkova Inna
ArtEZ University of Arts, Arnhem, The Netherlands
Distance for Closeness: Choreographing communication in art research
This paper portrays mutual urge to integrate artistry with education from a position of socially engaged practice by building a solid reciprocal connection between psychology science and movement art. This work is a search in a broadest sense. A search for an ultimate distances and optimal closeness, coherently acknowledging the diversity of perception and sensation of personal space for each individual.
Lamatová Hana
Muzeum umění Olomouc, Czech Republic
EDU on wire │ Series of Educational Videos of Olomouc Museum of Art
We invite you to join our on-line workshop and to watch and try one of the five creative activities presented through the educational videos from the series EDU on wire prepared by the lectors of Olomouc Museum of Art for the summer holidays of 2020. The lectors reacted in this way on the new demand of distance education during the pandemic period. In total, they have created nine videos offering ideas and suggestions for creative activities inspired by the world of visual arts. These are focused on children and are suitable for indoor performance at home. These videos have been presented during the whole summer holidays. During the conference programme, you can try all the ideas and get creative, too. If you send your work to horak@muo.cz, we will publish it on our website. Do not forget to add your name, age and country.
Lee Soo Cheng
Yishun Town Secondary School, Singapore
"My Superhero" Art Lesson
Is art essential in a global crisis such as coronavirus? Can art “heal” the world? In Singapore, one had to quickly adapt to teaching and learning online. Domestic violence, separation anxiety, job security, lack of personal space and social interactions were some of the prominent challenges faced by our students. In such difficult times, teenagers lacked the platform to express their worries and frustrations as the external environment focused on tactical safety measures rather than emotional well-being. "My Superhero" Art lesson was designed to provide students with an avenue to express their fears and anxieties to address a situation that ws beyond their control. Resilience was nurtured through their imagination of a hero that could solve the world’s problems and gave them hope to carry on their daily living.
%252520Logo_edited_edited.png)
Lee-Nasir Ranae
Very Special Arts, Singapore
Home-Base Visual Arts Lessons piloted by the ALERT PROGRAMME, Very Special Arts Singapore
This paper shares how the visual arts department reached out to learners through activity sheets, video recording and online learning. The Arts in Learning, Rehabilitation and Training (ALERT), offered home-based art lessons for its learners and tried two asynchronous models and one synchronous model; these were rolled out one at a time between the months of April to July (2020) during the circuit-breaker period in Singapore.
Leslie Jessica
University of Melbourne, Victoria, Australia
Learning to teach from home as a radical collaboration: becoming art educator in lockdown
This is a moment to capture and archive for art education; a moment in time to recall later in a career embarked upon in a global pandemic. This paper presents how we have continued to ‘learn to learn’ how to teach, while learning at home and teaching in remote virtual placements from home as a form radical relatedness (McKernan, 2004). We have developed new agile, responsive and ethical ways to design and co-design learning experiences to create curious and critical encounters for students who were also at home (Coleman & MacDonald, 2020). We have been working in our home studios developing new ways of learning art pedagogies and practices as individuals, as well as within an a/r/tographic collective. We have remained connected several physical ways: co-writing a speculative pandemic zine and sending artworks to each other while sharing all learning experiences as a co-lab for becoming.
Lian Bee Kehk
National Institute of Education, Nanyang Technological University, in Singapore
Re-thinking the meaning of art for children and adolescents and the type of art education for the future
The current pandemic has swept swiftly across the globe and destabilized many traditional social institutions that we are familiar with, and one such institution is schools. The present crisis has also forced us to confront fundamental issues in art education that we have perhaps, ignored or not taken seriously for a long time. Art education in schools is often subjected to political and social agendas and are ascribed roles that are consistent with and supportive of various governments’ ideals. While many of these roles of art education are reasonable and valid, it is timely for us to re-evaluate the meaning of art education for children and adolescents. In Singapore, we are fortunate that art is a mandatory subject for students from primary to secondary 2 level. However, what does art education mean to these young people and what can we do to create meaningful art experiences for them? In addition, present constraints brought about by the crisis such as social distancing measures, museum closures and online learning take away the very kind of learning in art that is anchored in actual physical viewing, demonstration, modeling and making. I will share experiences from Singapore’s context and discuss the need for art teachers to be technology-ready. I will also suggest that we think about why young people make art and the possible value it holds for them.
López-Manrique Inés
Universidad de Oviedo, Facultad de Formación del Profesorado y Educación, Oviedo, Asturias, España
Visual Journal in Coronavirus Time
To create a visual journal is a usual proposal in Art Education. In this case, the project was made at Oviedo University (Spain) for future teachers of Primary Education (2019–2020 academic year). The briefing was: to get a visual journal as an exercise book, straegies carried out in the classroom or created for the subject (paste exercise,photos,etc). This visual contribution is divided into three sections. First, the instructions given to the students. Second, first results, with mastery of traditional techniques and topics related to the subject. Finally, results in coronavirus time: Covid-19 was observed like a new moment; more stereotypes; family becomes a character in visual diary; photography becomes an important tool; new topics apper.In conclusion, increased number of crafts and stereotyped themes, but at the same time we get a channel for the expression of ideas and emotions.
Low Joanne
University of Melbourne, Victoria, Australia
Learning to teach from home as a radical collaboration: becoming art educator in lockdown
This is a moment to capture and archive for art education; a moment in time to recall later in a career embarked upon in a global pandemic. This paper presents how we have continued to ‘learn to learn’ how to teach, while learning at home and teaching in remote virtual placements from home as a form radical relatedness (McKernan, 2004). We have developed new agile, responsive and ethical ways to design and co-design learning experiences to create curious and critical encounters for students who were also at home (Coleman & MacDonald, 2020). We have been working in our home studios developing new ways of learning art pedagogies and practices as individuals, as well as within an a/r/tographic collective. We have remained connected several physical ways: co-writing a speculative pandemic zine and sending artworks to each other while sharing all learning experiences as a co-lab for becoming.
M
Ludíková Libuše
Faculty of Education, Palacký University Olomouc, Czech Republic
Welcome speech by the Dean of the Faculty of Education, Palacký University Olomouc, Professor of Special Education, Czech Republic | Grand Opening
Lukasova Helena
Faculty of Informatics, Masaryk University, Brno, Czech Republic
Teaching Drawing Course During Quarantine | Shifting from Realistic Drawing to Personal Expression
The presentation introduces the challenge of teaching the drawing course online. The sudden lockdown rules had closed down all schools in the Czech Republic. Teachers had to switch literally overnight, to online communication. In the case of teaching drawing was a very challenging situation. We had no idea what the nearest future would be at that time. I felt like my duty is to keep students occupied to provide them with the means of self expression to cope with the reality. I had to rethink the assignments. This experience also changed my understanding of being a teacher and helped me to see students with more complexity.
Marić Slađana
Faculty of Philosophy University of Novi Sad, Novi Sad, Serbia
Teaching Methodology and Emergency Transitions into Virtual Environments – Language, Dance, Music and Media Education
This paper reflects on the issues in teaching methodology and the emergency transitions into virtual environments due to the pandemic crisis and mandated quarantine experiences from March 2020. Themes of innovation, interaction, motivation, digital pedagogies – teaching methods, use of digital/digitalised content (media, language, music, audio, visual arts), classroom culture, possibilities for virtual mobility, are all discussed in relation to the potential future(s) for education in a world affected by the pandemic. In conclusion, several areas of educational response are highlighted with potential guidance in envisioning future educational processes.
Martins Patricia
Leiria, Portugal
Cultural mediation at school: for an ecology of hybrid spaces of creation and transformation and citizenship through the arts
We are aware that in a crisis context, the cultural and creative sector is the first to suffer the impact and often governments support is drastically reduced. Arts and culture are too often undervalued in an educational context, when compared with of other subjects, but we know also today that the value of the arts is unquestioned not only in the development of creativity, but also in the construction and preservation of a common culture and in the construction of identity, in the development of territories, in the citizenship process, as well as in tolerance, respect for the other, and democratic issues improvement. This presentation aims to underpin the relationship between art and education and creativity, and its impacts on the educational and community context, reflecting on its relevance in the processes of formation of the individual, citizenship, participation, evaluation of cultural differences and the strengthen of community, common culture, an idea that has been relevante due to the political instability and social fragility that shadows Europe today. One of the main goals of this document is to reflect on and base the role of the artistic and cultural mediator in an educational and community context and its relationship with the processes of citizenship, participation, and its impacts on the educational and community territory, on the formation of the citizens and on democratic processes, as an agent of transformation, in the creation of close ties between the work of artists, cultural equipments, and in developing projects with school and community engaged hybrid projects, whose ecology of creation is based on the intersection between artistic areas and in the relationship with the community, territory and heritage, impacting on the formation of individuals and on processes of community construction and common identity.
Mesquita Mário
Faculdade de Arquitectura da Universidade do Porto, Via Panorâmica, S/N, Porto, Portugal
ARTIS ET COVID-19: - teaching-learning practices, in Art, in Times of Crisis
Now, we are experiencing a unique experience about the relationship between humanity and education, namely artistic education and its territories. In times of successive crises since 2008, in the context of a deprivation of the use of the school space motivated by health reasons and to combat a pandemic (COVID-19), the dimension of the teaching space learning in art and the experience and perception of its expression gains a special relevance in everyday life worldwide, depriving us of its full use. In a context of exclusion, there are expressions of resistance that are shaped by the way some artistic educational institutions and some artists react and that give voice, by artistic expression to a set of reactions of doubt, indignation and revolt. These impressions, mostly inserted in what we can, in a very generic way, classify resilience, are revealed in various ways from the simple method of teaching, to decisions made by school boards and art courses, more complex where they punctuate the restlessness, fear and critical awareness of those who produce them. These artistic practices of resistance do not leave the education system indifferent, motivating reflection and, often, the personal registration of these manifestations in the academic works produced. This analysis of the daily life of these long days of deprivation of normality constitutes the conviction that, on an exception, the transgression of rule and order translated by artistic expression does not leave indifferent those who continue to make the space of the School their place of choice, even in such a serious context of social withdrawal, in these profound days, almost and so equal to an endless succession of absolute Sundays. This communication, based on qualitative matrix methodologies, focusing on the exploration of the ethnographic process and using participant observation tools, hopes to be useful for general reflection in the context of this scientific event.
Mikošková Jitka
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Face Mask as a Symbol of our Times
The presentation reflects how face masks, compulsory in many countries during pandemic, have become a significant symbol and object of daily use during these times. It also focuses on the aesthetic dimension of wearing a face mask – as many artists (and also museums, galleries, institutions and activists) use it as a canvas, as an artistic expression. The authors of the presentation also contemplate on social topics connected to face masks.
Miltz Ana
Czech Republic
DJ set | Cultural program | Grand Opening
DJ Ana Miltz will play from the forest. Field recordings, cassettes, LPs and more. Nature, folklore, synthetic sounds and diversity. Existence and nothing.
Mistrík Erich
Comenius University, Faculty of Education, Bratislava, Slovakia
Art Education – Civic Education
A real-time practical workshop showing an example of teaching art at university as it was realised during coronavirus distance learning last April. Art used for purposes of civic education is the main theme of this workshop and it is devoted to the topic „Water“. Workshop is based on watching art, on listening to art, on doing simple drawing exercise, and on reflecting practices of everyday life. Thus it connects various artforms to everyday values as well as to global issues. Participants will be asked to open their minds for different levels of aesthetic appreciation and to simple art practice. Requirements: Possibility to open youtube files in participants´ computers, several A4 or Letter papers plus pencil or pen at hand.
Molnar Allan
Freelance musician, Lehman College, executive producer of the Johnny Pacheco Latin Music and Jazz Festival at Lehman College (Bronx), New York, USA
Musicking philosophy into practice: Online virtual workshop on the theme of Beethoven’s 9th Symphony “Ode to Joy”
Musicking is the term originally introduced by Christopher Small (1998) that simply means the act of music making. For Small (1998), music is not a fixed artwork, but an act, which is defined by singing, listening, playing, practicing, composing and dancing (Small, 1998). Dissanayake (2015) criticized the contemporary changes in the concept of overemphasis on performance outcomes, which, like sports, requires tough competition, and ignores the community sense of musical sharing. According to Dissanayake (2015), in a traditional society in any culture, music was originally shared in community from the religious ceremony to the local carnivals, and there was no wall between performing and listening. Everyone used to participate in music in a shared sense either by singing, dancing, playing instruments, composing. Although there is a vast array of literature describing musicking as a philosophy, there are very few examples of practicing musicking, especially in the field of educational settings. Ultimately, this study aims to construct a practice model of musicking by offering online virtual workshop via Zoom on the theme of Beethoven’s 9th Symphony “Ode to Joy”.
Montiel-Gaitán Belén
University of Jaén, Faculty of Humanities and Science Education
Supporting Online Teaching in Art Education with Museums’ Digital Tools: A Case of Study for Childhood Education
This work is about a case of study with an example of teaching art education at a distance for Childhood Education, and making use of art museums’ digital resources. It is the result of a Master's thesis at the University of Jaén (Spain) defended in July 2020, and that had to be adapted to an online context for covid pandemic. It is focus on the pedagogical strategies adopted to introduce museums’ digital tools into the school teaching project, and discusses about the adaptation of face-to-face teaching to online contexts. Conclusions contribute with some critical observations about how to transfer pedagogical criteria and skills into distance learning: children’s autonomy, active participation and meaning-making. Co-author with: Ana Tirado-de la Chica.
Moučka Ondřej
Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Face Mask as a Symbol of our Times
The presentation reflects how face masks, compulsory in many countries during pandemic, have become a significant symbol and object of daily use during these times. It also focuses on the aesthetic dimension of wearing a face mask – as many artists (and also museums, galleries, institutions and activists) use it as a canvas, as an artistic expression. The authors of the presentation also contemplate on social topics connected to face masks.
Muráňová Ida
Department of Public Programming of the National Gallery in Prague, Czech Republic
The Art (of Staying) at Home
The workshop presents the project "The Art (of Staying) at Home" created by the Department of Public Programming of the National Gallery Prague for the needs of schools during the coronavirus crisis. The educators focused on creative activities inspired by artworks that do not require any special or art materials. Therefore, can be performered at home. During the workshop, participants are kindly invited to try three creative activities with us. You can join us and be inspired by our activities at any time. Don´t hesitate to show as your artworks, please share with us and comment.
N
Nigro Dori
Universidade de Coimbra, APECV, Portugal
Learning Spaces
The video is a visual narrative about a pilot experience with activist artists/social designers and art educators (Angela Saldanha; Dori Nigro; Celia Ferreira; Raquel Balsa; Matias Pancho) and other people from an organisation offering leisure and learning activities for people with mental disabilities. The experience, an arts based study, aims to enquire about learning spaces using photo voice.
Nogueira Paulo
University of Porto, Faculty of Psychology and Education Sciences, Portugal
University of Porto, Faculty of Fine Arts, Portugal
How can we keep on talking about learning? Pandemic time and the threat of an art education watched on screen
Around the word, pandemic crises is changing how we perceive the meaning of social, cultural, professional and educational aspects of our lives. In Portugal, as a result of the lockdown measures, the government relaunched the educational television through the program #estudoemcasa (#studyathome). A partnership was formed between the education ministry and the public television station to carry out #estudoemcasa from mid-April till the end of June. This program was presented as “the new classroom” aiming to support student’s learning from different schooling levels. Art education emerged as a subject in which different contents were mixed and broadcasted weekly in the same schedule (visual arts, music and performing arts). Although describing a real situation that could be understood as a case study, I don´t intend to follow this approach, to call on a good practice example, but rather to reflect on the hegemony of models and discourses that, in a naturalized way, still prevail in art education learning.
Novotná Jitka
Katedra výtvarné výchovy, Pedagogická fakulta, Masarykova univerzita, Brno, Czech Republic
Home alone – creative results of quarantining
The paper presents current creative outputs of students of the Faculty of Education at Masaryk University in Brno – future kindergarten teachers, that were created during the lockdown due to the coronavirus epidemic. The initially contact taught practical art seminars of the spring semester turned into a systematic individual work on a personal project, whose aim was to be strongly connected with the personalities, interests and hobbies of the students. Consultations, inspiration, mutual interactions and the presentation of the process of creation and the resulting works all have moved to virtual space. Despite the feelings of insecurity and fear, the sudden and unexpected situation allowed many to slow down and avoid distractions, stay at home, immerse themselves more, and begin to fully create.
O
Novotná Pavla
Katedra výtvarné výchovy, Pedagogická fakulta, Masarykova univerzita, Brno, Czech Republic
Home alone – creative results of quarantining
The paper presents current creative outputs of students of the Faculty of Education at Masaryk University in Brno – future kindergarten teachers, that were created during the lockdown due to the coronavirus epidemic. The initially contact taught practical art seminars of the spring semester turned into a systematic individual work on a personal project, whose aim was to be strongly connected with the personalities, interests and hobbies of the students. Consultations, inspiration, mutual interactions and the presentation of the process of creation and the resulting works all have moved to virtual space. Despite the feelings of insecurity and fear, the sudden and unexpected situation allowed many to slow down and avoid distractions, stay at home, immerse themselves more, and begin to fully create.
Novotná Silva
Regional Museum in Olomouc, History department, Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Olomouc: The story of one exhibiton.
In spring 2020, the Regional Museum in Olomouc was scheduled to open an exhibition focusing on the history of Czech encyklopedies. Part of the exhibition was supposed to be the educational program primarily intended for secondary schools. The coronavirus pandemic ruined the plans. The educational potential of the exhibition could not be fullfilled in this way. It was decided that the main priority of the ‘covid-time’ would be to prepare an accompanying exhibition catalog. So it happened that both curators spent time in quarantine not only with their families, but mainly with F. Palacký, A. Rieger and other personalities of Czech encyclopedias. Nowadays, general scientific dictionaries are no longer published. This contribution presents the most important events in the field of creating and publishing general scientific dictionaries from the first attempt by F. Palacký to the ups and downs of the totalitarian and post-revolutionary period. It also demonstrates the exhibition, the opening of which was the first event taking place in the Regional Museum in Olomouc after it reopened to the public in June 2020.
Oladimeji Oluwagbemiga Isaac
Tai Solarin College of Education, Omu Ijebu, Ogun State, Nigeria
Art Education in the Time of Coronavirus the Good in the Evil: Reflecting on Today, Anticipating Tomorrow
The fear of coronavirus, the beginning of wisdom. However, the reality of its havoc recked on humanity brought an impromptu change to the world order. The weakness humanity was exposed and virtually, all things were negatively affected by the virus with a purview of humanity at the receiving end. Hence, abnormal now turned to be normal. In view of the happening, art education was not speared but played incredible role in awesome awareness in the protection of humanity, artists notwithstanding manage to survive. This paper, understudied coronavirus in terms of its evil and good, itemized various world order up-turned by pandemic and as well overviewed diverse efforts made by humanity in suppressing it effects, in order to forestalls the extinction of mankind and thinking outside of the box for the sustainability the existence, that had been taken care of by art education. Art education an agent of change and its power of creativity is too big to be caged or lockdown or confided, as the pandemic did to economy, socializing, and joint worship in the church and mosque. Art education has been using its tools on how to deal with the virus, educate people and exposing the virus through cartoon and animation, painting, sculpture and graphic illustration on poster. In conclusion, coronavirus break virgin ground for new and great opportunities through art education despites its consequences on humanity in terms of isolation, anguish and mass exterminations. In summary, measures against the spread of coronavirus have really changed our lives almost overnight. Notwithstanding, there is still good in evil as the art education is the search light.
P
Oliveira Mónica
Higher School of Education of Paula Frassinetti; Reaserch Centre of Faculty of Fine Arts, Lisbon, Portugal
Covid 19: Artist Education as a Social Commitment
This video intends to introduce a project that aimed to bring pre-school children to the current life, through Artistic Education, in order to meet the reading of the world, more concretely, Covid-19. In this project, the intention was to involve children in a problem that affects everyone and that requires everyone to live and act in society for a common good. By giving them a voice on the current reality, they were able to reflect and present solutions to resolve this pandemic. Thus, Artistic Education, always present throughout the project, proved to be a facilitating learning area in the formation of active and responsible citizens.
COVID-19: Art education for the awareness of today's society
The dizzying spread of the pandemic – Covid-19- is producing unprecedented social, economic, educational and cultural challenges and changes and has sown discomfort, uncertainty, insecurity and fear around the world. There are many measures to prevent the spread of the virus, which has impacted the lives of the population. Children, not being detached from the society in which we live, have also been subject to major changes in their way of being and relating to others. The aim of this conference is to understand the perceptions of pre-school children about the pandemic through artistic education. The choice of this area of knowledge lies in the proximity it establishes with children not only as an artistic language but as a pedagogical tool that enables expression and communication but also because of the possibility it offers children to access a “reading of the world”, enhancing more and better your participation in today's society. This work focuses on qualitative research. The data collection instruments included direct observation of the activities carried out by the children and their individual narrative. The results showed that artistic education is a privileged way for children to express themselves and share feelings, concerns and ask questions, giving them greater confidence and social responsibility and inducing them to be transforming agents in the community in which they live. We also realized that we need to reorient artistic education towards responsible citizenship, prepared to make decisions around problems that humanity faces.
Ornelas Marta
Arte Central, Lisboa, Portugal
Set of Art Education Practices in Portuguese Schools during the Lockdown
We opened a call to teachers for sharing what they were doing with their students during the lockdown, in visual arts education. We compiled some experiences that we shared publicly, with the World Aliance for Arts Education and with Unesco. Many other teachers felt this sharing as something really important. We want to share this experience and, eventually, to find partners to join this project, that should be continued.
Pavlikánová Martina
Múzeum mesta Bratislavy, Slovakia
Stop boredom – museum online
Atelier Museum has a future, felt the effects of the COVID-19 pandemic by suspending the unique one forms of education in the museum. For this reason, the studio moved it's activities to the virtual space. We have created a virtual educational and playful space for children, their parents, and teachers. Successful cycle "How our parents played" ... was replaced with the event Stop boredom – museum online in the series "Stories from the Museum." From March to June, we entered homes every Friday with a new story of toys from the museum depository and a video tutorial on how to make their own paper toys. We played together and showed how our parents and grandparents played. The project aimed to promote intergenerational dialogue between children, parents, and old parents through games and toys. We focused on creative activities inspired by historical toys.
Pechová Zuzana
KPV FP, Technical University of Liberec, Czech Republic
Make Art, Not Faces!
The worskhop introduces the hands-on art project Make Art, Not Faces! which was run via facebook in the Czech Republic during the Covid-19 lockdown. The project was originally designed for university students, children and the wider public. The workshop is based on an easy, artistic and pleasant task, which is inspired by a chosen artist, and it will provide an inspiration for your hand-on creative activity. Moreover, you will be invited to share your artwork and thus you will contribute to our community and you will encourage artwork of other participants.
"Make Art, Not Faces” Social Media Art Sharing
Case study presents an online art education project run in spring 2020 during lockdown. The text will lead you through the goals and main characteristics of the project, its implementation, results, achievements and gaps to discussion about the role of online space in art education and possibilities of art education practice transformations.
About the project Make ART, Not Faces!
The presentation is based on the hands-on art project which was run via facebook im the Czech Republic during the Covid-19 lockdown.
Peri Marco
Free lance art historian and museum educator, based in Cagliari, Italy
*new eyes* participatory experiences in extraordinary landscapes of Art
* new eyes * is an online workshop to share (remotely) a different approach to visual art. It takes place in videoconference for this reason an internet connection, webcam and microphone are required. What we will do? Sensory, emotional and narrative experiences around some masterpieces of universal art history. The workshop stimulates active participation of the participants, stimulating the creative, perceptive and sensorial potential. We will experience activities, exercises and games with art, to give life to new projects in the museum, at school or in other educational contexts.
Permar Roxane
Centre for Rural Creativity, university of the Highlands and Highlands, Shetland College, Scotland, United Kingdom
Building a Community of Practice for Socially Engaged Artists Through Virtual Learning in Higher Educations
Petřek Linhartová Michaela
Creative photographer, teacher of Art activities class on secondary school, Olomouc, Czech Republic
Face mask for every day
The project emerged during the quarantine and took exactly 64 days. In that time the autor took photos of herself, of the sky and of her immediate friends and family and that way reflected the situation and current events. It initiated to support responsible behaviour and to amuse the the public, but it transformed wuth the course of the corona virus and started dealing with unpleasant topics and emotions. The final creations are the resoult of various experiments with photographs (photomontage, combination with painting, arranging, body painting, production of masks).
Pětiletá Petra
Art Education department, Pedagogical faculty, Charles University, Czech Republic
A Picture of Corona Time
I will share my teaching methods during the “Lockdown” with my students. General disadvantage of online teaching is that it can be hard to lead a lesson through the screen, because of the fact that the impact of the teacher in person is not there. But on the other hand, for some students in case of Art education it was good that they are alone during the work. When there is no one with whom to compare, and who may be judging. We let students choose their personal timeslot. Tasks were specific, prepared as a video presentation from us. In some cases We used COVID situation as a topic, but also in the tasks where COVID was not directly mentioned, it appeared in some way very often in their artworks. We can see the picture of a student's personal perception and the way of their need for psychical balance. If there will be “Lockdown 2”. Will the picture be the same? (When something is taking too long.)
Piazzoli Erika
Trinity College Dublin, Ireland
Adapting Pedagogies in Digital Performance with Young Refugees and Migrants
Inside. Outside. And Beyond is a digital storytelling project conducted with migrant and refugee youth in Ireland. The study used digital storytelling workshops and interviews, investigating how the 2020 lockdown affected students’ sense of belonging and motivation to speak English. Nested within a study on performative language learning and belonging, the study examined whether the lockdown restrictions have re-written the boundaries of inclusion and exclusion or sense of belonging in young refugees and migrants. This workshop demonstrates storytelling and drama pedagogies which were adapted for the online learning environment. We discuss successful aspects of the project that assisted in giving learners connection and agency in their learning environment, as well as the technological, personal and performative challenges.
Pollini Denise
Serralves Museum of Contemporary Art, Portugal
Learning from Covid-19 Crises: A “Brave New World”?
The pandemic which ravaged the world from the final months of 2019 caught unprepared almost every Museum and Learning Department, most of them with their routines and ways of work based on presential activities and personal contact. Very quickly Museums all over the world turned to an online content and activities in a way to fulfil their missions and remain relevant in this new reality. A new paradigm was inserted and many proclaimed that we were in front of a “Brave New World”. It will be so? What had we learned from the coronavirus crisis? As this health crisis turn also into an economical worldwide recession, the learning departments struggle to defend their importance and their values. The emphasis on direct contact with the works of art – and between the Art Educator and the public –, be it formed by schools’ groups or any other, will it be mandatorily reviewed in this new context? Which values will sustain the learning departments in face of this new order?
Pospíšil Aleš
Geisslers Hofcomoedianten, Department of Art Education, Pedagogical Faculty, University of South Bohemia in České Budějovice, Czech Republic
Baroque Online: Streaming of Scenic Art for Educational Purposes During the Corona Crisis
This paper is devoted to the activities of the Czech professional independent theatre ensemble Geisslers Hofcomoedianten during the coronavirus crisis. It summarises the possibilities and accomplished goals of all pillars of the activity (artistic, scientific, educational) of the above mentioned ensemble, whose dramaturgy has been for almost two decades exclusively connected with sources of inspiration from the Baroque period and its interpretation in the form of purely contemporary approaches in the field of performing arts. The paper also includes the first release of a performance recording titled In the Blueberry Bushes (2017), which was inspired by the play La Mirtilla (1588), the first surviving pastoral written by a female author – famous actress and writer Isabella Andreini (1562–1604).
Teaching Methodology and Emergency Transitions into Virtual Environments – Language, Dance, Music and Media Education
This paper reflects on the issues in teaching methodology and the emergency transitions into virtual environments due to the pandemic crisis and mandated quarantine experiences from March 2020. Themes of innovation, interaction, motivation, digital pedagogies – teaching methods, use of digital/digitalised content (media, language, music, audio, visual arts), classroom culture, possibilities for virtual mobility, are all discussed in relation to the potential future(s) for education in a world affected by the pandemic. In conclusion, several areas of educational response are highlighted with potential guidance in envisioning future educational processes.
Powell Heidi
University of Florida, USA
Social Reconstructions: Animating Memory in Arts and Medicine with Stop Motion & Narrative Theory
As we seek new ways of communicating how we are situated in arts contexts, memory plays a key role in how we think and act upon new knowledge and our relationship with it. This research investigates how Stop Motion, combined with Narrative Theory in arts and medical education curriculums brings the pause of reflection, and greater retention when reconstructing memories of what is taught and learned in arts and medicine. As we continuously socially reconstruct knowledge through memory and seek to communicate perspective bringing new ways of knowing, using stop motion as voice, helps us retell what resonates and is understood in arts and medicine as these areas combine into a new visibly emerging field.
R
Renotière Gina
Olomouc Museum of Art, Czech National Committee of ICOM, Czech Republic
Opening speech | Grand Opening
Opening speech by the Deputy Director of the Olomouc Museum of Art, Head of the Department of Modern and Contemporary Art – Central European Forum Olomouc, curator, President of Czech National Committee of ICOM, Czech Republic
Richards Allan G.
The United States Society for Education through Art, The International Society for Education through Art, University of Kentucky, School of Art and Visual Studies, Lexington, USA
COVID—19, Protests, Racism and Improving the Human Condition
In preparing the keynote address for and thinking about the title designated to the Czech Republic InSEA conference, Art Education in the Time of Coronavirus, Reflecting on Today, Anticipating Tomorrow, it raised two principal questions in my mind as it related to COVID—19 pandemic and the protests we have been experiencing in the United States and abroad. Why are Black and Brown people disproportionately infected and killed by the COVID—19 pandemic? While so many Black and Brown people unjustly brutalized and murdered by the police for years, the brutal murder of George Floyd cause an eruption of protests and anger on the streets of the United States and abroad, why? While different, the thread that seems to connect these two situations is racism. Racism is an attitude of superiority that is developed over hundreds of years and manifests itself into privilege for some people who use this privilege to advance themselves and denigrate Black and Brown people educationally, economically, politically, and socially. A modern multiracial society cannot sustain or advance itself by pretending that racism does not exist because it is perceived not to impact some people. Addressing racism is not about taking from one group to make the other better but to strengthen society so that all its people can thrive equally. Nelson Mandela says, "Education is the most powerful weapon which you can use to change the world.” My anticipation for tomorrow is to improve the human condition by educating students to recognized racism and how to address it. This is the focus of my presentation for the Czech Republic InSEA conference. In addition, I will discuss pedagogical approaches and strategies to achieve this goal.
Rocha Ana Serra
Universidade de Lisboa – Faculdade de Belas Artes e Instituto de Educação, Lisboa, Portugal
Cover Id
The title suggest a book cover identification as a metaphor for all the people that are using masks, covering identification and becoming part of a group as agents of public heath. Pages of a book to be read and felt empowering de necessity to cover the human mouth and nose as breathing area, in order to survive preventing the corona virus. The silence of words that don´t came out, and the invisible smile.
Ř
S
Řepa Karel
Department of Art Education, Pedagogical Faculty, University of South Bohemia in České Budějovice, Czech Republic
Creative Escapes: Moderating Environmental Art Projects during the Coronavirus Crisis
The paper reflects the course of distance learning of the Environmental art – one of the few seminars for future art teachers, which was realized due to its relatively safe characteristics, despite the ongoing coronavirus crisis. Besides the formal description of an improvised platform for virtual communication with participants and moderation of their creative work in the landscape, the text also narrates the genesis of partial artistic concepts / environmental projects. In addition, the aim of the paper is also to cover other aspects of the situation, primarily the pedagogical effects and limitations of distance leading and ignition of individual creativity in the open landscape during general quarantine measures and lockdowns.
Saldanha Ângela
APECV, Portugal
Learning Spaces
The video is a visual narrative about a pilot experience with activist artists/social designers and art educators (Angela Saldanha; Dori Nigro; Celia Ferreira; Raquel Balsa; Matias Pancho) and other people from an organisation offering leisure and learning activities for people with mental disabilities. The experience, an arts based study, aims to enquire about learning spaces using photo voice.
Sanserm Siriwat
Visual Communication Design Program, Faculty of Humanities and Social Sciences, Nakhonpathom Rajabhat University
A comparative study of learning outcomes of History of graphic design, online and offline subjects
Satková Janka
Department of Creative Arts and Art Education, Faculty of Education, Constantine the Philosopher University in Nitra, Slovakia
Visual Art Education During Quarantine in University Environment
Visual art education at the Department of Creative Arts and Art Education of Faculty of Education at Constantine the Philosopher University in Nitra, continued also during quarantine in Slovakia from March until May 2020. We decided send the samples and examples to our students, the future teachers of visual art education at the elementary schools. We analyzed the text and picture parts of seminar works and deduced the conclusions from our observation. The art creation showed as a tool of relax, escape from the situation, source of creativity for the whole family of the students, and the impulse for individual, voluntary visual creation.
Saunders Gemma
University of Melbourne, Victoria, Australia
Learning to Teach from Home as a Radical Collaboration: Becoming Art Educator in Lockdown
This is a moment to capture and archive for art education; a moment in time to recall later in a career embarked upon in a global pandemic. This paper presents how we have continued to ‘learn to learn’ how to teach, while learning at home and teaching in remote virtual placements from home as a form radical relatedness (McKernan, 2004). We have developed new agile, responsive and ethical ways to design and co-design learning experiences to create curious and critical encounters for students who were also at home (Coleman & MacDonald, 2020). We have been working in our home studios developing new ways of learning art pedagogies and practices as individuals, as well as within an a/r/tographic collective. We have remained connected several physical ways: co-writing a speculative pandemic zine and sending artworks to each other while sharing all learning experiences as a co-lab for becoming.
Scally Garret
Christian-Albrechts-Universität zu Kiel (CAU), Kiel Germany
Adapting pedagogies in digital performance with young refugees and migrants
Inside. Outside. And Beyond is a digital storytelling project conducted with migrant and refugee youth in Ireland. The study used digital storytelling workshops and interviews, investigating how the 2020 lockdown affected students’ sense of belonging and motivation to speak English. Nested within a study on performative language learning and belonging, the study examined whether the lockdown restrictions have re-written the boundaries of inclusion and exclusion or sense of belonging in young refugees and migrants. This workshop demonstrates storytelling and drama pedagogies which were adapted for the online learning environment. We discuss successful aspects of the project that assisted in giving learners connection and agency in their learning environment, as well as the technological, personal and performative challenges.
Shin Ryan
United States Society for Education through Art, University of Arizona School of Art, USA
Welcome speech by the President of USSEA | Grand Opening
Discussion Room | USSEA: Facing COVID-19 Challenges and Re-envisioning an Interconnective Future
Live discussion room hosted by USSEA Board of Directors. In this session, art education scholars from the United States Society for Education through Art will share their unique and shared challenges resulting from teaching and researching practices in the era of COVID-19. Expecting a transformation of art education practices in our field, we will re-envision and create new possibilities for art education beyond teaching art virtually. The audience and presenters also will discuss significant discoveries and issues regarding re-imagining art education and connecting with each other locally, regionally, and globally, by sharing specific discoveries, strategies, and solutions to help art educators transform challenges into new opportunities for the future.
Slavík Jan
Department of Art Education and Art Culture, Faculty of Education, University of West Bohemia in Pilsen, Czech Republic
Opening Paper of an Important Representative of Czech Art Education | How is the World Formed… and Is that Good?
In the curriculum of general education schools, art education is unique in that it provides children with the opportunity to learn through their original creative expression. In other words, in art lessons children should and can learn by expressing their thoughts, ideas, opinions and attitudes through artmaking activities. There is no difference between them and visual artists – a work of art, whether artistic or that of children, is an original creative expression. An original creative expression would be of no value to children’s learning, nor would it have a value in a broader cultural sense, if its content did not bring new knowledge, if it did not expand and enrich human experience. Zuidervaart (2015) therefore characterises the original work as an unveiling – as the act of discovering of the unknown. In the same sense, we speak of arts-based research (cf. Eisner, 2006) or artistic research (cf. Hannula, Suoranta, & Vadén, 2005). Comparing artistic expression with scientific research, we openly confront the authority of art with the authority of science and can cast doubt. In what sense can an original artistic expression be a discovery or the unveiling of the unknown, if it is not substantiated by a scientific method and objectively supported by evidence based on facts in the regime of evidence-based research? What is possible to explore, to analyse or to learn through artistic means, so that we do not face legitimate criticism when confronted with scientific learning? Arguments to discuss these issues are offered in the following lines.
Smetana Matěj
National Gallery Prague, Czech Republic
A Buried Spring or Why Do Students Need Art Education During the Crisis? How Was Art Taught during the School Closures?
Does it make sense to teach art remotely? Or should instruction focus on math and languages? The contribution presents the results of a survey among art and art history teachers, conducted by the Programming Department of the National Gallery Prague, and reveals what the emphasis on the "main" subjects during the lockdown distance learning meant for art education. Why is art education important? What can it offer students in the time of crisis?
Sommerová Milada
Masaryk University, Faculty of Education, Brno, Czech Republic
Art-mediated Intergenerational Solidarity during a Coronavirus Pandemic
The paper discuss the phenomenon of intergenerational solidarity mediated by art of the past years and also intensively right now, in the art that arise during a pandemic. It points to possible aspects of visual creation, related to intergenerational issues, and the issue of social isolation, loneliness and fear. The paper is also a polemic about the possible digitization of art education, which has been implemented (mainly through social networks) within the subject Art and Creation.
Spry Georgina
University of Chester, UK
Hushed Reverberations
Tie-on pockets in the eighteenth and nineteenth centuries were key to the woman’s experience of privacy, as one of the very few places that were secretive to the individual, allowing the woman out of the domestic interior, permitting the scholar not only to examine woman’s relationship with this interior but also the creation of female interiority. Pockets have been shown to be an intimate place where scenarios can be projected and explored, enabling women to exercise and experience an individual uniqueness providing her with her personal life space which is central to privacy, serving as instruments to preserve secrecy. The associations of the pockets to memory, imagination, secrecy and subversiveness have clearly shown the role played by pockets in the women’s experience of the interiority. Through an examination of current research, a clear integration between cultural and social practices is established, alongside a discursive relationship between the pocket and the social world, with the contents and the objects themselves acting as implements, helping us to understand the experience of a sense of self. In an exploration of this fertile vessel, the pocket, in which we can allow ourselves as women to discover our own personal life-space, an investigation of my own intimate journey through a life-threatening illness has been undertaken, the private journey as opposed to the public portrayal. These are marked through a series of textile pockets and autoethnographic ruminations which encompass key moments in the passage from diagnosis to recovery. Each textile pocket a story, holding a secret which is explored through the accompanying dialogue. Therefore by studying the complex uses of pockets in a personal way we can consequently examine the relationships between self and other, exterior and interior, disclosure and secrecy. The liminal quality of the pockets allowing a catechistic enquiry tool in the investigation of notions of privacy. This enquiry permits the inquisition and the challenging of conventions between women and domestic interior, objects and subjects, privacy and secrecy.
Stadlerová Hana
Katedra výtvarné výchovy, Pedagogická fakulta, Masarykova univerzita, Brno, Czech Republic
Home Alone – Creative Results of Quarantining
The paper presents current creative outputs of students of the Faculty of Education at Masaryk University in Brno – future kindergarten teachers, that were created during the lockdown due to the coronavirus epidemic. The initially contact taught practical art seminars of the spring semester turned into a systematic individual work on a personal project, whose aim was to be strongly connected with the personalities, interests and hobbies of the students. Consultations, inspiration, mutual interactions and the presentation of the process of creation and the resulting works all have moved to virtual space. Despite the feelings of insecurity and fear, the sudden and unexpected situation allowed many to slow down and avoid distractions, stay at home, immerse themselves more, and begin to fully create.
Starns Jessica
Freelance artist
Virtual Walks
During lockdown I was successful in gaining funding from Phakama to organise ‘Virtual Walks’ hopefully to break down the feeling of isolation whilst we were all social distancing. Using Google Street View and Zoom I went on ‘Virtual Walks’ with others. I use Google Street View a lot due to being dyspraxic and it helping me to memorising new routes and places. I also use Google Street View with my grandfather as we go on walks around his hometown in Ireland a place I haven’t had the opportunity to physically visit. I started by putting a call out on social media and had a few people respond to say they would like to get involved. I asked the participants if they would like to share places that are important to them, they are missing or places they would like to visit. In total I organise 8 Virtual Walks over one month. We visited local places such as Coventry, a day trip to Barcelona, to a day out at a museum. The group attended each other’s walks. Some participants mentioned how due to health conditions they are currently shielding so it was great to be able to go on a walk with others. It was a collaborative process. The participants decided where they wanted to lead the walk, people attending had a choice if they just wanted to watch or verbally join in and ask questions. After the walk I shared the film with the person who was leading the walk to ask if they would like to make any edits. The ‘Virtual Walks’ are on YouTube for other people to attend the walks: https://www.youtube.com/playlist?list=PL2UAaRgqQuTgQAWJC5IfG2QBFcSIaR1Bw I've also recieved further funding to organise Virtual Walks with people who are shielding. As part of the conference I would like to deliver Virtual Walks with other attendees.
Education (handicapped children) Act 1970
On the 23rd July it will be 50th years since the Education (handicapped children) Act 1970 introduced ‘An Act to make provision, as respects England and Wales, for discontinuing the classification of handicapped children as unsuitable for education at school, and for purposes connected therewith.’ Meaning 50 years ago all children of compulsory school age had a right to an education. I am going to commemorate the Act on the 23rd July 2020 by asking others ‘How inclusive/accessible do you feel the education system is today? Or what would your ideal school look like?’ I am building a school isolation booth with speakers and will be asking members of the public (young people, teachers, parents, disabled adults…) to submit audio recordings of their thoughts on the education system. Hopefully exploring the isolated silence filled with chaotic noise of many similar collective experience of the education system. I feel that many more people will be able to relate to a feeling of isolation due to the current coronavirus pandemic, a feeling that many disabled children feel regularly at school. In 2016/17, pupils with SEN support had the highest exclusion rate - six times higher than the rate of pupils with no SEN (0.35% versus 0.06%). A large number of pupils with SEN are being excluded permanently from mainstream schools. (Michelmore 2019) I was unable to select multiple choice but I feel this could be presented as a pre-recorded presentation of the work or as a workshop possibly a debate getting attendees thoughts on how inclusive is the education system?
Strouhalová Magda
Katedra výtvarné výchovy, Faculty of Education, Masaryk University, Brno, Czech Republic
Art Education in Distance Education of Kindergartens in the Czech Republic
The paper deals with teaching of art education of children in Czech kindergartens using distance education. It reflects the current situation of full-time teaching of art education, and ascertains what the possibilities and forms of teaching in distance mode are, how to share teaching material, what inspirational sources for material creation can be including demonstrations and possibilities of mediating art in order to maintain aesthetic and creative art activity. It is based on the Framework Educational Programme for Preschool Education, and it considers aspects of incorporation of distance education. It also introduces the issue from the parents‘ point of view as parents are indispensable partners in distance education, for both the teacher and the child, and it describes what the associated risks are.
Studio Experiment
Studio Experiment Olomouc, Czech Republic
Postcivilization
The paper presents a summer art project by Studio Experiment for children and young people. The project focused on the reflection of the Covid 19 pandemic and successfully used elements of popular culture, such as cyberpunk, dystopian and postapocalyptic films and gamification. During the project-game for survival, the participants stylized themselves in a newly emerging society, which must preserve the essentials of the old civilization and survive in the new situation. The paper takes the form of an electronic book. The children called it the "Museum of Civilization" and present the knowledge they consider important for society. The main feature of the project was a fun game and adventure, which helped the children gain an overview of the pandemic.
Š
Sutani Shizuka
Mimasaka University Junior College, Japan
Musicking philosophy into practice: Online virtual workshop on the theme of Beethoven’s 9th Symphony “Ode to Joy”
Musicking is the term originally introduced by Christopher Small (1998) that simply means the act of music making. For Small (1998), music is not a fixed artwork, but an act, which is defined by singing, listening, playing, practicing, composing and dancing (Small, 1998). Dissanayake (2015) criticized the contemporary changes in the concept of overemphasis on performance outcomes, which, like sports, requires tough competition, and ignores the community sense of musical sharing. According to Dissanayake (2015), in a traditional society in any culture, music was originally shared in community from the religious ceremony to the local carnivals, and there was no wall between performing and listening. Everyone used to participate in music in a shared sense either by singing, dancing, playing instruments, composing. Although there is a vast array of literature describing musicking as a philosophy, there are very few examples of practicing musicking, especially in the field of educational settings. Ultimately, this study aims to construct a practice model of musicking by offering online virtual workshop via Zoom on the theme of Beethoven’s 9th Symphony “Ode to Joy”.
Škaloudová Barbora
Department of Public Programming of the National Gallery in Prague, Czech Republic
The Art (of Staying) at Home
The workshop presents the project "The Art (of Staying) at Home" created by the Department of Public Programming of the National Gallery Prague for the needs of schools during the coronavirus crisis. The educators focused on creative activities inspired by artworks that do not require any special or art materials. Therefore, can be performered at home. During the workshop, participants are kindly invited to try three creative activities with us. You can join us and be inspired by our activities at any time. Don´t hesitate to show as your artworks, please share with us and comment.
Šobáň Marek
Muzeum umění Olomouc, Czech Republic
EDU on wire │ Series of Educational Videos of Olomouc Museum of Art
We invite you to join our on-line workshop and to watch and try one of the five creative activities presented through the educational videos from the series EDU on wire prepared by the lectors of Olomouc Museum of Art for the summer holidays of 2020. The lectors reacted in this way on the new demand of distance education during the pandemic period. In total, they have created nine videos offering ideas and suggestions for creative activities inspired by the world of visual arts. These are focused on children and are suitable for indoor performance at home. These videos have been presented during the whole summer holidays. During the conference programme, you can try all the ideas and get creative, too. If you send your work to horak@muo.cz, we will publish it on our website. Do not forget to add your name, age and country.
Šobáňová Petra
Czech Section of INSEA, Department of Art Education, Faculty of Education, Palacký University Olomouc, Czech Republic
Opening speech
Opening speech of the event organisers | Grand Opening
Untitled. Undated.
Our workshop is based on the project of the same name, which deals with the methodological support of art education. It is based in the web platform www.nedatovano.cz (with accompanying Facebook and Pinterest pages), where you can find animated videoclips and worksheets with ideas for art education. This project has gained special significance during quarantine (in the Czech Republic the period started in March 2020, when all schools had to be closed), when it developed greatly and became an important volunteer-based activity that provided support not only to teachers, but also to children and their parents. In our workshop, participants can try one of the ways to implement distance art education. We will offer participants five animated videoclips and a set of worksheets inviting them to dive into a creative activity and to share their works. The materials will be available to download and to be used freely.
Štěpánková Kateřina
Department of Art and Textile, Faculty of Education, University of Hradec Králové, Czech Republic
Why Future Generalist Teachers Dont´ Like Art Education?
Art is an irreplaceable creative and expressive activity for young pupils, a means of cognition and abreaction, and its significance is also enshrined in the curriculum for primary education. Distant teaching in primary schools brought about by covid-19 has confirmed that art education is not a subject to which teachers, school founders or parents would attach high importance. The long-standing problem of underestimating art education in the junior primary school is made visible by the fact that teachers have not used or have not been encouraged to use the educational, creative, mentally hygienic or therapeutic potential of the subject. However, it also points to the attitude of primary school teachers to art education. Qualitative research conducted among final year teacher-training students completed in January 2020, a month before school closure, has showed that future teachers have a contradictory attitude towards art education, often shaped by their own negative learning experiences, as well as by the lack of confidence in their own knowledge and skills. Equipped as such, teachers are virtually unable to offer good-quality teaching in a standard teaching mode, let alone in the mode of distance learning. On the other hand, these findings suggest the direction in which to take the training of future teachers in primary education so that their own experience and low self-efficacy do not adversely affect their future teaching practice.
Štůlová Vobořilová Lucie
National Gallery Prague, Czech Republic
A Buried Spring or Why Do Students Need Art Education During the Crisis? How Was Art Taught during the School Closures?
Does it make sense to teach art remotely? Or should instruction focus on math and languages? The contribution presents the results of a survey among art and art history teachers, conducted by the Programming Department of the National Gallery Prague, and reveals what the emphasis on the "main" subjects during the lockdown distance learning meant for art education. Why is art education important? What can it offer students in the time of crisis?
T
Šturmová Jolana
Performer, dancer, choreographer and member of the dance company Soc.Kult.
The End of Blaho | The End of Bliss
In May 2020, she successfully graduated from the Duncan Center Dance Conservatory. During her quarantine, she worked on a short dance film at the Duncan Center Conservatory, which focused mainly on issues such as the future, global and environmental issues, alienation, loss of identity, closing myself out of the world, finding myself and finding a solution to the current quarantine and pandemic. The film takes the form of a diary that reveals her personal experiences from the quarantine period.
Tan Choon Ying
Nanyang Academy of Fine Arts, Singapore
Challenges of Teaching Art History Online
This paper will examine the challenges faced of adapting the teaching of Art History from the physical classroom to the online classroom, using the Community of Inquiry model as a framework reference. In particular, the affordances of a fully text-based platform versus an audio-video-chat platform will be discussed. Obstacles encountered by students and their preferred modes of communication will also be discussed.
Tikalová Lucie
Department of Art and Textile, Faculty of Education, University of Hradec Králové, Czech Republic
Art Education and Digital Literacy in the Time of Coronavirus
The paper presents an ongoing project entitled Support for the Development of Digital Literacy, which is implemented under the leadership of the Ministry of Education, Youth and Sports of the Czech Republic. The project focuses on building didactic and methodological support for teachers across disciplines and school levels. The author of the paper focuses on digital literacy in art education, which is gaining in importance in the context of today's coronavirus.
Timko Tomáš
Inštitút estetiky a umeleckej kultúry, Filozofická fakulta Prešovskej univerzity v Prešove, Slovakia
Distribution of fine arts and accompanying programs of art exhibitions during the state of emergency and quarantine and the impact of the situation on the audience of fine arts
During the domestic quarantine, announced as a result of the Coronavirus pandemic in the spring of 2020 in many countries around the world, a paradoxical situation arose for the fine arts: art institutions, museums and galleries, could not physically make exhibitions available to the public, but art fans had much easier access to educational materials, accompanying program and also to the exhibitions themselves than ever before. Using a questionnaire we examine the extent to which the audience used these opportunities. We find out if the simplified access to exhibitions and supplementary materials led them to watch the program of institutions that did not follow before the outbreak of the pandemic and how they perceive the reception of works of art published by the mass media.
Tirado-de la Chica Ana
University of Jaén, Faculty of Humanities and Science Education, Jaén, Spain
Supporting Online Teaching in Art Education with Museums’ Digital Tools: a case of study for Childhood Education
This work is about a case of study with an example of teaching art education at a distance for Childhood Education, and making use of art museums’ digital resources. It is the result of a Master's thesis at the University of Jaén (Spain) defended in July 2020, and that had to be adapted to an online context for covid pandemic. It is focus on the pedagogical strategies adopted to introduce museums’ digital tools into the school teaching project, and discusses about the adaptation of face-to-face teaching to online contexts. Conclusions contribute with some critical observations about how to transfer pedagogical criteria and skills into distance learning: children’s autonomy, active participation and meaning-making.
A card game about museums and cultural management: TAG MUSEUM®
This work explains the card game called TAG MUSEUM®, that is about museums and cultural management and for young people from 16 years old and older. It is the result of a transfer knowledge project at the University of Jaén (Spain). It was reviwed by ICOFOM of ICOM and got a very positive opinion. It is already on sale on internet and edited bilingual in Spanish and English. This work is focus on the contents and uses of the game that enable to making transversal meaning and to think in museums globally. TAG MUSEUM® has a total of 124 cards and four games that comprises different areas and services of museums: archetype, functions, management, services, spaces, products and public. Conclusions contribute with some critical observations about how serious games enable to motivation, autonomy and making meaning.
Torres de Eça Teresa
APECV, Quinta da Cruz-Estrada de S Salvador, Portugal
Learning Spaces
The video is a visual narrative about a pilot experience with activist artists/social designers and art educators (Angela Saldanha; Dori Nigro; Celia Ferreira; Raquel Balsa; Matias Pancho) and other people from an organisation offering leisure and learning activities for people with mental disabilities. The experience, an arts based study, aims to enquire about learning spaces using photo voice.
V
Trantírková Lenka
The Brno House of Arts, Czech Republic
ZET ZET
Martin Zet’s exhibition named Sculptor Miloš Zet: Walls, Plinths and Mock-ups, dealing among others with the profession of a sculptor, was one of the Brno House of Arts projects marked with the coronavirus crisis. Several worksheets have been prepared for the closed exhibition, thanks to which those interested could try the profession of a sculptor while comfortably at home. One of the creative activities allowed to get acquainted with the technique of casting – making a small-scale plaster model of Martin Zet’s large concrete sculpture.
Trnka Pavel
Univerzita Hradec Králové, Faculty of Education, Department of Art, Visual Culture and Textile Studies, High School and College of Applied Cybernetics, Czech Republic
Experiences with Some Distant Teaching Methods: Video Tutorials and Drawing on a Graphics Tablet
In the distance learning, I consider it beneficial for the teacher to create own video tutorials. Video tutorial is currently the most popular method of self-study. The free video tutorials on the Internet often lack the quality and content that the teacher requires and cannot rely on it fully. Therefore, it is better to create our video tutorials also to show some effort that sets as an example to students. Furthermore, distance learning is much more effective with the use of a graphics tablet, which allows the range of possibilities of teaching. It is more advanced than classic whiteboard writing.
Hana Vacková
Gymnázium-Hejčín, Olomouc, Czech Republic
ArtCoMe
Between 2018–2020 students and their educators Hana Vackova and Jiri Vavra from Gymnazium Olomouc-Hejcin, participated in an international project Art & Contemporary Me, which involved a sole school from Poland, Hungary, the Czech Republic and Slovakia. The project focused on the individual’s unique experience involving a piece of art and was part of the Creative Europe Programme of the European Union in cooperation with The Olomouc Museum of Art, The International Cultural Centre in Krakow, The Bratislava City Gallery and The Janus Pannonius Museum in Pécs.
Valešová Hana
KPV FP, Technical University of Liberec, Czech Republic
Make Art, Not Faces!
The worskhop introduces the hands-on art project Make Art, Not Faces! which was run via facebook in the Czech Republic during the Covid-19 lockdown. The project was originally designed for university students, children and the wider public. The workshop is based on an easy, artistic and pleasant task, which is inspired by a chosen artist, and it will provide an inspiration for your hand-on creative activity. Moreover, you will be invited to share your artwork and thus you will contribute to our community and you will encourage artwork of other participants.
"Make Art, Not Faces” Social Media Art Sharing
Case study presents an online art education project run in spring 2020 during lockdown. The text will lead you through the goals and main characteristics of the project, its implementation, results, achievements and gaps to discussion about the role of online space in art education and possibilities of art education practice transformations.
About the project Make ART, Not Faces!
The presentation is based on the hands-on art project which was run via facebook im the Czech Republic during the Covid-19 lockdown.
Vasconcelos Flavia Pedrosa
Doutora em Educação Artística – Universidade do Porto Departamento de Artes Visuais Centro de Artes e Letras – CAL Universidade Federal de Santa Maria, Brazil
Contextualized Art/education between Brazil and Portugal: mosaic and glass
This work aims to discuss the contextualized Art/Education from experiences carried out in the mediation of Professor Dra. Teresa Almeida from the University of Porto, Portugal, at Juazeiro / BA, Brazil. The researcher was conducted in August 2016 in the city, with support for the visiting researcher via the Coordination for the Improvement of Higher Education Personnel – CNPq. In addition to conducting at Visual Arts Teachers Education Graduation, was developed thematic workshops, from mini degree courses, students, technicians and professors from the Federal University of Vale do São Francisco – UNIVASF, guided in the Mosaic and Glass area. São Francisco region has a crafy tradition regarding mosaic. The research aim was to analyze what artistic /educational possibilities had potential to built and reflected on a contextualized Art/Education experience. We intend to demonstrate that the activities were carried out in terms of research, teaching and extension. Finally, we reflect and face the challenge of how those activities acted as experiences and reviewing it at pandemic times. How could we do this now and how a collaborative work between bridges can establish broader views on the teaching/learning processes and the experience as an important factor at Visual Arts Teachers Education contemporary?
Vichrová Petra
Department of Art Education, Pedagogical Faculty, University of South Bohemia in České Budějovice
Creativity Restarted: Private Art Studio During the Coronavirus Crisis and Its Functioning
The paper presents the functioning of a private art studio in the period of limitation of its activities, based on the government measures against the spread of the coronavirus crisis. It describes the search for ways how not to lose contact with students and ways they can continue to learn distantly through digital tools and social media. The text also describes the approaches of parents and children to this form of teaching and a later return to the usual way of conducting lessons. At the end of the article, the traced facts are summarized and a possible way of using material, that indicated the connection of studio teaching with the distant home environment, is indicated.
W
Y
Z
Ž
Vilhelmová Lenka
Department of Art Education, Pedagogical Faculty, University of South Bohemia in České Budějovice
Floating Islands
An animated film called Floating Islands. This artistic realization heralded the coming year 2020, which began with tragic events in Australia, the fight against fires and ecological irreversible losses. Then came the bad news of the mysterious disease in Asia, today named Covid 19.
Willis Steve
Missouri State University in Springfield, USA
A Reflection on Mindful Meditation
At this time of the global pandemic, lives can seem out of control as chaos and violence are in the news and in the streets of our neighborhood. This is particularly true in the United States as protests are common and the COVID virus continues to expand as many people in the US ignore precautionary medical advice and continue to socialize in close proximity without a mask. Chaos and turmoil are difficult even for the citizen who has experiences in difficult times such as warfare, social unrest, economic crisis, and health concerns like Ebola, avian flu, aids, and now, COVID-19. But this talk will focus on helping children. I will propose school procedures that can help stabilize the students and their environments. In this, I will refer specifically to Mindful Meditation.
Yamada Miho
Faculty of Education, Shujitsu University in Japan
Musicking philosophy into practice: Online virtual workshop on the theme of Beethoven’s 9th Symphony “Ode to Joy”
Musicking is the term originally introduced by Christopher Small (1998) that simply means the act of music making. For Small (1998), music is not a fixed artwork, but an act, which is defined by singing, listening, playing, practicing, composing and dancing (Small, 1998). Dissanayake (2015) criticized the contemporary changes in the concept of overemphasis on performance outcomes, which, like sports, requires tough competition, and ignores the community sense of musical sharing. According to Dissanayake (2015), in a traditional society in any culture, music was originally shared in community from the religious ceremony to the local carnivals, and there was no wall between performing and listening. Everyone used to participate in music in a shared sense either by singing, dancing, playing instruments, composing. Although there is a vast array of literature describing musicking as a philosophy, there are very few examples of practicing musicking, especially in the field of educational settings. Ultimately, this study aims to construct a practice model of musicking by offering online virtual workshop via Zoom on the theme of Beethoven’s 9th Symphony “Ode to Joy”.
Zajíček Kamil
Muzeum umění Olomouc, Czech Republic
EDU on wire │ Series of Educational Videos of Olomouc Museum of Art
We invite you to join our on-line workshop and to watch and try one of the five creative activities presented through the educational videos from the series EDU on wire prepared by the lectors of Olomouc Museum of Art for the summer holidays of 2020. The lectors reacted in this way on the new demand of distance education during the pandemic period. In total, they have created nine videos offering ideas and suggestions for creative activities inspired by the world of visual arts. These are focused on children and are suitable for indoor performance at home. These videos have been presented during the whole summer holidays. During the conference programme, you can try all the ideas and get creative, too. If you send your work to horak@muo.cz, we will publish it on our website. Do not forget to add your name, age and country.
Zářecká Klára
Department of Art Education and Textile Art, Faculty of Education, University of Hradec Králové, Czech Republic
Digital educational resources – materials for art teachers (Project Support for the development of digital literacy)
The aim of the conference contribution is in the form of power-point presentation to introduce model educational materials (so-called Digital educational resources) for teaching arts and methodologies that were created by a team of authors collaborating in the project "Support for the development of digital literacy" (abbreviated Digital Literacy). This Project (2018–2020) is focused on building didactic and methodical support for teachers from practice for the integration of educational activities developing digital literacy of students in primary and secondary schools.
Žváčková Tereza
Studio Experiment Olomouc, Czech Republic
Virtual vernissage | Camp – „There is an artist in everyone“
This summer (2020) there was a camp organized by Studio Experiment in Olomouc that was called „There is an artist in everyone“. 5 days of creating, 40 hours of creativity resulted in 11 art works. And because i tis important that an artist can speak about his art work, we made this alternative way of vernissage – virtual vernissage, where our art works are presented together with the artists that inspired us.