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3D digital modelling in visual arts education
- 2024
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The following 3D Digital Modelling in Visual Arts Education forms part of the Tilde seriesand is based on collaboration in a project involving Aalborg University and College University Copenhagen (Denmark), the University of Gothenburg and Umeå University (Sweden).The project’s aim was to explore the learning potential held by 3D sculpting for art teachersby identifying new image-making processes in modelling and sculpting. Another aim wasto integrate the project’s outcome in didactics and teaching activities for teacher educatorsin visual arts connected to the subject area.The project was fnanced by EDDA Norden during 2021 and several seminars werearranged to present research in the subject area visual arts, 3D modelling, and use of technology. The results may be of particular interest to a wider audience in the research felds ofvisual arts education, multimodal learning designs, and teacher education. The publicationis based on presentations made at Aalborg University in Copenhagen during the autumn of2021 and at a symposium called 3D-sculpting: A Nordic Higher Education CollaborationProject at the NERA conference held in Oslo in the spring of 2023.
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- Buhl, Mie, et al.
(författare)
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Digital 3D modelling as an expansion of the aesthetic repertoire for image-making practices. Concluding discussion
- 2024
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Ingår i: Tilde rapportserie. - 1103-8470. ; :Rapport nr. 20 : 3D Digital Modelling in Visual Arts Education, s. 74-85
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Tidskriftsartikel (refereegranskat)abstract
- The final text, “Digital 3D modelling as an expansion of the aesthetic repertoire for image-making practices. Concluding discussion”, is written by the editors. In this contribution, Buhl and Karlsson Häikiö reflect on the results of the project where 3D and sculpting occupy the centre of attention. They reflect on the didactic possibilities afforded by the use of CAD programs and 3D scanning, sculpting and printing, yet also the challenges that arise when manual and haptic modelling skills turn into coding skills when the modelling is digitally produced. Which skills are developed or needed to understand the transformation from manual to digital? This transformation is discussed from societal, cognitive and technological perspectives and with regard to visual arts education. What happens when digital technology enters teaching?
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- Karlsson Häikiö, Tarja, 1962, et al.
(författare)
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Symposium, ”Digital media promoting new approaches to subject specific didactics in visual arts educations in primary school, high school, teacher education and university education.”
- 2017
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Ingår i: NoFa6, 6:e Nordiske Konference på Syddansk Universitet, Odense, May..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Digital media promoting new approaches to subject specific didactics in visual arts education in primary school, high school, teacher education and university education The symposium addresses current developments in visual arts education based on empirical projects from different levels of the educational system. The purpose is to discuss to which extend digital media can be seen as an integrated part of existing theory mainly based on developments from analog media or rather give rise to think subject specific didactics differently. Recent developments like visual culture, contemporary arts, social aesthetics, community art and co-creation all represent an approach to art production and appreciation where content, media and visual expressions unfold in societal, digital, collaborative, and transgressive constellations involving the art maker and audiences in social and relational projects processes of meaning making. These constellations contrast traditional virtues of separating visual arts education in drawing, painting, sculpturing skills as well as traditional analytical skills based on the idea of a ‘work’. Governmental requests for implementing IT in visual arts curriculum as well as the fact that students meet the educational system with experiences from using visual media seem to promote these current developments. Based on these developments, questions of the symposium are: What is visual knowledge, what are visual skills and how can we understand visual competence in the subject domain of visual arts and across subject domains
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- Kraus, Anja, 1967-, et al.
(författare)
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Introduction
- 2014
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Ingår i: Performativity, Materiality and Time. - Münster : Waxmann Verlag. - 9783830931164 - 9783830981169 ; , s. 9-12
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Bokkapitel (refereegranskat)
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| 6. |
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Performativity, Materiality and Time : Tacit Dimensions of Pedagogy
- 2014
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Focusing mainly on the tacit side of pedagogical practices entails not only a revision of instructional practices but also that of the existing theoretical approaches to educational practices and learning and a work on the methodology of empirical research in the Educational Sciences. In terms of this effort references to subjects, objects and given structures are replaced by the concepts performativity, materiality and time. In this volume the paradigm shift is applied to different educational fields, questions and methodologies, such as the performativity in imaginary, mediated and virtual spaces and other tacit subjects of learning, such as language education, the ethical implications of the adult-child differentiation, educational research on things and the mastery of university by the students.
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