Third site bioquiry: Meditations on biographical inquiry and third-site pedagogy1

We, teachers of art and visual culture, direct our classroom assignments towards the things we want our students to do, make, perform, think, know, value, feel and interpret – in our classrooms. And should not we assume that there is a strong link between what we direct students to make and think an...

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Bibliographic Details
Published in:International journal of education through art 2024-03, Vol.20 (1), p.91-100
Main Author: Wilson, Brent
Format: Article
Language:English
Subjects:
art educational research
biographical inquiry
ethnographic inquiry
informal curriculum
qualitative research
third-site pedagogy
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Summary:We, teachers of art and visual culture, direct our classroom assignments towards the things we want our students to do, make, perform, think, know, value, feel and interpret – in our classrooms. And should not we assume that there is a strong link between what we direct students to make and think and know and feel in our classrooms and the behaviours and attitudes that they will exhibit beyond the spaces for teaching? But what are our classrooms like? The typical art room worktables and easels are inadequate models for the many art worlds that exist beyond. (The multitude of art worlds, actual and potential, in which students might live would be the subject for another article.) The outcome I desire for an education in art is that it will prepare students to live their lives beyond schooling productively and actively in various art worlds – if that is their desire.
ISSN:1743-5234
2040-090X
DOI:10.1386/eta_00153_1