Art as research: Defending the significance of art practice in high school

Recent reconsideration of education policies in Greece to include experiential learning in the high school curriculum signals a positive transformation of education. It is obvious that art as a school subject can benefit from this reconsideration. I hypothesize that experiential learning can be a pr...

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Bibliographic Details
Published in:International journal of education through art 2016-09, Vol.12 (3), p.241-255
Main Author: Letsiou, Maria
Format: Article
Language:English
Subjects:
art-as-research
contemporary art
experiential learning
high school
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Summary:Recent reconsideration of education policies in Greece to include experiential learning in the high school curriculum signals a positive transformation of education. It is obvious that art as a school subject can benefit from this reconsideration. I hypothesize that experiential learning can be a proper context in which to teach art through the concept of art as research. To support this thesis, I draw on my involvement as art teacher in two experiential research courses during the 2014–2015 academic year. The first course is being taught in two eighth-grade, junior-high classes and the second in a tenth-grade, senior-high class. Given that the two courses are not yet completed, I will herein describe some of my decisions so far in constructing students’ research journeys.
ISSN:1743-5234
2040-090X
DOI:10.1386/eta.12.3.241_1