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* Another roadmap for arts education

Intertwining Histories


Intertwining Histories

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April 10, 2016 22:55 , by Nora Landkammer - | 4 people following this article.

Johannesburg Working Group on Medu Art Ensemble

October 18, 2016 2:00, by Rangoato Hlasane

The Johannesburg Working Group continues to work on broader histories of arts education in southern Africa projects. At the same time, we consider how this work might become part of Pan African histories of “arts education”, given how arts practices transgressed borders in the 1980s (e.g. Medu Art Ensemble’s work connecting with practices in Botswana, Tanzania, Sweden).

Forsaken (overlapping) Utopias - TIMELINE

October 17, 2016 2:00, by Andrea Hubin

As we are all working and living in Vienna, our research mainly focuses on Vienna. Starting from there we are interested in the intertwining of “forsaken” social utopias embedded e.g. in the social housing buildings and their artistic ornamentation. Through this Déjà-vu like associations we connect Chile with Vienna and the 1920s with the 1970s. The timeline tries to frame our main focus with basic information on the development of arts-education and it main events, figures and institutions both in Chile and in Vienna.

Forsaken (overlapping) Utopias

October 10, 2016 3:00, by Carla Bobadilla

Forsaken (overlapping) Utopias – Vienna Research Group
Main researchers: Carla Bobadilla, Andrea Hubin, Barbara Mahlknecht, Karin Schneider
Research string(s): models of critical pedagogy; activation of historical experiences

drafts for an un/chrono/logical timeline: Paulo Freire in Geneva

October 4, 2016 3:00, by Nora Landkammer

Geneva/Zurich research group

Stories of Arts Education: Transportation of German art educational ideas to China: Reconstructing the route

October 4, 2016 3:00, by Nora Landkammer

by Yuk Lin Cheng 
In early 20th century, the pace of Westernization became faster in China, more and more Chinese intellectuals took an active role in importing Western knowledge. Among the many Western knowledge, German philosophy, aesthetic theories and art educational ideas were also imported and began to play a role in constructing the rationale for Chinese art education. Ideas from Kant, Schopenhauer, Schiller, Volkelt, Weber, Herbert, Pestalozzi, Muensterberg, Lichtwark, Langer, Schalz and Dresdner, etc. could easily be found in many Chinese writings on art education and related areas. Generally speaking, importation of German ideas on art education by Chinese intelligentsia could be divided into two phases. German ideas on aesthetic and aesthetic education were introduced in the first decade of 20th century. This was the first phase. In the second phase, discussions about art education during the Kunsterziehungsbewegung (German art education movement) were imported in the second, third and fourth decades. In a historical perspective, importation of Western aesthetics had already taken place from late Ming to early Qing dynasty (17th to 18th century) and again in late Qing period (second half of 19th century), i.e. earlier than the periods stated above. While missionaries played a vital role in introducing Western aesthetics before 20th century, Chinese intellectuals began to take an active role in importing Western aesthetics, especially German aesthetics and the idea of aesthetic education, from the very beginning of 20th century. In this part of the ongoing study, focus is given to the first phase of the importation of German ideas on aesthetic and aesthetic education.