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

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. 



Stories of Arts Education: Paulo Freire in Geneva

October 3, 2016 3:00, by Nora Landkammer

by microsillons - Geneva/Zurich research group



São Paulo Meeting

September 30, 2016 17:37, by Nora Landkammer
from October 23 to 30, 2016

The cluster Intertwining Histories and the Africa Cluster will hold a week-long encounter of internal work and semi-public programmes in collaboration with the 32nd biennial of São Paulo. From 24th to 26th of october (Mon-Wed) will be the internal working sessions on the Intertwining Hi/Stories project and the Africa Cluster.
From 27th to 29th there will be semi-public encounters organized with the biennial with educators, researchers and artists in São Paulo and involved in the biennial.



Intertwining Hi/Stories of Arts Education

June 22, 2016 3:00, by Nora Landkammer

Intertwining HiStories is a Cluster project by partners in the network Another Roadmap for Arts Education in Maseru, Johannesburg, Hong Kong, Lubumbashi, Nyanza, Vienna, Kampala/Namulanda and Geneva/Zurich. Between June 2016 and July 2018, the working groups will study histories of arts education and their global overlapping within particular case studies (“stories”). Our general research interest is: What does the intertwining of these stories mean for practices of education through and on the arts? The cluster’s work 1) examines the process through which the hegemonic narrative of history is written, 2) traces localised historical and contemporary counter-narratives to the dominant history 3) sets up a framework and builds critical tools in and through which the Cluster's members can draw mutual benefits in view of the wider application of the respective findings.