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First phase of historical research: stories of Arts Education

October 18, 2016 12:49 , by Nora Landkammer - | No one following this article yet.

In the cluster project Intertwining Hi/stories of Arts Education, working groups in Maseru, Johannesburg, Hong Kong, Lubumbashi, Nyanza, Vienna, Kampala/Namulanda and Geneva/Zurich study histories of arts education and their global overlapping within particular case studies. After a first research phase, we share insights into "stories" of Arts Education from our particular perspectives and events relevant to the history of this working field, in narratives and timelines.


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).



Maseru working group: LITERACY AS AN AGENT FOR CREATIVITY

October 18, 2016 2:00, by Nora Landkammer

by Maseru working group/Ba re e ne re



A Contemporary Survey through Restaging – Learning from the 1970s

October 18, 2016 2:00, by Nora Landkammer

by Claudia Hummel



Kampala working group: a timeline

October 18, 2016 2:00, by Nora Landkammer

A timeline of Arts Education from the Kampala working group



Vienna working group: 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



Hong Kong working group: 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.



Geneva/Zurich working group: Paulo Freire in Geneva

October 3, 2016 3:00, by Nora Landkammer

by microsillons - Geneva/Zurich research group