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Changing conceptions of cultural ide...

Song, Bo Rim.

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Changing conceptions of cultural identities: Critical inquiry through digital art practices within higher education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Changing conceptions of cultural identities: Critical inquiry through digital art practices within higher education./
作者:	Song, Bo Rim.
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1640.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3314579
ISBN:	9780549635512

Changing conceptions of cultural identities: Critical inquiry through digital art practices within higher education.
Song, Bo Rim.

Changing conceptions of cultural identities: Critical inquiry through digital art practices within higher education. - 280 p.

Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1640.

Thesis (Ed.D.)--Teachers College, Columbia University, 2008.

This dissertation examines cultural identities as creative and critical constructs in digital art practice and draws implications for computer-based instruction in higher education. The computer has changed the way people see and experience cultures. As a result, defining one's cultural identity has become more complicated. As an attempt to incorporate these shifts into art educational practice, this research focuses on the following questions: Given that cultural boundaries and distinctions are collapsing and new theories and practices of cultural identities are apparent in the digital era, how do artists understand their cultural context and what are the implications for art education? Furthermore, how are critical perspectives and practices used to negotiate artistic and pedagogical identities within these changing cultural contexts?

ISBN: 9780549635512Subjects--Topical Terms:

1018432
Education, Art.

Changing conceptions of cultural identities: Critical inquiry through digital art practices within higher education.
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500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1640.
500 $a Adviser: Graeme Sullivan.
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520 $a This dissertation examines cultural identities as creative and critical constructs in digital art practice and draws implications for computer-based instruction in higher education. The computer has changed the way people see and experience cultures. As a result, defining one's cultural identity has become more complicated. As an attempt to incorporate these shifts into art educational practice, this research focuses on the following questions: Given that cultural boundaries and distinctions are collapsing and new theories and practices of cultural identities are apparent in the digital era, how do artists understand their cultural context and what are the implications for art education? Furthermore, how are critical perspectives and practices used to negotiate artistic and pedagogical identities within these changing cultural contexts?
520 $a This qualitative research examined four practices in the realm of contemporary art and higher art education: Pedagogical Practice, Artist Practice, Institutional Practice, and Critical Practice. As a "practice-based case study," this research included an investigation of a college-level digital art course as well as an academic and artworld event comprised of a professional development conference, arts exhibitions, and related inquiries. The findings indicate that the artistic journey of artists and students using digital technology occurs both within and beyond traditional cultural boundaries. This dissertation suggests that cultural changes and transformations can be translated into educational practice in the digital art classroom with the use of a filter of critical inquiry and self-reflection.
520 $a While highlighting the responsibility of art education to integrate cultural changes into institutional practice through vital and updated cultural exchanges, this dissertation also reveals a link between tradition and on-going cultural changes. It seems that this coexistence of traditions from the past and changes in the present has accelerated the emergence of cultural hybridization and mixing. This study suggests that when art educators in higher education understand how changes in cultures and cultural identities happen in a non-linear way, constantly going back and forth, and hold their connection to the past, the traditional, and the familiar, they will be able to make cultural diversity a strength and resource rather than a problem or challenge in this digital era.
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