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Reconstructive postmodernism: Altern...

Weggler, Karen Anne.

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Reconstructive postmodernism: Alternative paths for art education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reconstructive postmodernism: Alternative paths for art education./
作者:	Weggler, Karen Anne.
面頁冊數:	258 p.
附註:	Adviser: Celia Haig-Brown.
Contained By:	Masters Abstracts International35-05.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MM17172
ISBN:	0612171728

Reconstructive postmodernism: Alternative paths for art education.
Weggler, Karen Anne.

Reconstructive postmodernism: Alternative paths for art education. - 258 p.

Adviser: Celia Haig-Brown.

Thesis (M.A.)--Simon Fraser University (Canada), 1996.

I argue for the inclusion of reconstructive postmodernist art practices into the art education curriculum. These recognize and negotiate the differences and unifying similarities of lived and artistic practices and establish a shifting inbetweenness that permits significant exchange and circulation of information and experience. The result of the inclusion yields a differential commonality, a collective, interconnected cross-referencing of alternative and diverse ideas and artistic practices.

ISBN: 0612171728Subjects--Topical Terms:

1018432
Education, Art.

Reconstructive postmodernism: Alternative paths for art education.
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245 1 0 $a Reconstructive postmodernism: Alternative paths for art education.
300 $a 258 p.
500 $a Adviser: Celia Haig-Brown.
500 $a Source: Masters Abstracts International, Volume: 35-05, page: 1102.
502 $a Thesis (M.A.)--Simon Fraser University (Canada), 1996.
520 $a I argue for the inclusion of reconstructive postmodernist art practices into the art education curriculum. These recognize and negotiate the differences and unifying similarities of lived and artistic practices and establish a shifting inbetweenness that permits significant exchange and circulation of information and experience. The result of the inclusion yields a differential commonality, a collective, interconnected cross-referencing of alternative and diverse ideas and artistic practices.
520 $a A literature-based, 'postmodern' or 'intertextual' style of writing is employed, one that permeates the entire thesis with a polyvocal accumulation of quotes and artworks. This style, in combination with fieldwork methodologically indicative of a post-positivist position and form of inquiry, led me to investigate the works of a variety of artists and cultural critics concerned with negating theories that serve to legitimize existing hegemonic practices, revealing the need for and possibility of a deconstruction of power relations that marginalize those outside the prescribed 'centre'.
520 $a A number of foci emerge, but the sustaining and consistent themes revolve around silence, naming/unnaming, borders/border crossings and a critical consideration of alternative histories/narratives. The official History of the 'centre' understates resistance and the power of alternative practices, and the stories that inform those artistic practices.
520 $a As colonization, official histories and artistic practices disallowing interdisciplinary work and approaches become rigorously contested in an art education forum, deterritorialized spaces open up wherein rigidly defined and demarcated territories of difference and borders become blurred. There are many implications for the art education curriculum and I posit that through this blurring, students can come to believe in the possibility of a variety of experiences, a variety of ways of understanding and articulating art, without constantly imposing notions of a singular, exclusionary and paralytic 'norm'. (Abstract shortened by UMI.)
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