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Art in Education Landscapes: The Arts, Aesthetics, and Education VOLUME 1 SERIES EDITOR Liora Bresler, University of Illinois at Urbana-Champaign, U.S.A. EDITORIAL BOARD Magne Espeland, Stord University, Norway Minette Mans, University of Namibia Bo Wah Leung, The Hong Kong Institute of Education Gary McPherson, University of New South Wales, Australia Janice Ross, Stanford University, U.S.A. Christine Thompson, Pennsylvania State University, U.S.A. Francois Tochon, University of Wisconsin-Madison, U.S.A. SCOPE This series aims to provide conceptual and empirical research in arts education, (including music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modern paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to learning, experience, and knowledge. The books in this series present theories and methodological approaches used in arts education research as well as related disciplines - including philosophy, sociology, anthropology and psychology of arts education. ART IN EDUCATION Identity and Practice by Dennis Atkinson Department of Educational Studies, Goldmiths University of London, U.K. KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW eBook ISBN: Print ISBN: 0-306-47957-5 1-4020-1084-2 ©2002 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print ©2002 Kluwer Academic Publishers Dordrecht All rights reserved No part of this eBook may be reproduced or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, without written consent from the Publisher Created in the United States of America Visit Kluwer Online at: and Kluwer's eBookstore at: http://kluweronline.com http://ebooks.kluweronline.com CONTENTS ACKNOWLEDGEMENTS vii ABOUT THE AUTHOR ix INTRODUCTION 1 1 5 6 8 9 10 12 MEMORY SEED THEORIES OF LEARNING LEARNING THEORY IN ART EDUCATION REPRESENTATION AND SIGNIFICATION IDENTITY AND DIFFERENCE THE IDEA OF EXPERIENCE OUTLINE OF THE BOOK PART ONE: INTERPRETATION AND PRACTICE 15 CHAPTER 1. SEMIOTICS AND HERMENEUTICS 17 17 18 19 21 26 28 29 30 32 33 35 36 38 INTRODUCTION SEMIOTICS The Saussurian legacy The Peircian legacy Metonymy and metaphor in drawing practices HERMENEUTICS AND THE PROBLEM OF INTERPRETATION Phenomenology and hermeneutics Hermeneutic circle HERMENEUTIC STRATEGIES Hermeneutics of reproduction Hermeneutics of dialogue and tradition Phenomenological hermeneutics: narrative and textuality Hermeneutics of emancipation Gadamer, Habermas and Ricoeur: a summary of implications for art in Education POST-STRUCTURAL HERMENEUTICS Surveillance, regulation and power Dissemination, deconstruction and differance Summary iii 40 42 42 44 45 iv CONTENTS CHAPTER 2. SEMIOTICS, HERMENEUTICS AND OBSERVATIONAL DRAWINGS CHAPTER 3. THE SEMIOTICS OF CHILDREN’S DRAWING PRACTICES LANGUAGE GAMES, DRAWING GAMES DRAWINGS FROM AUSTRALIA CHILDREN DRAWING OBJECTS MYSTERY SUMMARY CHAPTER 4. EXPERIENCE AND THE HERMENEUTICS AND SEMIOTICS OF VISUALITY PERSPECTIVE AND VISUAL REPRESENTATION VISUALITIES OF DIFFERENCE PART TWO: IDENTITY AND PRACTICE CHAPTER 5. CONSTRUCTIONS OF IDENTITY THE TRUMAN SHOW CHANGING THE SUBJECT ALTHUSSER FOUCAULT NORMALISATION DISCOURSE DISCOURSES OF NORMALISATION AND IDENTIFICATION IN ART EDUCATION POWER-KNOWLEDGE VIDEO SEQUENCE CHAPTER 6. IDENTITY AND PSYCHOANALYSIS LACAN: THE IMAGINARY, THE SYMBOLIC AND THE REAL The imaginary The symbolic The Other is always lacking The Other and marginalized identifications The subject of discourse and