Sensory Literacy and Empowerment in Art and Design.
Insistence on verbal literacy as a key skill occurs throughout education. There needs to be a greater awareness of literacy as a sensory capacity: creative voices are seen, heard and performed. I argue that all the senses form embodied understanding, and obstructing this flow can impede learning. Th...
| Publicado en: | International Journal of Art & Design Education Vol. 40; no. 3; pp. 581 - 599 |
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| Formato: | Artículo |
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Wiley-Blackwell
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=152469441&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 152469441 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Aug2021 vid: 40 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 152469441 10.1111/jade.12369 ppf: 581 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 1.6MB tig: atl: Sensory Literacy and Empowerment in Art and Design. aug: su: Literacy Art students Design students Vocational school students Learning Foucault, Michel, 1926-1984 sug: subj: Literacy Art students Design students Vocational school students Learning Foucault, Michel, 1926-1984 keyword: art and design dialogue embodiment Foucault Freire ownership practice research sensory literacy ab: Insistence on verbal literacy as a key skill occurs throughout education. There needs to be a greater awareness of literacy as a sensory capacity: creative voices are seen, heard and performed. I argue that all the senses form embodied understanding, and obstructing this flow can impede learning. This article questions how we can use embodied, sensory and performative methods to enable student ownership of theoretical and cultural texts. It contributes a theorised approach and transferrable methods for students to build confidence in their learning capacity. I discuss how interpretations of texts can be seen as discourses that are expressed through visualisation, embodiment and affect to empower learning. Practice research with vocational art and design students is explored, to address their expressions of empowerment, in connection with their interpretations of Foucault and Freire. Students' individuated sensory methods of representing empowerment also offer more inclusive possibilities for decolonised cultural ownership through arts practice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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