Jörissen / Unterberg / Klepacki Spectra of Transformation

Arts Education Research and Cultural Dynamics
1. Auflage 2018
ISBN: 978-3-8309-8713-0
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 168 Seiten

Like every pedagogical field, the fields of aesthetics, arts and cultural education have been confronted with various transformational dynamics in recent decades. Transformation processes such as globalization, digitization or transculturalization not only characterize a change in social and cultural framework conditions, but also lead to changes in self-understanding, working methods, contents, and objectives in the research of these educational fields.
The anthology "Spectra of Transformation" gathers a variety of perspectives on the question of the research on aesthetics, artistic and cultural education, which were discussed by international participants and speakers at the Winter School 2017 in Nuremberg.

Autoren/Hrsg.

Jörissen, Benjamin

Unterberg, Lisa

Klepacki, Leopold

Engel, Juliane

Flasche, Victoria

Klepacki, Tanja

Inhaltsverzeichnis

1;Book Cover;1
1.1;Imprint;4
1.2;Contents;5
2;Preface;7
3;Processes of Cultural Tradition and Transformation from an Educational Science Perspective (Leopold Klepacki & Tanja Klepacki);11
4;Spectra and Dynamics of Social and Cultural Transformation. Transformations of Contemporary Culture, Work and Power (Hannelore Bublitz);19
4.1;1. Introduction: Transformations of society and the individual;19
4.2;2. The contingency culture of modernity;21
4.3;3. The “physiognomy of the public space” and its structural transformations (Habermas 1968);23
4.4;4. Post-disciplinary feudalism – the transformation of visibility structures;24
4.5;5. Conclusion;26
4.6;References;27
5;Digital Cultural Education. The capability of Cultural Education facing digital transformation (Benjamin Jörissen & Lisa Unterberg);31
5.1;1. Introduction;31
5.2;2. “Cultural Education” as a practice of reflecting on culture through culture;31
5.3;3. Cultural education between certainty and indeterminacy;32
5.4;4. Challenges of Digital Cultural Education;34
5.5;5. Capability of Digital Cultural Education;35
5.6;References;36
6;Space for Visions: Urban Life as Movement (Marc Hill);39
6.1;1. Talk about parallel societies;40
6.2;2. Informal learning in urban life;41
6.3;3. On the experience of urban life;46
6.4;References;48
7;The Alchemies of the Arts in Education. Problematizing some of the Ingredients of the Recipe (Catarina S. Martins);51
7.1;1. Introduction;51
7.2;2. The moral and civilizing arguments: practices and devices of government and the arts;52
7.3;3. Museums as civilizing machines;54
7.4;4. Schools as civilizing machines;57
7.5;5. Are the arts in school about the arts?: the alchemies of the arts travelling into education;60
7.6;6. Can we think otherwise?;63
7.7;References;65
8;Studying Arts Education Policy and Governance. Concepts and Perspectives (Teunis IJdens);69
8.1;1. Introduction;69
8.2;2. Objects and concepts;69
8.3;3. Transformation;71
8.4;4. Comparative policy research;76
8.5;5. Global governance;79
8.6;6. Instead of a conclusion;82
8.7;References;83
9;Plot. A Space for Transformation in the Intercultural Research Process (Tuula Jääskeläinen);89
9.1;1. Initiation: The Gambia Project;89
9.2;2. Complication: Plot;91
9.3;3. Resolution: Transformation;92
9.4;References;93
10;Blurred affiliations. Transformation between fields of art, science and humanities: cases of artistic research and arts-based research (Zofia Ma?kowicz);95
10.1;1. Introduction;95
10.2;2. “Science”: translational problems and academic division;95
10.3;3. Blurred territories and complicated relationships between science, art and the capitalist market;96
10.4;4. Contemporary art: inherent characteristics, new territories of interest and knowledge production;97
10.5;5. Artistic research: a call for visibility?;98
10.6;6. Arts-based research: dissolving the objectivist model of cognition;99
10.7;7. Conclusion;100
10.8;References;100
11;The Spectra of Post-digital Transformation. Tracing The Haptic Field – a Protocol of Facing Error,Dysfunction and Noise (Anna-Carolin Weber);103
11.1;1. Introduction;103
11.1.1;1.1 Digitalization in Everyday Life;103
11.1.2;1.2 Digitalization and the Arts;104
11.1.3;1.3 Tracing Errors – Digitalization and Cultural Education;104
11.2;2. My approach: Tracing The Haptic Field;105
11.2.1;2.1 Protocol of a Visit to The Haptic Field;106
11.3;3. Wrap Up and Future Prospect;107
11.4;References;109
12;Transformation of Museums. What happens if the exhibits are digital objects? (Martha Karoline Schröder);111
12.1;1. Introduction;111
12.2;2. Museum – exhibition – exhibits;111
12.3;3. Digitalization and its impact on the museum;112
12.4;4. Example: Asteroids;113
12.5;5. Conclusion;115
12.6;References;115
13;Inclusive Museum Strategies that Make a Difference. From Easy-to-Read to Learning German at the Museum (Luise Reitstätter);117
13.1;1. Tell Me about Salzburg! – Retelling History Through Contrasting Stories and Different Language Styles;118
13.2;2. Use and Discourse – From Disregarding to Appreciating Easy-to-Read Texts;119
13.3;3. Use and Value – Combining Linguistic and Cultural Learning at the Museum;120
13.4;4. Making a Difference – On Power Structures and Moments of Transformation;121
13.5;References;122
14;The transformational dynamics of orchestras in the 21st century. The new socio-educational functions of symphonic orchestras (Esther Ropón Mesa);125
14.1;1. Introduction;125
14.2;2. The orchestra as a social model;125
14.3;3. Classical music facing the challenge of finding new audiences;126
14.4;4. Artistic education and symphony orchestras;127
14.5;5. Objectives and challenges of orchestras in Spain;128
14.6;6. Conclusion;130
14.7;References;130
15;From Artist to Pedagogue? The Idea of Transformation in the Course of a Qualification Program for Vocal Artists (Vanessa Friedberger);133
15.1;1. Introduction: Transformation in the course of pedagogical qualification for vocal artists;133
15.2;2. The “Music-Voice-Speech” project and its evaluation approach;134
15.3;3. The artists’ motives between art, education and (music-) therapy;135
15.4;4. Conclusion: The relevance of transformation;136
15.5;References;137
16;Community Houses. Modern Cultural and Political Public Space in Estonia (Egge Kulbok-Lattik);139
16.1;1. Introduction;139
16.2;2. Becoming “Cultured”;140
16.2.1;2.1 Political Nature of the Cultural Sphere;142
16.2.2;2.2 Life-Long Informal Educational System as Part of the National System of Innovation;143
16.3;3. Estonian Community Houses in Transformation;143
16.4;Conclusion;148
16.5;References;148
17;Arts Education and Transformations. Challenges for Sensitised Perspectives and Methodological Further Developments (Fabian Hofmann & Sarah Kuschel);151
17.1;Introductory remarks by the authors;151
17.2;1. The Netzwerk Forschung Kulturelle Bildung;152
17.3;2. The taking of critical and sensitive perspectives;153
17.3.1;2.1 Arts education between empowerment and othering;154
17.3.2;2.2 Impacts of arts education from a discourse-analytical point of view;154
17.3.3;2.3 Diversity as a topic of further education;155
17.4;3. The transformation of the methodology of the research on arts education;155
17.4.1;3.1 From educational theory to empirical research, from “promises” to “evidence”;155
17.4.2;3.2 Educational theory or empirical research?;156
17.4.3;3.3 From education to impact?;156
17.4.4;3.4 On the necessity of a methodological discourse in arts education;158
17.4.4.1;3.4.1 Problem fields at the epistemic level;159
17.4.4.2;3.4.2 Problem fields at the methodological level;160
17.4.5;3.5 Dealing methodologically with interaction in the context of arts education – a currently running project of the Netzwerk Forschung Kulturelle Bildung;160
17.5;Conclusion;162
17.6;References;162
18;The authors;165