The Canadian Review of Art Education

List of Reviewers Volume 49(1)

2022-12-12T19:54:40-05:00

Artist Statement

2022-12-10T09:18:37-05:00

hese mixed-media watercolour collages were made in response to a participatory museum workshop and collaborative art making event held at the Redpath Museum at McGill University. These research-creation collages, part of a larger series of eight, draw on participant discourse relating to critical concepts of habitat loss, species containment and the finality of extinction, inspired by a Whooping crane (Grus americana) specimen housed in the museum. The artworks play on the visual language of the museum habitat diorama and reverse the “window on nature” concept inherent in that tradition. In these collages, the highly endangered whooping cranes are depicted in two distinct contexts; first, in their natural prairie wetland habitat as if undisturbed by human influence, and secondly, framed in the window of the Redpath museum, gazing longingly at the sky in which it will never again fly free.

Navigating and Creating Virtual Art Exhibition

2022-10-20T14:22:29-04:00

During the various stages of the Covid 19 pandemic, artistic practices have become increasingly important in managing the complexity of the impacts of the pandemic (Sabol, 2022). From simple rainbow drawings to musicians performing from their balconies, creating art has been essential to navigating these unprecedented times as we encounter our lives through different lenses due to new and shifting realities. In 2021, Dr. Julie Ethridge, Vice President of the CSEA/SCÉA invited artists of all artistic backgrounds to submit work that was shaped and created during the first 12 months of the global pandemic that addressed how (if) the pandemic intersected with their artistic practice. The works that were included in the virtual exhibit that ran from July to October 2021 are shown here, with the artist’s statements.

Volume 49, No. 1: Art Education- Virtual Material

2022-12-11T14:31:12-05:00

Animal Bodies in the Museum: Acts of Artmaking, Collective Knowledge, and Complex Conversation Around Museum Taxidermy

2022-05-25T11:58:52-04:00

The purpose of this paper is to explore how critical acts of making during a participatory museum workshop and subsequent studio-based research-creation can inspire poly-vocal discourses around museum taxidermy as repositories of complex histories. Centred on four animals on display at the Redpath Museum, this program of research sough to reanimate these animals and reposition their context within the museum space and wider world beyond. Through collaborative exploration and creative acts of making, art educators can engage and shape the discourse around taxidermied animal bodies, giving them new life as tools for teaching and learning in museum spaces.

Making Art at Home During the COVID-19 Pandemic: Instagram, Young Visitors, and Museum Collections

2021-08-18T13:48:46-04:00

This paper examines some of the ways that Canadian art museum education departments used Instagram during the COVID-19 pandemic, particularly for young virtual visitors. The author studied this use of Instagram through a visual content analysis of ten Canadian museums’ educational posts, stories and IGTV videos, using the theory of connectivism and the way learners can engage with learning opportunities outside of their physical environments. The findings from this study reveal that Instagram became instrumental in allowing museum educators to continue their mission of promoting meaningful engagement with collections for their visitors.

How a Philosophical Approach to Temporal Perception Can Provide a Basis for Developing Useful Strategies for Teaching Art to Students with ADHD

2022-10-23T09:08:59-04:00

This paper explores research in how students with Attention Deficit Hyperactive
Disorder (ADHD) experience temporality. Using a phenomenological lens, the author looks for
clues in the writings on temporality by philosopher, Martin Heidegger. Her goal is to establish a
philosophical framework for developing practical approaches to teaching art to secondary
students that address the difference in temporal perception of students with ADHD in an effort to
create a more inclusive learning environment.

Nurturing Creativity in the Visual Arts Classroom Understanding Teacher Strategies through Amabile's Componential Theory

2022-10-06T17:31:44-04:00

Creative skill-building is a major focus of educational systems around the world. In this article, we draw on data from four K-12 visual arts teachers to illustrate pedagogical strategies used to support students’ creative development. We adopt Teresa Amabile’s Componential Theory of Creativity to frame the teachers’ approaches to creative skill-building, identifying how they nurtured students’task motivation, domain-specific skills, and creativity-relevant processes. By presenting the teaching strategies in this way, we hope to enable art educators to recognize, shape, and enhance how their own teaching can support the development of student creativity in the visual arts classroom.

Intricacies between instructional design and the creative experience: How do design-based research and research-creation cohabit?

2022-05-24T16:27:38-04:00

This article highlights the intricacies between the design of pedagogical innovations specific to design-based research and the artistic experience as a method, characteristic of research-creation. The author presents a pilot study in art education and demonstrates how design-based research benefits from the artistic process and from the epistemological orientations of research-creation for the conception and the implementation of an educational design. This entanglement of the artistic process at the heart of design production can thus contribute to the generation of new knowledge, specifically related to the field of art education.