This edited volume broadens the understanding of the media arts at a global scale bringing together practices and ideas from artists and art educators from around the world. Authors explore issues of ...cultural and social diversity in fields of education, media theory, and critical theories of education and pedagogy with particular attention to digital technologies' impact on visual arts learning. Researchers utilize a range of methodologies including participant-researcher ethnographies, action research, case study, and design based research. These artists and art educators share new research about the pedagogical and theoretical aspects of media arts in educational systems that are facing unprecedented change. This volume begins to map why and how experts are working within networked society and playing with digital innovations through media arts education as a critical and creative practice.
My previous research using NIRS clarified that there are individual differences in the ability to create ideated tactile sensation and some people do not naturally experience any tactile stimulation. ...In this research phase, some photo colorization practices which focused on tactile sensation were administered to the same participants as in the previous research, and the result clarified that now all participants could ideate tactile sensations during visual observation of photographs. This result suggests that art education is capable to develop long-term potentiation of synapses for visually triggered ideated tactile sensations. Also, related survey research found that 3 to 4 % of respondents had aphantasia, and 40% of university students surveyed had some difficulty recalling visual images. The results of this research suggest that we need support tools based on cognitive diversity inclusion for expression and appreciation processes.
This paper continues a discussion of 21st century goals in education as they relate to the Japanese Ministry of Education guidelines, PISA outcomes and recommendations, and for broader ...contextualization, American approaches to 21st century education. With interest in meeting these goals at the university level, the authors are exploring the possibility of an experiment in melding of design and Media English into an interdisciplinary curriculum. This paper in particular looks at current practice regarding the use of TED talks in the English literacy classroom and in a basic design course. It also identifies ways that current practice is connecting to the 21st century goals at this juncture in time.
The research described in this paper focused on the role of image media in art education for high school and higher education students, as it relates to the dual public and personal aspects of ...photographs. Students engaged with mid-twentieth century black and white snapshots provided by a local photo studio to try to decode the public contexts of the images. Students interviewed local people who could remember the time period during which the photographs were taken, and following these interviews, the photographs were colorized by students. This experience helped students to interact more deeply with the context of the photographs. The photo colorizing process helped to give students a stronger sense of not only the reality of the photographs themselves, but also the historical context in which the photo was taken.
NCCAS updated the U.S National Standards and added Media Arts as part of the arts field in 2014. There is still a process of transition happening in applying this new national standard to local state ...standards in 2017. In this study, the author chose one reference high school to observe directly how media art classes are taught in an actual school. At the reference high school, the instructor pointed out that grant procurement and management to maintain media art classes is the most important and difficult issue he is facing. Local schools, including the reference school, are using grants such as CTE (Career Technical Education) to fund media art classes, so in that way media arts education is now leaning in to career and technical skill education. By definition, CTE is not just special skill education, but is considered as part of career education. It makes a point of connection to higher education through multiple skill development including those identified as 21st century skills. From this observation experience, it is clear that the instructor considered social matters carefully in image media, and used that basis to cultivate technical skills and general skills in students. This core value setting can be a very important inspiration for our image media studies in Japanese art education.
In the United States the NCCAS (National Coalition for Core Arts Standards) has been working on developing media arts curriculum, which has now been included in their 2014 revised national arts ...standards. The curriculum includes a diverse spectrum of media art categories with a primary focus on video (time based media) artwork. In the media art curriculum created by NCCAS, we can see ways of developing some of the core values of art education. These include helping students to engage in finding different ways of understanding the world around them, and it also includes encouraging students to find their own answers to complex questions. These goals are accomplished while at the same time cultivating many general skills through specific processes. Reflecting on our own country’s art education, even above the role that media art has to play in the development of 21st century skills, we have a need to reconsider how we describe the value of art education—highlighting the importance of the subject beyond anything we have done in the past. The United States has been able to rapidly convert their art education structure in these past few years in large part through the influence of NCCAS. By studying what they have done we can find very important recommendations for Japan’s art education future.
Japanese ministery of education enforced new national standard for junior highschool at 2012. In the art standard, the line of image media fixed as a endevor aim. In the contrast with the previous ...standard, this is a decline revision of image media. It is possible to foresight many reason, but as a typical practical reason, there is not enough image media equioment in the school. On the other hand, Japanese government has been promoted "The Vision for ICT in Education" since 2011. It is important to think about how we apply image media, which integrated into ICT media, in the theory and practial field on art eudcation. Therefore, in this artcle proposed one theory of how knowledge cultivate and spin through image media and continuously pursuit of students learning. Furthermore, the actual class was held at the loacl junior high school based on this model. As a result of this practice, unevenness of aestheticsense, which obtain when the students watch image media, was reduced. Also the students who took this practice, strongly persept analogical tangible perseption when they watch image media more than the other student. This practice was considered that there is a some efficiency as a base of education through the image media on art education.
This article is clearing the structure of utilizing image media in art education based on Howard's multiple intelligence theory to be able to cultivating aesthetic sense and intelligences. It is ...better to cultivate Howard's 8 intelligences category inter-crossly especially for visually enhanced life environment. The structure of inter-media education shows image media utilization can be developed more than just a visual communication. Thus, it is very important to understand the character of the media and have a practice of creating own media that can be controlled by student-selves. Form the practice of "Everybody Light-Artist" from Kozaki-higashi elementary school in Aichi prefecture shows the model of inter-media education expressing not only visual communication matter but the communication through the whole sense, and it connects to Howard's multiple intelligence theory. Utilizing image media education gives art education multiple opportunities of cultivating multiple intelligences and aesthetic senses.
The purpose of this study was to review guidelines for media education, based upon the idea of image media education in art education. A second aim was to clarify the direction of image media within ...art education textbooks on a practical level. Through revising the guidelines of image media education in art education, three levels of goals were defined. An analysis of textbooks published by Nihonbunkyo, Mitsumuratosho, and Kairyudo based on the three levels of goals, showed clear differences in focal point for image media education in each of the textbooks.
