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ERIC Number: EJ907310
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0039-3541
Interventionist Art Education: Contingent Communities, Social Dialogue, and Public Collaboration
Richardson, Jack
Studies in Art Education: A Journal of Issues and Research in Art Education, v52 n1 p18-33 Fall 2010
Recent nontraditional forms of public art have been described as interventionist, referring to art that establishes its purpose and form through the social exchanges and altered behaviors that arise as a result of its disruption of quotidian patterns of social experience in public spaces. The form of the work is revealed through the contingent communities, spontaneous social dialogues, and incidental social collaborations that occur as a result of its disruption of habitual public experience. This article provides a theoretical and artistic framework for rethinking the function of artmaking within the broader context of art educational practices and for reevaluating the potential that artmaking might have as a means of socially engaging and making meaning in the public environments inhabited by students. An interventionist art curriculum can be understood as a type of art-informed tactical research.
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; United Kingdom (Newcastle upon Tyne)