Vignette # 1

Colin Grzeskowiak
#56265911
ETEC 532 65B
Technology in the rts an! the "#$anities Classroo$
Master of Educational Technology
University of British Columbia, B. C.
Instructor Alexander e Cosson
!une ", #$%&
Art manipulates our senses and emotions into exploring for meaning through the visible/invisible or
tangible/intangible elements of the artwork. Art encourages creativity and curiosity which draws the viewer
into conversations and reflections, resulting in a deeper understanding. These are just some of the ideas
contained in the video Art, culture, identity and representation A conversation with three art educators
which ! will analy"e and examine the methodologies and perspectives of #ylvia $ind, #tacy %riedman and
&oger 'ane on using art in an educational setting.
#ylvia $ind believes that art is a visual representation that mediates between relationships of abstract
concepts such as identity and culture. Art illuminates knowledge bringing individuals together to discuss.
(er goal with her sweater and dress artwork was to have the viewer relate with the identity of a disabled
person, and how disability is labelled by our culture.
#tacy %riedman)s approach is that art is a way for us to define and broaden our own understanding on
varying concepts such as culture. Art is about our relationship to the culture and is a tool that we can use
to understand others and our own cultural identity. The art alone is meaningless for it needs the viewer to
bring their own interpretation based on their own experiences. !n her puppetry assignment the use of art
and video media was a techni*ue she used to have her students learn to personally define and explore
what art is.
&oger 'ane is an art student in #tacy)s class, and he emphasi"ed the idea of how we have to interpret
and discuss with others to come to an understanding. (owever, how we interpret will often be displayed
through a mirror of our times, which reflects our education, social and cultural values. The art educator)s
role becomes about facilitating the discussion to allow students to critically view and reflect on how art ties
into their own experiences, and allow the student to construct their own meaning. This point was
demonstrated in the puppet assignment where &oger created a puppet of his ancestor and came up with
a credo. The credo allowed &oger to separate from his own identity and to reflect on what it would mean
for someone from a different stage in time.
#tacy %riedman also made use of video in her puppet project where students created a video that
explored racism as well as the student)s own identity. Reinterpreting and questioning visual and oral
culture became the learning media for both myself and my students in this project. +%riedman, p,- #he
believes that if we understand how we learn to make meaning in our own life then we can begin to
communicate that knowledge to our students. .ideos are just one tool that can allow for this while
providing a medium to share that knowledge with others.
Through all three approaches the main idea for teaching art in an educational setting involves that it is a
uni*ue way of defining oneself and others. To achieve this definition the viewer has to think, discuss, and
reflect while bringing their own words and experiences together to create a personal level of
understanding. Technology provides new avenues for art and art creation but the fundamental ideas
behind why to teach art to students stays the same.
'eferences
(riedman, ). *#$$&+. Art Education Culture, A -u--et based ex-loration of identity, racism, and
res-onsibility.
(riedman, ). 'es-onsibility and re.-resentation, 'eflection on digital video and -u--et/based
in0uiry.
1oldfarb, B. *#$$#+. Students as producers. In Visual pedagogy: Media cultures in and beyond
the classroom. urham, u2e University 3ress.
Ta-scott, . *#$$4+. 5et 1eners 'elate to 5e6s in 5e6 7ays. Nieman Reports, 62*&+, -%4/%8.
9ignette, Art, Culture, Identity and 'e-resentation, A Conversation 6ith Three Art Educators.
*n.d.+. 'etrieved $: $%, #$%&