Digital art pedagogy in the United Kingdom

Rebecca Heaton

    Research output: Contribution to Book/ReportChapterpeer-review

    Abstract

    Digital practices develop constantly and impact pedagogy in art education. This requires learners and practitioners to be adaptable – to be open to renegotiating their understanding of art and the principles that underpin it. This chapter presents a number of cases from the UK where practitioners have aligned art and digital practice, and these model how and why cognition can be curated. “Curated cognition” refers to the way one organizes one's thinking. The cases show how curating cognition can facilitate an understanding of visual culture. The cases also suggest that digital art pedagogy and learning are effective when they prioritize fundamental art principles and respond to cultural change. This chapter advocates for an adaptive and forward‐thinking experience for art learners where collaboration, moral consciousness, and social responsibility become considerations in the teaching and learning strategies of digital art experiences.
    Original languageEnglish
    Title of host publicationThe International Encyclopedia of Art and Design Education
    PublisherJohn Wiley and Sons Ltd
    Pages1-19
    Number of pages19
    Volume3
    ISBN (Electronic)1118978072
    ISBN (Print)9781118978078
    Publication statusPublished - 23 Jan 2019

    Keywords

    • Digital art
    • art education
    • art
    • education
    • pedagogy

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