Autoethnographic Identification of Realms of Learning for Art Education in a Post-Digital Age
A more academic version of this Artiststory blog appears in my paper in the International Journal of Education Through Art, Vol. 4, No. 3, 2008. Read the abstract below:
Realms of learning for art education in a post-digital world are identified through autoethnography, a qualitative research methodology congruent with an emerging paradigm shift beyond the digital culture of the Information Age to a post-digital Conceptual Age that honours the ability to create aesthetic significance, to discern patterns, to craft a meaningful narrative and to combine seemingly unrelated ideas into a novel creation. Realms of learning are brought to light through a narrative that highlights episodes in the life of an artist/researcher/teacher that have special significance for art education. This autoethnographic inquiry, at the intersections of art, science, technology, and culture, identifies interweaving realms that create a colourful fabric of lifelong learning: from awesome immersion, playful exploration, aesthetic creativity, morphological analysis, interdisciplinary imagination, cybersomatic (computer-body) interactivity, polycultural collaboration, to holistic integration.