Digital Art Pedagogy in theUnitedKingdom

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.

A systematic literature review of cognitive exchange in higher degree visual art education

“…It is believed technology helps present cognitive exchange more overtly (Penman and Lai, 2003). As technology is integral to art education (Heaton, 2019; Pavlou, 2020), new spaces for cognitive exchange presentation are therefore emerging.…”

Cognition in art education

“…But scholars are trying, and must continue to try, to increase visibility and understanding. In art education we are seeing more research modelling which documents cognitive connections that form pedagogically through engagement in artistic domains like digital technology and in contexts which cater for different learner groups, such as in special education or teacher training (Heaton & Edwards, 2017;Heaton, 2019). Connections between emotion and cognition in creative processes (Gnezda, 2011;Eddy et al, 2020) and cognition's presence in interdisciplinary connections, such as between art and science (Grushka et al, 2018), are also being studied.…”

Paradigm integration of fine art training for would-be professionals of art at high school at theory and local experience

“…• 721 Laplage em Revista (International), vol.7, n. 3C, Sept. -Dec. 2021, p.720-729 ISSN: 2446 the issues of digital art pedagogy (BLACK and CAP, 2016;CROSBY et al, 2019;HEATON, 2019;MILBRANDT et al, 2018;LEE et al, 2020;SWEENY, 2018). The analysis of current scientific works explicates the trend towards a paradigmatic conceptualization of classic art education functioning.…”