Visual borderlands: Visuality, performance, fluidity and art-science learning

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

“…In art education, research on technological integration has yielded a series of noteworthy achievements [26][27][28]. For instance, Song & Lim (2022) [29] investigated how two teachers utilized teaching methods and technology and how their students responded to their instructional efforts.…”

Transdisciplinary Art-Science Identities and the Artification of Learning

“…There is a coalescing of current educational commentators critical of the current instrumentalist and positivist knowledge perspectives on pedagogical design which will have ripple effects on society into the future. Four key ideas are presented and will be foregrounded in this chapter: (i) scientific commentators who challenge the hegemonic dominance of the contemporary positivist idea of fixed scientific representations and teacher-centred pedagogies; (ii) the performative nature of learning which links percepts and affect, becoming and the multiple ways we make meaning; (iii) the digitisation of social media, dominated by the visual, its fluid processes, unstable meanings, and artful semiotic practices; and (iv) the concept of visual borderlands [1] at the heart of transdisciplinary learning where the learning is affectively driven, relational, and connected. A pedagogy offering imaging as a valued liminal space sees visual borderlands as being able to connect knowledge, identities and employ metaphor across epistemological boundaries for new understandings.…”

“…The students draw on their school-based science learning and personal scientific interests, but drive their inquiry through individual troubling about self, art, the world, and their own expressive meaning-making processes. This chapter draws on the work previously done on visual borderlands [1] and considers how performative artification operates in the works of two students, Charlotte and Aynsley. They are two of the gifted visualisers.…”

“…There is an emerging watershed moment that is set to challenge the relationship between dominant text-based instrumentalist imperatives of the last century and visual art and science education in transdisciplinary learning spaces. With the ideas of contemporary post-structural philosophers such as Deleuze and Guattari entering educational discourse, visual performative thinking and semiosis are forging a rethink about knowledge and communicative connections between disciplines [1]. As our artefactual world now centres on the image, what we come to know as experience and learning are being redefined by how we perceive, remember, and imagine the world as images and signs.…”